SOCIAL PLANS AND SOCIAL EPISODES: THE DEVELOPMENT OF COLLABORATION IN ROLE PLAY.
Item
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Title
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SOCIAL PLANS AND SOCIAL EPISODES: THE DEVELOPMENT OF COLLABORATION IN ROLE PLAY.
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Identifier
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AAI8312347
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identifier
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8312347
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Creator
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GEARHART, MARYL.
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Contributor
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Joseph Glick
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Date
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1983
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Developmental
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Abstract
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A developmental model of the social-cognitive and communicative abilities that characterize role play between peers was constructed and tested. The domains of competence analyzed included the ways peers negotiate agreements, frame pretense, and motivate character portrayals. A complementary developmental analysis of the 'script knowledge' underlying role play interactions was produced.;The variables examined were (1) experience with a particular partner in the play context and (2) age. Girls in groups of same-age, familiar playmates (six 3 1/2-year-olds, four 5 1/2-year-olds, four 6 1/4-year-olds) were paired within age group. Pairs were videotaped playing together in a novel play context (a miniature grocery store) for 15 minutes on 2 successive days. On a third day, girls were repartnered within age group.;Analyses of children's negotiations indicated that children worked harder at communicating with partners in sessions 1 and 3, but they almost never negotiated truly collaborative agreements on plans for play or on symbolic pretense transformations. Analyses of children's portrayals revealed that much of the 3-year-olds' role play and virtually all of the older subjects' role play was sequentially and interactively organized and thematically consistent. All children portrayed the customer's motives in occasional formulations of "want" or "need" for food items as well as in complete episodes (customer selects foods which clerk bags). However, subjects appeared to understand little of the clerk's motives, and, in the younger subjects' role play, the motivations of the customer were also sometimes not apparent in their ritual repetitions of role play sequences and their greater frequency of incomplete store episodes.;The well-structured play context appeared to support subjects' coordination of role-played behaviors with little need for representation and coordination of either partner's or characters' perspectives. Much of subjects' role play could be explained by attributing to them a simple script knowledge of sequences of store events and a limited recognition that a peer may not share plans for portrayal. These competences enable peers to construct together interactive contexts for learning about the rational bases for interactions.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Psychology
