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Metacommunication in social pretend play: two dimensions.

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Title: Metacommunication in social pretend play: two dimensions.
Authors: de Haan, Dorian1,2 dorianmpdehaan@gmail.com, Vriens-van Hoogdalem, Anne-Greth2, Zeijlmans, Kirti1, Boom, Jan1
Source: International Journal of Early Years Education. Dec 2021, Vol. 29 Issue 4, p405-419. 15p. 1 Chart, 2 Graphs.
Subject Terms: *Early childhood education, *Child psychology, *Child development, Metacommunication, Cooperation, Social belonging
Abstract: Research suggests that metacommunication in young children's social pretend play is the most complex form of cooperation. In this study, metacommunication was examined using audio and video recordings during pretend play. Participants were 24 children in kindergarten average age 5.1 years. Utterances were coded for metacommunication, the narrative content and the social dimension of cooperation. Results show that while the use of metacommunication correlates with the complexity of the narrative, it does not correlate with the complexity of the social dimension. Implications for supporting metacommunication in social pretend play by teachers are discussed. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Metacommunication in social pretend play: two dimensions.
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  Data: <searchLink fieldCode="AR" term="%22de+Haan%2C+Dorian%22">de Haan, Dorian</searchLink><relatesTo>1,2</relatesTo><i> dorianmpdehaan@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Vriens-van+Hoogdalem%2C+Anne-Greth%22">Vriens-van Hoogdalem, Anne-Greth</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Zeijlmans%2C+Kirti%22">Zeijlmans, Kirti</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Boom%2C+Jan%22">Boom, Jan</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Years+Education%22">International Journal of Early Years Education</searchLink>. Dec 2021, Vol. 29 Issue 4, p405-419. 15p. 1 Chart, 2 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+psychology%22">Child psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br /><searchLink fieldCode="DE" term="%22Metacommunication%22">Metacommunication</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+belonging%22">Social belonging</searchLink>
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  Data: Research suggests that metacommunication in young children's social pretend play is the most complex form of cooperation. In this study, metacommunication was examined using audio and video recordings during pretend play. Participants were 24 children in kindergarten average age 5.1 years. Utterances were coded for metacommunication, the narrative content and the social dimension of cooperation. Results show that while the use of metacommunication correlates with the complexity of the narrative, it does not correlate with the complexity of the social dimension. Implications for supporting metacommunication in social pretend play by teachers are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09669760.2020.1778451
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              Text: Dec 2021
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