| Conversation analysis and early childhood education: The co-production of knowledge and relationships A Bateman Routledge, 2016 | 83 | 2016 |
| Responding to children’s answers: Questions embedded in the social context of early childhood education A Bateman Early Years 33 (3), 275-288, 2013 | 64 | 2013 |
| Huts and heartache: The affordance of playground huts for legal debate in early childhood social organisation A Bateman Journal of Pragmatics 43 (13), 3111-3121, 2011 | 57 | 2011 |
| Children’s right to participate: How can teachers extend child-initiated learning sequences? A Church, A Bateman International Journal of Early Childhood 51 (3), 265-281, 2019 | 55 | 2019 |
| Forging friendships: The use of collective pro-terms by pre-school children A Bateman Discourse Studies 14 (2), 165-180, 2012 | 49 | 2012 |
| Children’s knowledge-in-interaction: Studies in conversation analysis A Bateman, A Church Springer, 2016 | 45 | 2016 |
| Revealing the interactional features of learning and teaching moments in outdoor activity J Waters, A Bateman European Early Childhood Education Research Journal 23 (2), 264-276, 2015 | 44 | 2015 |
| Recovering from the earthquake: Early childhood teachers and children collaboratively telling stories about their experiences A Bateman, S Danby Disaster prevention and management 22 (5), 467-479, 2013 | 43 | 2013 |
| Living in a broken world: How young children's well-being is supported through playing out their earthquake experiences A Bateman, S Danby, J Howard International Journal of Play 2 (3), 202-219, 2013 | 38 | 2013 |
| Young children’s affective stance through embodied displays of emotion during tellings A Bateman Text & Talk 40 (5), 643-668, 2020 | 34 | 2020 |
| Everyday preschool talk about Christchurch earthquakes A Bateman, S Danby, J Howard Australian Journal of Communication 40 (1), 103-121, 2013 | 33 | 2013 |
| When verbal disputes get physical A Bateman Disputes in everyday life: Social and moral orders of children and young …, 2012 | 31 | 2012 |
| Methodology and professional development: Conversation Analytic Role-play Method (CARM) for early childhood education A Church, A Bateman Journal of Pragmatics 143, 242-254, 2019 | 29 | 2019 |
| Children’s use of objects in an early years playground A Bateman, A Church European Early Childhood Education Research Journal 25 (1), 55-71, 2017 | 29 | 2017 |
| Teacher-child talk about learning stories in New Zealand: A strategy for eliciting children’s complex language E Reese, A Gunn, A Bateman, M Carr Early Years 41 (5), 506-521, 2021 | 27 | 2021 |
| Pursuing a telling: Managing a multi-unit turn in children’s storytelling A Bateman, M Carr Children’s knowledge-in-interaction: Studies in conversation analysis, 91-109, 2017 | 26 | 2017 |
| Children’s knowledge-in-interaction: An introduction A Bateman, A Church Children’s knowledge-in-interaction: Studies in conversation analysis, 1-11, 2017 | 26 | 2017 |
| Ventriloquism as early literacy practice: Making meaning in pretend play A Bateman Early Years 38 (1), 68-85, 2018 | 24 | 2018 |
| Hearing children’s voices through a conversation analysis approach A Bateman International Journal of Early Years Education 25 (3), 241-256, 2017 | 24 | 2017 |
| Belonging and culturally nuanced communication in a refugee early childhood centre in Aotearoa New Zealand L Mitchell, A Bateman Contemporary Issues in Early Childhood 19 (4), 379-391, 2018 | 22 | 2018 |
