ERIC Number: ED231551
Record Type: RIE
Publication Date: 1982-Aug
Reference Count: 0
Role Initiation in the Discourse of Mexican-American Children's Play.
The discourse of Mexican-American preschoolers during sociodramatic play was investigated to learn what the children knew about the social world and how this knowledge was organized in their speech. The theoretical framework for the study was derived from two sources: the psychological construct of the script and the sociolinguistic view of play as social construction. Social play was defined as a state of engagement in which the successive, nonliteral behaviors of one partner are contingent on the nonliteral behaviors of the other partner. Six focal children selected to participate in the study were arranged in two triads of varied membership. Children were asked to play in the housekeeping area of a classroom and to pretend that the researcher was not present. Observations of 8 hours of play were recorded on videotape. Because plans and scripts were seldom found in the data, preliminary analysis of a portion of the transcribed tapes focused on negotiations and enactments in play behavior. Findings were considered in terms of the extent to which children represented scripts in their play, the relationship between code-switching and script enactment, the nature of children's enactments, and the incidence of successful enactments. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Texas Univ., Austin. Research Inst.; National Inst. of Education (ED), Washington, DC.; American Psychological Association, Washington, DC.
Authoring Institution: N/A
Identifiers: Constructivism; Negotiation Processes; Scripts (Knowledge Structures)
Note: Paper presented at the Meeting of the World Congress of Sociology (10th, Mexico City, Mexico, August, 1982) and at the Annual Meeting of the American Psychological Association (90th, Washington, DC, August 23-27, 1982). Preliminary version.