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Initiation of Interactions with Peers in Play: A Longitudinal Study of Preschoolers

  • MATSUI MANA
    GRADUATE SCHOOL OF HUMANITIES AND SCIENCES, OCHANOMIZU UNIVERSITY

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  • 幼児の仲間への働きかけと遊び場面との関連
  • ヨウジ ノ ナカマ エ ノ ハタラキカケ ト アソビ バメン ト ノ カンレン

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Abstract

The present study examined preschool children's strategies of initiating interactions with peers in relation to features of play scenes. Preschoolers' (3 years old at the start of the study) free play was observed using a videotape recorder, over a 3-year period. In “separated corner play”, pretend play often took place in which ongoing play themes were not easily grasped, and children had to adopt play roles in order to enter. 4-year-olds used few play-implicit strategies appropriate for such play, although they employed many explicit play entries. In “constructive play”, play members entered and left the play scene by carrying and constructing materials. Pretend play was going on simultaneously. 4-year-olds engaged others' attention, or attempted explicit entry. In “sand play”, which took place in an open space, 3-year-olds tended to use many implicit strategies of calling to peers, presenting their own activities, and providing the necessities for the play. In “bounding motoric play”, 3- and 4-year-olds mixed with each other through engaging in similar body movements.“Rule play” had fixed rules or sequences; 4-and 5-year-olds often attempted explicit entry.

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