Literaturnachweis - Detailanzeige
Autor/in | Andresen, Helga |
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Titel | Role play and language development in the preschool years. |
Quelle | In: Culture & psychology, 11 (2005) 4, S. 387-414Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 1354-067X; 1461-7056 |
DOI | 10.1177/1354067X05058577 |
Schlagwörter | Fertigkeit; Kommunikation; Psychologie; Psychosoziale Entwicklung; Rollenspiel; Soziale Interaktion; Kindheit; Kind; Sprachentwicklung; Dyade; Entwicklung; Theorie; Kindergartenkind |
Abstract | One aim of the present study is to specify Vygotsky's thesis that preschool children in role play are acting in the zone of proximal development (ZPD) with respect to language development. The empirical basis of the analyses consisted of 36 video tapes of 2 children each. Altogether, 48 children between 3 and 6 years of age were included. Results show that language is the central means of creating pretence. By explicit metacommunication, children collaboratively negotiate the plot, transform meanings and distinguish fiction from reality. Thus, metacommunication functions as a verbal frame, determining the meanings within play. Thereby children overcome sympraxic language use which is characteristic of toddlers. Another result is that role play changes during the preschool years. It is argued that these changes can be subsumed under a general developmental phenomenon, namely the transition of interpsychic into intrapsychic processes. A point of special interest is why preschoolers, through role play, can act in the ZPD, although their ability to cooperate with other children is only at a nascent stage. To explain this, the paper discusses several aspects of psychosocial development. (ZPID). |
Erfasst von | Leibniz-Institut für Psychologie, Trier |
Update | 2006/4 |