This article examines the emergent relationship between epistemic responsibility and frame awareness in early childhood, wherein a mother uses language socialization practices to guide her child into a new frame. The pair co-constructs the parameters of the new frame through negotiation of epistemic responsibility and remedial interchanges. The analysis demonstrates that these remedial interchanges arise from conflicting understandings of the embeddedness of frames and the epistemic dynamics that these frames entail. The child maintains epistemic primacy in her concurrent play frame, which carries over to the recording activity given that the recording activity is embedded within her larger play frame. I argue that the data predict epistemic responsibility to be acquired earlier than the ability to shift epistemic dynamics outside of role-play. This study contributes to our understanding of frame and epistemic development in early childhood.

本文探讨了幼儿时期认知责任与框架意识之间的新兴关系，其中一位母亲使用语言社会化实践来引导她的孩子进入一个新的框架。两人通过认知责任的协商和补救交换共同构建了新框架的参数。分析表明，这些补救性交换源于对框架嵌入性和这些框架所带来的认知动态的相互冲突的理解。孩子在她的并发游戏框架中保持认知至上，考虑到记录活动嵌入在她更大的游戏框架中，这会延续到记录活动中。我认为，数据预测认知责任的获得要早于将认知动态转移到角色扮演之外的能力。