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 |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1290389 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Power Relations in Pre-School Children's Play – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cederborg%2C+Ann-Christin%22">Cederborg, Ann-Christin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7611-806X">0000-0002-7611-806X</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Early+Child+Development+and+Care%22"><i>Early Child Development and Care</i></searchLink>. 2021 191(4):612-623. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 12 – Name: DatePubCY Label: Publication Date Group: Date Data: 2021 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Status%22">Social Status</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Acceptance%22">Peer Acceptance</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Isolation%22">Social Isolation</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/03004430.2019.1637342 – Name: ISSN Label: ISSN Group: ISSN Data: 0300-4430 – Name: Abstract Label: Abstract Group: Ab Data: 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'. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2021 – Name: AN Label: Accession Number Group: ID Data: EJ1290389 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1290389 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03004430.2019.1637342 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 612 Subjects: – SubjectFull: Preschool Children Type: general – SubjectFull: Play Type: general – SubjectFull: Power Structure Type: general – SubjectFull: Social Influences Type: general – SubjectFull: Interaction Type: general – SubjectFull: Social Status Type: general – SubjectFull: Language Usage Type: general – SubjectFull: Nonverbal Communication Type: general – SubjectFull: Peer Relationship Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Peer Acceptance Type: general – SubjectFull: Social Isolation Type: general – SubjectFull: Sweden Type: general Titles: – TitleFull: Power Relations in Pre-School Children's Play Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cederborg, Ann-Christin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 0300-4430 Numbering: – Type: volume Value: 191 – Type: issue Value: 4 Titles: – TitleFull: Early Child Development and Care Type: main |
| ResultId | 1 |
