‘We're friends, right?’: Children's use of access rituals in a nursery school

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Abstract
In this paper, children's use of access rituals in peer interaction in a nursery school is examined and a discussion of the implications of the findings regarding the development of communicative competence is presented. The findings show that entry into play is a production of some importance involving considerable time and strategy to accomplish, while leave-taking usually involves unmarked physical movement from play areas. The importance of peer interaction in the acquisition of access rituals and the necessity of studying children's verbal routines in natural settings are discussed. (Developmental sociolinguistics, peer interaction, children's use of access rituals, US English.)