Abstract
This study investigates the roles and the meanings of young children’s bodily play and bodily interactions in their peer culture. Based on the 8 months of ethnographic study, including participant observations of 4-year-old children’s free play time and teacher interviews, this study articulates the values in young children’s bodily play and bodily interactions in their social lives, which were very enjoyable and successfully modes of language that naturally elicit peers’ laughter and resolve any possible conflicts during play. Discussing the emphasis in the dominant discourses of social competence, which is frequently put on children’s verbal expressions and interactions, this study depicts the existing conflictive values between children and teachers regarding social competence and social interactions with peers. Applying Bakhtin’s notions of monologic language and carnivalosque, this study calls for early childhood educators’ heightened appreciation of young children’s bodily play, which is deeply associated with children’s social competence.
Published Version
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