Toddler and Parent Interaction -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Introduction -- Focus of the study -- Organisation of this book -- Chapter 1. Pragmatic development -- Gaze -- The eyes have it! Gaze as the key to interaction in early childhood conversations: Findings from Child Language -- Gaze and turn-taking: Perspectives from the study of adults in interaction -- Gaze and turn-taking in studies of children -- Concluding remarks -- Gestural development -- The earliest appearing gestures -- The relationship of gesture to language development -- Intentionality -- The controversy surrounding intentionality -- Concluding remarks -- Conversations with young children: Turn-taking and questions and answers -- Turn-taking -- Questions and answer pairs -- Conclusion -- Chapter 2. Conversation analysis -- Talk-in-interaction and sequence organisation -- Adjacency pairs -- Pre-sequences -- Insert sequences -- Side-sequences -- Post-expansion sequences -- Repair -- Conversation Analysis and research on gesture -- The spatial and temporal properties of gesture -- Gesture as social action: Its role in turn design -- Conversation Analysis and very young children's talk -- Concluding remarks -- Questions guiding the study -- The strength of Conversation Analysis as a tool for analysing talk -- The participants -- Family profiles -- The collection of interactions -- Procedures for transcription and analysis of data -- Data segmentation -- Chapter 3. The organisation of talk in early interaction -- The organisation of gaze in pre-verbal talk -- Actions to elicit the child's gaze -- The summons and answer adjacency pair -- Parents' treatment of gaze as an inappropriate or insufficient action -- Managing failure to make eye contact: Repairing lack of hearer recipiency.

Managing failure to make eye contact: Repairing failure of the child to direct her attention to an object -- Summary and discussion -- The child's initiation of gaze engagement and disengagement -- Summary and concluding remarks -- The pervasiveness of questions -- The question as a response to a child initiated vocalisation -- Parent-initiated questions -- Pursuit of a response -- A candidate answer or label after failure to respond -- The child vocalises or produces an action such as laughter -- Silence and overlap -- Overlap -- The size of the gap -- Conclusion -- Chapter 4. Initiating talk through pointing in early interactions -- Child-initiated pointing: An overview -- Camera sequences -- Response through a greeting -- Summary and concluding remarks -- Response through a label or a label eliciting question in next turn position -- Pointing to objects other than the camera -- Labelling or producing a label eliciting question -- Repetition of "look" or the news receipt token "oh" -- The repair initiator "what" in next turn position -- Minimal response tokens in next turn position -- Summary and concluding remarks -- The child's repeated and sustained pointing -- Orienting to pointing as a request -- Conclusion -- Chapter 5. Beyond initiating talk and mobilising attention -- The developing child and her pointing gesture -- Labelling sequences -- The child points and labels, the parent corrects her -- The child produces a label eliciting question, the parent labels -- Repeated pointing in labelling sequences as a display of private speech -- Orienting to the absence of pointing as problematic -- Summary and concluding remarks -- Tracking the expanding functions of pointing -- The child points to comment -- the parent agrees with her comment -- On the way to making pointing gestures redundant: Request sequences -- The child requests through pointing.

Pointing in a recycled turn -- Pointing to confirm in response to a request for confirmation -- Summary and concluding remarks -- Contexts where pointing has become obsolete -- The child selects her addressee through a summons or greeting -- Drawing attention without pointing -- Conclusion -- Chapter 6. The interactional work of gesture combinations, non-vocal pointing and non-response -- Head or finger shaking combined with pointing as a display of shared understanding about conduct -- Summary and concluding remarks -- Non-vocal pointing -- Pointing without vocalisation as an answer in question and answer labelling and naming pairs -- Interruptions to pointing -- The interactional import of non-response as a feature of the parent's interaction -- Failure to respond as a violation -- Witholding a response -- Withheld response as an example of embedded repair -- Withholding as an orientation to the child's selection of someone else as the recipient of her actions -- Withholding as an orientation to the child engaging in private speech -- Withholding as a display of keeping the child on task -- The interactional import of non-response as a feature of the child's interactions -- Non-response from the age of 10 months -- Non-response at 15 to 18 months -- Summary and concluding remarks -- Chapter 7. Conclusion -- Actions to elicit and encourage interaction -- Initiating action through pointing -- The child's developing skills -- Combined gesture, pointing without vocalising and non-response -- Sequence organisation -- Recurring features -- Intentionality -- Implications of the study and directions for future research -- References -- Appendix -- Index.