Abstract
This study discusses how children make use of the content in play to get a superior status position in their peer-culture and looks at some implications for values education. Observations of children age three to six years were made during their free playtime in pre-school, and both field notes and videotape recording were used for data collection. Analysis of content in children’s peer-cultures was carried out through Corsaro’s perspective of interpretive reproduction. The social structure in children’s peer-culture is of great importance, and by interpreting communication in play, strategies were found that developed status positions. Results showed that pre-school children both make use of and contribute to attitudes and values of inequality and justice.
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