A sociocultural, activity-based account of preschooler intersubjectivity

Abstract

This article offers a conceptualization of intersubjectivity as shared meaning that emerges from and is enacted within the social fabric of interaction. The proposed model defines intersubjectivity as arising from shared activity rather than internal capacities. The forms and processes by which intersubjectivity is established are described as contingent on the sociocultural context of the participants and the situation in which the activity occurs. In addition, the materials used and the nature of the activity along with the developmental characteristics of the interacting group influence the nature of their intersubjectivity. Three related elements: synchrony, a sensitive coordination of affect and attention; meaningful shared activity; and intersubjectivity are seen as developing in a bidirectional relationship during interaction. This theorization was applied to four episodes of naturally occurring preschooler peer play. Comprised of preschoolers from low income, non-White families, analysis showed major differences in the process by which intersubjectivity developed among this population of preschoolers as compared to research on the intersubjectivity of middle-class White preschoolers. Based on the qualitative analysis, a view of intersubjectivity as culturally, developmentally, and activity specific is supported. However, the desire to establish common meanings or intersubjectivity in varied forms during play appears to be universal.