Young children as rational interlocutors
A perspective on family argumentation
Article outline
- Understanding young children’s argumentation: An introduction by means of
an anecdote
- Some notes for future research
- Advances in contextualized argumentation
- The opening of argumentative issues
-
Notes
-
References
References (26)
References
Baumtrog, M. (2018). Navigating a necessary inequality: Children and
knowledge-based injustice. Alternative Routes: A Journal of Critical Social
Research, 29, 294–294.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bose, I., and Hannken-Illjes, K. (2016). Wie Vorschulkinder Geltung etablieren. Acta Universitatis Wratslaviensis Studia Linguistica, XXXV(3742), 119–136.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bova, A. (2019). The functions of parent-child argumentation. Cham: Palgrave Macmillan. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bova, A., and Arcidiacono, F. (2013). Investigating children’s why-questions: A study comparing
argumentative and explanatory functions. Discourse Studies, 15(6), 713–734.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cigada, S. (2000). Nomi e cose: Aspetti semantici e pragmatici delle strutture
nominali. Milan: Educatt, available at: [URL] (last visited: October 2020).![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Convertini, J. (2020). An interdisciplinary approach to investigate preschool
children’s implicit inferential reasoning in scientific
activities. Research in Science Education,
.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Eemeren, F. H., van, and Snoeck Henkemans, A. F. (2017). Argumentation: Analysis and evaluation (second edition). New York/London: Routledge.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Fasulo, A. & Pontecorvo, C. (1994). “Sì, ma questa volta abbiamo detto la verità”. Le
strategie argomentative dei bambini nelle dispute
familiari. Rassegna Di Psicologia, 3(XI), 83–101.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Goodwin, J. (2002). Designing issues. In van Eemeren, F. H. and Houtlosser, P. (Ed.), Dialectic and rhetoric: The warp and woof of argumentation
analysis (pp. 81–96). Dordrecht: Kluwer Academic Publishers. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Greco, S. (2018). Designing dialogue: Argumentation as conflict management
in social interaction. Tranel – Travaux Neuchâtelois de Linguistique, 68, 7–7.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Greco, S., Perret-Clermont, A. N., Iannaccone, A., Rocci, A., Convertini, J., and Schär, R. (2018). The analysis of implicit premises within children’s
argumentative inferences. Informal Logic, 38(4), 438–470. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hauser, S. & Luginbühl, M. (2015). Aushandlung von Angemessenheit in
Entscheidungsdiskussionen von Schulkindern. Aptum, Zeitschrift Für Sprachkritik Und Sprachkultur, 11(2), 180–189.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Iannaccone, A., Perret-Clermont, A.-N., and Convertini, J. (2019). Children as investigators of Brunerian “possible worlds”.
The role of narrative scenarios in children’s argumentative
thinking. Integrative Psychological and Behavioral Science, 53(4), 679–693. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Jackson, S. (2015). Design thinking in argumentation theory and
practice. Argumentation, 29(3), 243–263. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Jackson, S. (2019). Reason-giving and the natural normativity of
argumentation. Topoi, 38, 631–643. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Jacobs, S., and Jackson, S. (1981). Argument as a natural category: The routine grounds for
arguing in conversation. The Western journal of Speech Communication, 45, 118–118. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lewinski, M., & Mohammed, M. (2016). Argumentation theory. In K. B. Jensen & R. T. Craig (Editors-in-Chief), J. D. Pooley & E. W. Rothenbuhler (Associate Editors). The International Encyclopedia of Communication Theory and
Philosophy (pp. 1–15). Hoboken, New Jersey: JohnWiley & Sons. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Migdalek, M. J., Santibáñez Yáñez, C. and Rosemberg, C. R. (2014). Estrategias argumentativas en niños pequeños: Un estudio
a partir de las disputas durante el juego en contextos
escolares. Revista Signos. Estudios de Lingüística, 47(86), 435–462. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Muller Mirza, N., and Perret-Clermont, A.-N. (2009). Argumentation and education, theoretical foundations and
practices. New York: Springer. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Perret-Clermont, A.-N. (2015). The architecture of social relationships and thinking
spaces for growth. In C. Psaltis, A. Gillespie, and A.-N. Perret-Clermont (Eds.). Social relations in human and societal development (pp. 51–70). New York: Palgrave Macmillan. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Perret-Clermont, A.-N., Schär, R., Greco, S., Convertini, J., Iannaccone, A., and Rocci, A. (2019). Shifting from a monological to a dialogical perspective
on children’s argumentation: Lessons learned. In F. H. van Eemeren and B. Garssen (Eds.), Argumentation in actual practice: Topical studies about
argumentative discourse in context (pp. 211–236). Amsterdam/Philadelphia: John Benjamins. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Pontecorvo, C., and Arcidiacono, F. (2007). Famiglie all’italiana: Parlare a tavola. Milano: Raffaello Cortina.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Rapanta, C., Garcia-Mila, M., and Gilabert, S. (2015). What is meant by argumentative competence? An integrative
review of methods of analysis and assessment in
education. Review of Educational Research, 83(4), 483–520. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Resnick, L. B., and Schantz, F. (2015). Re-thinking intelligence: Schools that build the
mind. European Journal of Education 50(3), 341–348. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Schwarz, B. B., and Baker, M. J. (2017). Dialogue, Argumentation and Education: History, Theory and
Practice. Cambridge: Cambridge University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)