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How very young children use gaze avoidance to resist caregiver interventions in their acts of misconduct
Unformatted Document Text:  CASE 4: “lunch” B1: Takes cracker from B2 when CG’s back is turned ((several lines deleted)) G: points to B2’s food when CG turns back around, says, He (din) Derrick’s=points to B1= cwracker away ((said in a mumble)) CG: Oh n h:! Eathan too—huh ((laughs)) Eathan took Derrick’s cracker away? G: Yeah. CG: Ohh:. Yeah. I (just) didn’t even see that. In “lunch” we see that the orderliness (normativity/visibility) of the relationship— misconduct/intervention—does not derive merely from the occurrence of an intervention following some act of misconduct, but rather from participants’ abilities (even those participants not directly involved) to recognize some act as misconduct, and to recognize what should properly follow, and, moreover, that what should follow is an accountable matter. It is the recognizability of this orderliness by children that provides for their motivated refusals to attend to caregivers’ efforts to get them to stop, and to see caregivers’ actions toward them as they engage in a line of misconduct as designed for the purpose of halting their activities. I next discuss children’s attention toward caregivers in light of caregivers’ actions comprising compliance-seeking sequences. II CAREGIVER INTERVENTIONS COMPRISE COMPLIANCE-SEEKING SEQUENCES

Authors: Kidwell, Mardi.
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CASE 4: “lunch”
B1: Takes cracker from B2 when CG’s back is turned
((several lines deleted))
G:
points to B2’s food when CG turns back around, says, He (din) Derrick’s=points to B1= cwracker
away ((said in a mumble))
CG: Oh
n
h:! Eathan too—huh ((laughs)) Eathan took Derrick’s cracker away?
G:
Yeah.
CG: Ohh:. Yeah. I (just) didn’t even see that.
In “lunch” we see that the orderliness (normativity/visibility) of the relationship—
misconduct/intervention—does not derive merely from the occurrence of an intervention following some act
of misconduct, but rather from participants’ abilities (even those participants not directly involved) to
recognize some act as misconduct, and to recognize what should properly follow, and, moreover, that what
should follow is an accountable matter. It is the recognizability of this orderliness by children that provides
for their motivated refusals to attend to caregivers’ efforts to get them to stop, and to see caregivers’ actions
toward them as they engage in a line of misconduct as designed for the purpose of halting their activities.
I next discuss children’s attention toward caregivers in light of caregivers’ actions comprising
compliance-seeking sequences.
II CAREGIVER INTERVENTIONS COMPRISE COMPLIANCE-SEEKING SEQUENCES


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