From Togetherness to Equal Partnership in Role Play

Abstract

In the day care centre, already at the transition stage to role play children show different kinds of participation. They observe each other's play, share goal orientation and directly tutor each other. The play process is materially supported and often initiated by educators. However, children also need to acquire the power to act autonomously in role play. The different kinds of participation in young children's play, as well as the appearance and development of basic features of joint role play were examined in three games of a two‐year‐old girl, Katju, in her day care group. The games are examples of ten play sessions she was involved in. These data were collected by means of reactive participant observation and analyzed by using interpretive methods. It turned out that Katju proceeded from a feeling of togetherness in a shared space, through parallel and successive play actions to reciprocity and equal exchange of play actions. Moreover, the three educators contributed to this process in different ways. The findings may be of interest in discussions about play in early education practices, in particular with regard to the development of autonomy, social abilities and partnership in sociocultural activities.