摘要:Using conversation analysis (CA), this study identifies features of teacher-child interactions that enable
opportunities for children’s active participation in early learning environments, specifically, how teachers promote
children’s agency in the resolution of their peer disputes. The analysis focuses on two particular episodes of teacher
intervention selected from a total of 28 hours of video-recorded observations in two early childhood education
settings with three- to five-year-old children. The first demonstrates how a teacher can facilitate the collaborative
resolution of a dispute; the second demonstrates how a teacher can respond to a child’s report of conflict by
positioning herself as a non-participant. While different strategies were utilized in each of these episodes, redirecting
responsibility to the children themselves was found to be the key practice in facilitating children’s agency in these
interventions. Knowledge and insights gained through conversation analysis contribute to our understanding of how
teachers and children collaboratively achieve opportunities for agency.