Abstract：
The importance of building healthy relationships with food in children\'s early years is of paramount importance. Building on prior work exploring the social and linguistic practices in infant eating interaction experiences, this research uses a multimodal conversation analysis approach to explore how mealtime interactions are managed as a co-constructed activity between infants (0-2 years) and early childhood teacher-practitioners. Here we will explore video data recorded during mealtimes in an early childhood setting in Mid-Wales, where infants orient to recruitments for assistance and teachers provide offers of help with food items throughout the data. Analysis demonstrates 1) infant recruitment of help through embodied \'showing\' an item causing a problem in multimodal ways, initiating joint attention that mobilises an offer from an adult in the shape of \'do you want me to X\' and 2) adult initiation of an offer of help in the shape of \'would you like me to X\' that are not prompted by infants \'showing\' an item. Such practices demonstrate infant social competence in recruiting assistance through multimodal resources, and adult\'s noticings that help is required and their initiation of provision of assistance. The detailed exploration into the ways in which mealtimes are a collaboratively achieved experience reveals how infants effectively contribute in resourceful ways, and how teacher-practitioner responses frame mealtimes as co-produced activities.
摘要：
在儿童早期与食物建立健康关系的重要性至关重要。在先前的工作基础上，探索婴儿饮食互动体验中的社会和语言实践，本研究采用多模态对话分析方法,探讨婴儿(0-2岁)和幼儿教师-从业者之间如何将进餐时间互动作为共同构建的活动进行管理.在这里，我们将探索在威尔士中部儿童早期用餐时录制的视频数据，在整个数据中，婴儿倾向于招募人员寻求帮助，而教师则提供食物方面的帮助。分析表明1)婴儿通过体现“展示”以多种方式导致问题的项目招募帮助，发起联合关注，以“您要我X”的形式动员成人的提议，以及2）成人发起“您要我X”的形式的帮助提议，而不是婴儿提示的“显示”项目。这种做法表明了婴儿在通过多式联运资源招募援助方面的社会能力，以及成人需要帮助的通知，以及他们开始提供援助。对进餐时间是协作实现的体验方式的详细探索揭示了婴儿如何以足智多谋的方式有效地做出贡献，以及教师-从业者的反应如何将用餐时间设定为共同制作的活动。
