Citation

Trawick-Smith J. Early Child Res. Q. 1998; 13(3): 433-452.

Copyright

(Copyright © 1998, Elsevier Publishing)

DOI

10.1016/S0885-2006(99)80049-0

PMID

unavailable

Abstract

Previous play research has focused on social or representational processes occurring within make believe. This study examined young children's metaplay--the process of suspending actual role playing to think or communicate about pretend themes from outside of the play frame. Twelve preschool subjects were videotaped during 8 separate half-hour sessions, as they engaged in spontaneous free play with a same-aged peer. Videotapes were transcribed and analyzed using the constant comparative method--a naturalistic data processing procedure. The primary researcher and a second observer unitized all metaplay behaviors, categorized these units, named the resulting categories, and wrote rules for inclusion. The outcome was a typology of metaplay behaviors, comprised of three broad categories-initiations, responses, and constructions--and 38 subcategories. Each specific metaplay behavior was described and working hypotheses were formulated regarding its cognitive, metacognitive, and social significance. It was concluded that a rich array of developmentally useful interactions--which increase in frequency and complexity with age-transpire outside of actual role playing.