This paper describes a pilot study emphasizing responsive research and incorporating the views of participants into recommendations for future research using classroom videotaping. The study was based on the sociocultural theory of Vygotsky (1978), which emphasizes the importance of an integrated perspective of child language and thought. Classroom play was studied as a context for studying children. Sixteen kindergartners and three adults from a child care center were participants. The process of children's story construction was explored and described in terms of collaboration among adults and children in classroom sociodramatic play. Sociodramatic play was found to be symbolic, thematic, and a valuable context for studying children. Results also demonstrated that the perspectives of children and adults differed and that collaboration included elements of assistive and distractive actions and language. The pilot study demonstrates that responsive conversations, such as focus groups, offer opportunities to resolve differing perspectives and to clarify and question meanings among individuals in classroom communities. Two tables illustrate the discussion. (Contains 18 references.) (SLD)