Power Relations in Pre-School Children's Play
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| Title: | Power Relations in Pre-School Children's Play |
|---|---|
| Language: | English |
| Authors: | Cederborg, Ann-Christin (ORCID |
| Source: | Early Child Development and Care. 2021 191(4):612-623. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Preschool Children, Play, Power Structure, Social Influences, Interaction, Social Status, Language Usage, Nonverbal Communication, Peer Relationship, Foreign Countries, Peer Acceptance, Social Isolation |
| Geographic Terms: | Sweden |
| DOI: | 10.1080/03004430.2019.1637342 |
| ISSN: | 0300-4430 |
| Abstract: | As few studies have investigated how pre-school children produce and negotiate social positions when powerful positions are claimed, this study explores how 3-5 year-old children construct the social order of peer play when balancing the power game within the interaction. This is a video documented ethnographical case study where the methodology used is inspired by conversation analysis. The findings are that young children, just like older children, can build up and maintain asymmetrical relations during play by jointly co-constructing status positions through their use of language, body space and objects. The subordinates display legitimation of power when their superior playmate utilizes obvious tools to act and maintain their high-status position. However, positioning themselves in power play may imply that they have to endure unpleasant and unfriendly treatment, and this experience provides knowledge of how to dominate others and act from subordinate positions, where some are 'marginalized and others privileged'. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1290389 |
| Database: | ERIC |
| Abstract: | As few studies have investigated how pre-school children produce and negotiate social positions when powerful positions are claimed, this study explores how 3-5 year-old children construct the social order of peer play when balancing the power game within the interaction. This is a video documented ethnographical case study where the methodology used is inspired by conversation analysis. The findings are that young children, just like older children, can build up and maintain asymmetrical relations during play by jointly co-constructing status positions through their use of language, body space and objects. The subordinates display legitimation of power when their superior playmate utilizes obvious tools to act and maintain their high-status position. However, positioning themselves in power play may imply that they have to endure unpleasant and unfriendly treatment, and this experience provides knowledge of how to dominate others and act from subordinate positions, where some are 'marginalized and others privileged'. |
|---|---|
| ISSN: | 0300-4430 |
| DOI: | 10.1080/03004430.2019.1637342 |
