ABSTRACT
A single case analysis of interactions between two refugee toddler-aged children during their collaborative doll play is presented and analysed here. The interaction, which lasts 5 minutes 21 seconds, includes the toddlers performing the activity of ‘doing’ being a carer of the dolls through specific actions such as wrapping the dolls in scarves and carefully carrying them. The analysis offers exploration of how the toddlers involve their teacher in their play, and the ways in which the teacher responds through modelling being a carer for the doll. Through an ethnomethodological approach including a detailed transcription using conversation analysis of the teacher–toddler interaction, we explore how early socialisation practices (Ochs and Schieffelin 1989) are co-constructed in everyday practice. Through engaging in this role-play, the toddler’s actions make demonstrable their collective and inclusive belonging to a group of people who engage in caretaking activities. The context for the interaction, the Carol White Family Centre for refugee children and families, is portrayed as a culturally responsive centre where collaborative caring and protection are highly valued. The refugee centre is an inclusive place for engaging in empathic socialisation practices (Burdelski 2013) for all members present within the diverse linguistic and cultural setting. Advice to future teachers around offering space, resources and opportunities for children to practise these social organisation activities with each other to feel a sense of belonging and inclusion are considered.
