Research Publications for Amanda J Bateman
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Bateman, A., & Cekaite, A. (2022). Language as context: A case of early literacy practices in New Zealand and Sweden. International Journal of Early Years Education. doi:10.1080/09669760.2022.2029365
Bateman, A. (2021). Teacher responses to toddler crying in the New Zealand outdoor environment. Journal of Pragmatics, 175, 81-93. doi:10.1016/j.pragma.2021.01.014
Bateman, A., & Mitchell, L. (2021). Co-operative multimodal participation frameworks in refugee toddler baby doll play. In 17th International Pragmatics Conference [Virtual}.
Mitchell, L., Bateman, A., Kahuroa, R., Khoo, E., & Rameka, L. (2020). Strengthening belonging and identity of refugee and immigrant children through early childhood education. Wellington: TLRI. Retrieved from http://www.tlri.org.nz/
Bateman, A. (2020). Young children's affective stance through embodied displays of emotion during tellings. Text and Talk. doi:10.1515/text-2020-2077
Church, A., & Bateman, A. (2020). Conversation analytic role-play method (CARM) for early childhood teacher education. Teacher Development, 24(5), 652-668. doi:10.1080/13664530.2020.1820371
Bateman, A., & Robinson, P. (2019). The Christchurch earthquake: lessons from the real-life experiences of early childhood teachers: Special Issue: ‘Preparing Early Childhood Teachers to Assist Children Who Are Caught in Disasters’. Journal of Early Childhood Teacher Education. doi:10.1080/10901027.2019.1654049
Church, A., & Bateman, A. (2019). Children’s right to participate: How can teachers extend child-initiated learning sequences?. International Journal of Early Childhood, 51(3), 265-281. doi:10.1007/s13158-019-00250-7
Church, A., & Bateman, A. (2019). Methodology and professional development: Conversation Analytic Role-play Method (CARM) for early childhood education. Journal of Pragmatics, 143, 242-254. doi:10.1016/j.pragma.2019.01.022
Reese, E., Gunn, A., Bateman, A., & Carr, M. (2019). Teacher-child talk about learning stories in New Zealand: a strategy for eliciting children’s complex language. Early Years. doi:10.1080/09575146.2019.1621804