ERIC Number: ED264032
Record Type: Non-Journal
Publication Date: 1985
Toward an Interactional Model of Developmental Changes in Social Pretend Play.
The primary aim of this discussion is to demonstrate that social pretend play is a process of negotiation involving children's attempts to reach minimal agreements in order to maintain the play activity. The second purpose is to show that the quality of negotiation changes in content and form as social pretense evolves and that this process is reflected in different phases of play. To these ends, the paper provides a theoretical framework for the discussion of shared and personal foundations of negotiations. Additionally, current research findings are reviewed in terms of developmental patterns in the negotiations that transpire during four phases of social play: (1) becoming a member of a play group; (2) making a transition into the pretend mode; (3) planning and maintaining social pretend play; and (4) terminating pretend play. Concluding remarks point out that, while a complete cycle of social pretend play includes these four phases, not every instance of social pretense involves all four, the phases may not occur sequentially, and play can be terminated before the cycle is completed. Depending upon the degree of shared representation of events and forms of communication, children's play may take different forms. It is likely that play becomes more scripted with age, although it retains its personal qualities. Future research needs to identify developmental changes in the evoluation of play interaction. Extensive references are included. (RH)
Publication Type: Opinion Papers; Speeches/Meeting Papers; ERIC Publications
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.