ERIC Number: ED223343
Record Type: RIE
Publication Date: 1982-Sep
Reference Count: 0
Negotiating Playground Games.
Borman, Kathryn M.; And Others
The major purpose of this study was to define the particular ways children's informal interactions in groups are important in their negotiations of playground games within school settings. Data, gathered over a 3-month period on the playgrounds of three elementary schools, consisted of 23 audiotaped records of children's spontaneously organized playground activity plus observer's field notes. Composed of third- and sixth-grade students, the sample included 13 girls and 10 boys previously categorized as exhibiting different levels of involvement (expert, sampler, shunner) in playground games. Two sets of analyses were conducted. Initial analyses centered on how children structured their activities on the playground. Here the specific focus was both upon the structure of the activity itself (operationalized as the pattern of turn-taking) and the allocation of players' activity during the course of the game. The temporal nature of activity structures was also determined. The second set of analyses centered upon the process of game play itself. Here interest was principally upon utterances children made in monitoring ongoing action in the game. Of particular interest were distractions threatening ongoing game performance and game maintenance strategies contributing to the continuity of action in the game. Results are reported for 19 children. Decision rules and categories developed in the investigation are appended. (RH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A
Identifiers: Activity Structures; Coding; Naturalistic Research; Time Utilization
Note: Paper presented at the Annual Meeting of the American Sociological Association (San Francisco, CA, September 7, 1982).