Abstract
A qualitative study of loose parts inclusion and the collaboration process was used as a basis for establishing a grounded theory of collaboration during play. The purpose was to determine common themes. Did data sets define themes between populations and across recording techniques? Three data sets included 1) children’s drawings, 2) teacher comments, and 3) photographs taken on the school playground. Information derived from the data was recorded in drawing aspect, activity identified, and word association. Reliability between data coders required resolution of discrepancies until 100% agreement was reached. An ‘Emergent Theme’ rule set was used. Rule 1 required the idea occurred across at least two sets data to qualify as a theme. Rule 2 required commonality between words or in concept. Emergent themes included pretend play, gross motor, construction, and enclosed spaces. Collaboration and cooperation required from children during arrangement of loose part indicated sophisticated play behavior.
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