BUILDING AND PRETENDING BETWEEN CHILDREN (PRESCHOOL, PEER PLAY).
Item
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Title
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BUILDING AND PRETENDING BETWEEN CHILDREN (PRESCHOOL, PEER PLAY).
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Identifier
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AAI8501174
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identifier
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8501174
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Creator
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SEIDMAN, SUSAN.
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Contributor
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Katherine Nelson
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Date
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1984
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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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Education, Educational Psychology
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Abstract
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This study was designed to contrast and compare the play performances of builders and pretenders. It was hypothesized these groups of players would differ in the content of their social interaction and speech. It was also hypothesized that whereas event knowledge (Nelson & Gruendel, 1979) supports peer competence in pretend play, skill in digital mapping (Gardner & Wolf, 1983) underlies competent social constructional play.;Forty eight same-sex, preschool dyads (M= 58.2 months, SD= 5.9 months) were assigned to either a building or pretend condition. The study employed a pretest, model/control, posttest design. Pretest builders played with constructional materials, pretenders in a pretend farm setting, for 6 minutes. Trained pretenders (12 dyads) observed an adult model a script for playing "farmland", while trained builders observed a procedure for building towers. Players in each condition were assigned to either a model or control group. Control groups engaged in other activities for a similar period of time. Following this, all pretenders were instructed to "play farmland", all builders to "build towers". Transcripts of peer talk and coding of behavior, talk and social interaction from videotapes provided the data.;Major differences were found between the behavior of builders and pretenders. Pretenders' play was more social, builders' play more solitary. Builders associated, pretenders collaborated. For the pretest builders, 1/3 of their social interaction was reality-based object play, while pretenders engaged in more fantasy. For builders, material ownership talk was more prominent.;There were both cross-domain and domain-specific changes in the symbolic performances of the players between their first and second play sessions. All groups engaged in significantly more interaction focused on play. Both model and control pretenders engaged in more fantasy and role-taking in their posttest play.;Trained builders engaged in more three-dimensional depiction, trained pretenders in more symbolic play. Results are discussed in terms of the general and domain-specific processes which influence the social symbolic performances of peers.
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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
