Development of Intersubjectivity in Social Pretend Play

Abstract

An analysis of social pretend play as an intersubjective activity suggests three processes involved in the development of shared pretend representations. These are adoption of a shared pretend focus for interaction, metacommunication to define the activity as pretend play, and communication within pretend play. In light of this analysis, the claim made by previous authors that children’s play becomes intersubjective only after 3 years of age is examined, and it is concluded that intersubjectivity in peer pretend play emerges earlier than 3 years of age. Suggestions are made for future research to examine the early origins and development of intersubjectivity in peer interaction.

A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives

“…Likewise, in 'the birthday party' Jessica lacked the culturally defined funds of knowledge associated with birthdays and parties; her attempts to be accepted in the play were rejected by Ellie and Lily. Göncü (1998) proposes that establishing a shared focus requires players to perceive some similarity in experiences: this was seemingly not the case for Jessica, and the example raises somewhat uncomfortable questions regarding inclusion and exclusion from play in relation to interests that emerge from children's diverse social and cultural experiences and heritages.…”

Cultural and Historical Influences on Conceptions and Uses of Play

“…Now let us consider more closely why a child can "choose" to take part in cruel or rough games in the fi rst place and sometimes let himself/herself be carried away by them. In this connection, I would like to refer to Göncü ( 1993 ). He is interested in the factors which make common fantasy play attractive and he focuses on the fact that this kind of play is an intersubjective activity.…”

L’adaptation scolaire et la réorganisation des compétences sociocognitives chez les enfants entre trois et quatre ans : stabilité et changement de styles pédagogiques

“…On calcule également un score T2 qui prend en considération les seules activités ludiques collectives dont l'enfant a eu l'initiative. Un score T3 correspond enfin aux activités ludiques collectives de fairesemblant (initiées et non initiées), activités qui exigent des enfants qu'ils construisent ensemble et partagent des significations qui ne cessent pourtant de se transformer : accord sur le thème, définition méta-commu nicative du cadre fictionnel et communication à l'intérieur du cadre (Verba, 1990 ;Göncü, 1993).…”