Conversational repair in Greek Kindergarten.Kindergarteners' practices of self-initiated self-repair.

The present paper draws from a conversation analytic research on Conversational Repair carried out in public Kindergarten schools of Athens during the school year of 2017-2018. The focus lies on the description and analysis of self-initiated self-repair practices kindergarteners use during their conversations with their teachers. This paper examines the position of self-initiated self-repair in the turn and sequence as well as the actions the children carry out through its use. Findings from 15 hours of conversation during "circle time" in Kindergarten are reported and analysed using the methodological tools of Conversation Analysis.