Power Relations in Pre-School Children's Play

Autor/in	Cederborg, Ann-Christin
Titel	Power Relations in Pre-School Children's Play
Quelle	In: Early Child Development and Care, 191 (2021) 4, S.612-623 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cederborg, Ann-Christin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1637342
Schlagwörter	Preschool Children; Play; Power Structure; Social Influences; Interaction; Social Status; Language Usage; Nonverbal Communication; Peer Relationship; Foreign Countries; Peer Acceptance; Social Isolation; Sweden + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Sozialer Einfluss; Interaktion; Sozialer Status; Sprachgebrauch; Non-verbal communication; Nonverbale Kommunikation; Peer-Beziehungen; Ausland; Soziale Isolation; Schweden
Abstract	As few studies have investigated how pre-school children produce and negotiate social positions when powerful positions are claimed, this study explores how 3-5 year-old children construct the social order of peer play when balancing the power game within the interaction. This is a video documented ethnographical case study where the methodology used is inspired by conversation analysis. The findings are that young children, just like older children, can build up and maintain asymmetrical relations during play by jointly co-constructing status positions through their use of language, body space and objects. The subordinates display legitimation of power when their superior playmate utilizes obvious tools to act and maintain their high-status position. However, positioning themselves in power play may imply that they have to endure unpleasant and unfriendly treatment, and this experience provides knowledge of how to dominate others and act from subordinate positions, where some are 'marginalized and others privileged'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01