The Construction of Joint Activities with an Age-Mate: The Transition from Caregiver-Child to Peer Play

Development of Intersubjectivity in Social Pretend Play

“…After having learned to share an experience in terms of affect they currently feel, children use language to construct a shared reference to objects and other people not present in the current interaction. Evidence for secondary intersubjectivity can be found in 2-year-old children's play dialogue with their mothers [Budwig et al, 1986: Dunn, 1988Goncii, 1987a;Kaye and Charney, 1980;Miller and Garvey, 1984;Sutton-Smith, 1980], Existing studies of intersubjectvity do not address its development in peer interaction. However, it has been suggested that the ac complishment of sharing meaning with adults on the basis of symbols enables children to use symbolic means to share experiences with other children [Budwig et al, 1986: Trevarth en, 1989, That is, secondary intersubjectivity attained in mother-child interaction prepares a child to share meanings with peers.…”

From Togetherness to Equal Partnership in Role Play

“…The children, for instance, run after each other, jump across the furniture or throw things in turn and laugh. In this way they build and develop the feeling of intimacy and intersubjectivity (Bamberg, 1981;Budwig, Strage & Bamberg, 1986), which could also be called togetherness.…”

Role Play and Language Development in the Preschool Years

“…I think it to be necessary to take this developmental step with peers because if one wants to leave the given context and to intentionally determine the context of one's actions, one must not rely on other persons doing the job by proxy. Budwig, Strage and Bamberg (1986), analyzing young children's growing ability to understand that other children take another perspective than they themselves, reach the same conclusion:…”