A Sociocultural Investigation of the Effects of Peer Interaction on Play

Sluss, Dorothy Justus; Stremmel, Andrew J.

doi:10.1080/02568540409595042

Cited by 29 publications

(21 citation statements)

References 20 publications

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“…Their model utilized the mode of communication to interview and ask children about completed block structures. Replicating the symbolism scale from previous research (Sluss 2002;Sluss and Stremmel 2004) and expanding upon block play as a multimodal experience, the present study differentiated three levels of symbolism. They were: (a) Level 1-Presymbolism, (b) Level 2-Real World, and (c) Level 3-Imaginary World.…”

Section: Current Researchmentioning

confidence: 93%

“…They observed and documented instances of children labeling or naming their block constructions, giving them representational meaning. This early block research laid the groundwork for others (Gura 1992;Johnson 1996;Reifel and Greenfield 1982;Sluss 2002;Sluss and Stremmel 2004) to adapt these earlier scales to document the changing character of block play as children age and develop.…”

Section: Modes Of Language: Naming Block Structuresmentioning

confidence: 97%

“…Previous research Sluss (2002) and Sluss and Stremmel (2004) drew upon the conceptual work of Vygotsky (1977Vygotsky ( , 1978 in an investigation of block play and symbolic representation. Their model utilized the mode of communication to interview and ask children about completed block structures.…”

Section: Current Researchmentioning

confidence: 99%

“…Labels for block constructions were coded based on the three levels of symbolic representation used in a previous block play study (Sluss 2002;Sluss and Stremmel 2004). Descriptions of their activities with blocks were transcribed and coded for symbolism and representation of meaning (Vygotsky 1978).…”

Section: Coding Interviewsmentioning

confidence: 99%

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Naming Block Structures: A Multimodal Approach

Cohen

Uhry

2010

Early Childhood Educ J

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This study describes symbolic representation in block play in a culturally diverse suburban preschool classroom. Block play is multimodal and can allow children to experiment with materials to represent the world in many forms of literacy. Combined qualitative and quantitative data from seventy-seven block structures were collected and analyzed. The observed frequency of symbolism used for three levels of symbolism (1) pre-symbolism, (2) first level symbolism, and (3) second level symbolism was investigated. Results indicated significant differences for first level symbolism or real-world objects. Students reported making homes for Webkinz, indicating an ability to encode multimodally the Webkinz computer game played at home to their school block play. The implications from these findings suggest educators should consider both a sociocultural perspective on playing and children's out of-school experiences on learning. A research agenda that includes multimodality as performance is critical to early childhood education.

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Section: Current Researchmentioning

confidence: 93%

Section: Modes Of Language: Naming Block Structuresmentioning

confidence: 97%

Section: Current Researchmentioning

confidence: 99%

Section: Coding Interviewsmentioning

confidence: 99%

See 2 more Smart Citations

Naming Block Structures: A Multimodal Approach

Cohen

Uhry

2010

Early Childhood Educ J

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show abstract

“…This scaffolding can be seen in social situations where an individual with more advanced skills can help a younger, less experienced or less able child to develop play, language or cognitive skills by elaborating or expanding on the child's behaviour. He also suggests a child will always behave as if he or she were older and more knowledgeable than their years whilst engaging in play activities [7].…”

Section: Cognitive Effectsmentioning

confidence: 99%