1 Children's Knowledge-in-interaction: An introduction -- 2 Epistemic Trajectories in the Classroom: How children respond in informing sequences -- 3 Questions and Answers, a Seesaw and Embodied Action: How a preschool teacher and children accomplish educational practice -- 4 Web searching as a context to build on young children's displayed knowledge -- 5 Mathematics Knowledge in Early Childhood: Intentional teaching in the third turn -- 6 Pursuing a Telling: Managing a multi-unit turn in children's storytelling -- 7 Co-producing Cultural Knowledge: Children telling tales in the school playground -- 8 Don't laugh! Socialization of laughter and smiling in pre-school and school settings -- 9 Schoolyard Suspect: Blame negotiations, category work and conflicting versions among children and teachers -- 10 The Preschool Entrance Hall: A bilingual transit zone for preschoolers -- 11 Sparkling, Wrinkling, Softly Tinkling: On poetry and word meaning in a bilingual primary classroom -- 12 Relating with an Unborn Baby: Expectant mothers socializing their toddlers in Japanese families -- 13 Young children's initial assessments in Japanese -- 14 Learning how to use the word 'Know': Examples from a single-case study -- 15 The emergence of Story-telling -- 16 "What does it say about it?": Doing reading and doing writing as part of family mealtime -- 17 Producing knowledge with digital technologies in sibling interaction -- 18 "You can get cyberbullied by your friends": Claiming authority to categorise a past event as bullying -- 19 'It's gonna work': Spontaneous activity and knowledge management by a child with Asperger's Syndrome.

This book is a collected volume that brings together research from authors working in cross-disciplinary academic areas including early childhood, linguistics and education, and draws on the shared interests of the authors, namely understanding children’s interactions and the co-production of knowledge in everyday communication. The collection of studies explores children’s interactions with teachers, families and peers, showing how knowledge and learning are co-created, constructed and evident in everyday experiences.

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