Preschoolers' Collaborative Construction in Planning and Maintaining Imaginative Play

Abstract

Developmental differences in the organisation and complexity of dyadic play were investigated. Based on the views of Bateson and Piaget organisation was defined in terms of verbal initiation, planning, symbolic representation, negotiation and termination of imaginative play. Complexity was defined as a range in which one or more than one dimension of planning and symbolic representation were expressed simultaneously. The sample consisted of 12 41/2-year-olds and 12 3-year-olds. There were six boys and six girls at each age level. The children were videotaped as same-age and same-sex dyads in two 20 minute sessions on consecutive days. The results indicated no age differences in the organisation of play. There were, however, developmental and sex differences in the complexity of play. The 4½-year-olds and girls more than 3-year-olds and boys expressed multiple dimensions of planning and symbolic representation. This finding lends support to the Piagetian notion that play symbols are combined in sequences with increasing age and is discussed in relation to the development of decentration.