2023. Children’s conflict: views of Caribbean early childhood teachers in Guyana and Trinidad and Tobago. International Journal of Early Years Education 31:3 ► pp. 598 ff.
Davidson, Lucinda
2022. Using Categories to Assert Authority in Murrinhpatha-Speaking Children’s Talk. Research on Language and Social Interaction 55:1 ► pp. 18 ff.
Ekberg, Katie, Stuart Ekberg, Lara Weinglass, Anthony Herbert, Johanna Rendle‐Short, Myra Bluebond‐Langner, Patsy Yates, Natalie Bradford & Susan Danby
2022. Attending to child agency in paediatric palliative care consultations: Adults’ use of tag questions directed to the child. Sociology of Health & Illness 44:3 ► pp. 566 ff.
Quinones, Gloria & Annukka Pursi
2020. Playful qualities oftoddling stylein adult–child interaction. European Early Childhood Education Research Journal 28:4 ► pp. 475 ff.
Theobald, Maryanne, Susan Danby, Catherine Thompson & Karen Thorpe
2020. Friendships. In Health and Wellbeing in Childhood, ► pp. 235 ff.
Theobald, Maryanne, Susan Danby, Catherine Thompson & Karen Thorpe
2024. Friendships. In Health and Wellbeing in Childhood, ► pp. 224 ff.
Lamerichs, Joyce, Stuart Ekberg, Amanda Bateman & Susan J. Danby
2019. Professional Practices and Children’s Social Competence in Mental Health Talk. In Children and Mental Health Talk, ► pp. 1 ff.
Pursi, Annukka
2019. Play in adult-child interaction: Institutional multi-party interaction and pedagogical practice in a toddler classroom. Learning, Culture and Social Interaction 21 ► pp. 136 ff.
Busch, Gillian
2018. How Families Use Video Communication Technologies During Intergenerational Skype Sessions. In Digital Childhoods [International Perspectives on Early Childhood Education and Development, 22], ► pp. 17 ff.
Theobald, Maryanne, Gillian Busch & Susan Danby
2018. Socializing children into pop culture: A visit to Santa. Global Studies of Childhood 8:3 ► pp. 252 ff.
Bateman, Amanda & Amelia Church
2017. Children’s use of objects in an early years playground. European Early Childhood Education Research Journal 25:1 ► pp. 55 ff.
Canty, Justin
2017. “You Can Get Cyberbullied by Your Friends”: Claiming Authority to Categorise a Past Event as Bullying. In Children’s Knowledge-in-Interaction, ► pp. 333 ff.
Theobald, Maryanne & Susan Danby
2017. Co-producing Cultural Knowledge: Children Telling Tales in the School Playground. In Children’s Knowledge-in-Interaction, ► pp. 111 ff.
2016. “I’m Your Best Friend”: Peer Interaction and Friendship in a Multilingual Preschool. In Friendship and Peer Culture in Multilingual Settings [Sociological Studies of Children and Youth, 21], ► pp. 171 ff.
Herrle, Matthias
2015. Availability stances in classroom openings. In Aufmerksamkeit, ► pp. 265 ff.
Rendle-Short, Johanna, Louise Skelt & Nicolette Bramley
2015. Speaking to Twin Children: Evidence Against the “Impoverishment” Thesis. Research on Language and Social Interaction 48:1 ► pp. 79 ff.
Rendle-Short, Johanna, Ray Wilkinson & Susan Danby
2015. Name-Calling by a Child with Asperger’s Syndrome. In The Palgrave Handbook of Child Mental Health, ► pp. 350 ff.
Cohrssen, Caroline, Amelia Church & Collette Tayler
2014. Pausing for Learning: Responsive Engagement in Mathematics Activities in early Childhood Settings. Australasian Journal of Early Childhood 39:4 ► pp. 95 ff.
Rendle-Short, Johanna, Charlotte Cobb-Moore & Susan Danby
2014. Aligning in and through interaction: Children getting in and out of spontaneous activity. Discourse Studies 16:6 ► pp. 792 ff.
Bateman, Amanda, Susan Danby & Justine Howard
2013. Living in a broken world: how young children's well-being is supported through playing out their earthquake experiences. International Journal of Play 2:3 ► pp. 202 ff.
Bateman, Amanda, Susan Danby & Justine Howard
2015. Using Conversation Analysis for Understanding Children’s Talk about Traumatic Events. In The Palgrave Handbook of Child Mental Health, ► pp. 402 ff.
Bateman, Amanda
2012. Forging friendships: The use of collective pro-terms by pre-school children. Discourse Studies 14:2 ► pp. 165 ff.
Danby, Susan & Maryanne Theobald
2012. Introduction: Disputes in Everyday Life – Social and Moral Orders of Children and Young People. In Disputes in Everyday Life: Social and Moral Orders of Children and Young People [Sociological Studies of Children and Youth, 15], ► pp. xv ff.
Theobald, Maryanne & Anne Kultti
2012. Investigating Child Participation in the Everyday Talk of a Teacher and Children in a Preparatory Year. Contemporary Issues in Early Childhood 13:3 ► pp. 210 ff.
Danby, Susan, Lynette Ewing & Karen Thorpe
2011. The Novice Researcher: Interviewing Young Children. Qualitative Inquiry 17:1 ► pp. 74 ff.
Icbay, Mehmet Ali
2011. Tying signals: restoring classroom order after transitions. Classroom Discourse 2:2 ► pp. 236 ff.
Davidson, Christina
2010. transcription matters. Journal of Early Childhood Research 8:2 ► pp. 115 ff.
Dinkelaker, Jörg
2010. Simultane Sequentialität. Zur Verschränkung von Aktivitätssträngen in Lehr- Lernveranstaltungen und zu ihrer Analyse. In Videographie praktizieren, ► pp. 91 ff.
Spink, Amanda, Susan Danby, Kerry Mallan & Carly Butler
2010. Exploring young children's web searching and technoliteracy. Journal of Documentation 66:2 ► pp. 191 ff.
Cobb-Moore, Charlotte, Susan Danby & Ann Farrell
2008. `I told you so': justification used in disputes in young children's interactions in an early childhood classroom. Discourse Studies 10:5 ► pp. 595 ff.
Plowman, Lydia & Christine Stephen
2008. The big picture? Video and the representation of interaction. British Educational Research Journal 34:4 ► pp. 541 ff.
Danby, Susan, Ann Farrell & Michele Leiminer
2006. Everyday Experiences of Homeless Young People in Supported Accommodation Programmes in Australia. Children & Society 20:4 ► pp. 260 ff.
Danby, Susan & Karen Thorpe
2006. Compatibility and Conflict: Negotiation of Relationships by Dizygotic Same-Sex Twin Girls. Twin Research and Human Genetics 9:1 ► pp. 103 ff.
Goodwin, Marjorie Harness
2003. The Relevance of Ethnicity, Class, and Gender in Children's Peer Negotiations. In The Handbook of Language and Gender, ► pp. 229 ff.
Danby, Susan
2002. The Communicative Competence of Young Children. Australasian Journal of Early Childhood 27:3 ► pp. 25 ff.
Danby, Susan & Carolyn D. Baker
2001. Escalating Terror: Communicative Strategies in a Preschool Classroom Dispute. Early Education & Development 12:3 ► pp. 343 ff.
[no author supplied]
2009. Lokale Ordnungen — Ethnomethodologie. In Selbsttätigkeit im Unterricht, ► pp. 121 ff.
[no author supplied]
2009. Die Herstellung von Aufmerksamkeit (Analysen Teil I). In Selbsttätigkeit im Unterricht, ► pp. 155 ff.
This list is based on CrossRef data as of 29 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.
