Abstract
This study examines the processes by which preschool children initiate, organize, and maintain language play interactions. The language behaviors examined are verbal hyperbole, whereby play interactions are initiated by a child's assertion of extraordinary ability, with subsequent responses between participants enlarging the scope of the claim. As children voice incongruities of greater proportion, the emotional climate of the play is heightened and ingenious verbal representations are provoked. From the analysis, developmental features of hyperbolic language play are identified, and language play is contextualized within the broader context of children's social play interactions. The observations portray the wide scope of 4- and 5-year-olds' abilities to engage in conceptual language play activity, with 4- and 5-year-olds differing from each other, and potentially in advance of traditionally expected preoperational abilities.
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