Developing deictic expression and joint attention in group work with young children

Studies in exploratory talk have suggested that, where students engage critically and constructively with each other, learning can be enhanced (Mercer and Sams, 2006). Two episodes, with three six year old children, illustrate that the development of constructive engagement requires a social reciprocity, not just in sharing actions and behaviours but in sharing understanding. This sharing of understanding is examined through a theoretical lens based on joint attention and deictic expression.