Cooperative Formats in Pretend Play Among Young Children

Verba, Mina

doi:10.1207/s1532690xci1103&4_7

Cited by 8 publications

(6 citation statements)

References 8 publications

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“…This emerging understanding may then support children’s engagement and understanding of various types of joint activities. Previous research investigating how young children establish and sustain sociodramatic play with peers, for example, has shown that from the age of 3 onward, children begin to negotiate the content of their envisaged game before starting to play, and later even step out of the actual play activity in order to redirect each others’ actions and to re-establish the arranged game (e.g., Baker-Senett, Matusov, & Rogoff, 1992; Lloyd & Goodwin, 1995; Verba, 1993). After their third birthday, children also begin to use verbal polite forms when conversing with others, suggesting that they have acquired some rudimentary understanding of how partners ought to address each other in particular communicative contexts (Bates & Silvern, 1977; Nippold, Leonard, & Anastopoulos, 1982; Snow, Perlmann, Gleason, & Hooshyar, 1990).…”

Section: Discussionmentioning

confidence: 99%

Young children’s understanding of joint commitments.

Gräfenhain

Behne

Carpenter

et al. 2009

Developmental Psychology

165

157

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When adults make a joint commitment to act together, they feel an obligation to their partner. In 2 studies, the authors investigated whether young children also understand joint commitments to act together. In the first study, when an adult orchestrated with the child a joint commitment to play a game together and then broke off from their joint activity, 3-year-olds (n = 24) reacted to the break significantly more often (e.g., by trying to re-engage her or waiting for her to restart playing) than when she simply joined the child's individual activity unbidden. Two-year-olds (n = 24) did not differentiate between these 2 situations. In the second study, 3- and 4-year-old children (n = 30 at each age) were enticed away from their activity with an adult. Children acknowledged their leaving (e.g., by looking to the adult or handing her the object they had been playing with) significantly more often when they had made a joint commitment to act together than when they had not. By 3 years of age, children thus recognize both when an adult is committed and when they themselves are committed to a joint activity.

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Section: Discussionmentioning

confidence: 99%

Young children’s understanding of joint commitments.

Gräfenhain

Behne

Carpenter

et al. 2009

Developmental Psychology

165

157

View full text Add to dashboard Cite

show abstract

“…The measures that we used to analyse joined play were two measures that covered the richness of the behaviours displayed. The first measure was called collaboration and it involved the procedure developed by Verba (1993Verba ( , 1994, to reval formats of joined play as a social characteristic. Verba lists five types of management but there is no hierarchy in the order of the type of collaboration that is displayed.…”

Section: Can Cooperative Play Be Stimulated?mentioning

confidence: 99%

The microgenetic emergence of cooperative play in 6-year-olds developmentally at-risk

Aalsvoort

Leeden

2009

International Journal of Educational Research

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“…Alternatively, or in addition, it may be due to the extra, novel play materials which had been added, leading to more involved exchanges (e.g. Smilansky, 1968;Verba, 1993). The inclusion of a third puppet plus spaceship led to an expansion in play roles and themes, resulting in exchanges like the following: To further assess the success of the intervention, the relative frequencies of each individual speech act used across conditions and sessions were examined.…”

Section: The Efficacy Of the Intervention Proceduresmentioning

confidence: 99%

Enhancing Pre-schoolers' Reasoning Skills: An Intervention to Optimise the Use of Justificatory Speech Acts During Peer Interaction

McWilliam¹,

Howe

2004

Language and Education

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It has long been acknowledged that justificatory speech is linked with both social and cognitive development. Yet many studies suggest that pre-school children might lack the ability or experience to produce such discourse in routine interaction. In contrast, researchers such as Eisenberg and Garvey (1981) have found evidence of pre-schoolers' justifications in conflictual play contexts. Although this has positive implications for child development, the conflictual context may sit uneasily with parents' and teachers' expectations. It is encouraging therefore that McWilliam (1999) has demonstrated that pre-schoolers can produce justificatory dialogue in both conflictual and nonconflictual situations, even if occurrence in the latter context is less frequent. Based on this, the aim of the present study was to encourage pre-schoolers' production of justificatory discourse during peer exchanges in a non-conflictual context. Twenty-two dyads from a state-run nursery were subject to verbal modelling of either justificatory speech (experimental condition) or a more commonly used alternative (control condition) in daily ten-minute sessions over five consecutive days. All interactions were videorecorded for subsequent coding and analysis. Results showed that both 'why' questions and 'justifications' were significantly higher in the experimental condition, indicating that pre-schoolers' explanatory speech can be effectively enhanced by a cooperative intervention programme.

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Cooperative Formats in Pretend Play Among Young Children

Cited by 8 publications

References 8 publications

Young children’s understanding of joint commitments.

Young children’s understanding of joint commitments.

The microgenetic emergence of cooperative play in 6-year-olds developmentally at-risk

Enhancing Pre-schoolers' Reasoning Skills: An Intervention to Optimise the Use of Justificatory Speech Acts During Peer Interaction

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