1. NORTHERN CHILDHOOD – lenses to children’s lives in Northern areas Date: November 23th- 25th Place: Hotel Levitunturi, Kittilä

2. Eeva-Liisa Kronqvist Challenges in the analysis of video interaction - - Explorations on young children’s learning Eeva-Liisa Kronqvist University of Oulu

13. Table 1. The framework for the analysis Categorization Beginning stage: stating goals giving first directions giving more directions asking questions demonstrating supporting giving statements answering commenting off-task Mid of the tutoring process: facilitating encouraging giving feed-back correcting mistakes anchoring attention helping critizing /evaluating asking help asking corrections comments resisting maintaining self-talk off-task Description Discussions about what should be done, stating goals, Explaining,giving directions “we have to try..” Modelling,showing e.g. “put that right there” Giving support e.g. “and there you go, that’s how you play the game” Commenting the nature of the game .“’It’s so easy” Providing help by pointing, handling et. Encouraging .“It’s difficult but you can do it” Showing which piece went wrong Helping concretely to put the piece Evaluating if it’s was wrong or not “yes, it was” Asking for concrete help:”Where is the blue square?” Commenting on the game or own task “I am really good at this other game” Maintain cooperation “Try to, you don’t need to do all” Activity not related to the task

14. End of the tutoring process: encouraging giving feed-back evaluating commenting helping asking questions resisting Description: Confirming the right result: eg.”you got two good jobs” Or evaluating: “It’s wrong, Jacob” Ok, the game is over