Creating and maintaining play connection in a toddler peer group

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

Abstract

This study explores how one and two year old peers (henceforth toddlers) participate in joint play activities in a natural group-care setting. We focus on joint play activity between three toddler peers during one full day-care day in a Finnish toddler classroom. Questions guiding the analysis concern the sequential understanding of how play emerges within peer interaction and how toddler peers are able to build sustained co-participation in their joint play during the day. The analysis showed that joint play was fragmented and organized in short segments of dyadic or triadic interaction. Re-establishments of joint play and accumulation of significant play signals during the day were important practices for toddlers to constitute social organization and sustained co-participation in their multi-party peer play. The results strengthen our understanding of very young children as both more and less competent play companions in their peer groups and guide adults’ practice in relation to peer play in toddler classrooms.
Original languageEnglish
Title of host publicationPeer Play and Relationships in Early Childhood : International Research Perspectives
EditorsAvis Ridgway, Gloria Quinones, Liang Li
Number of pages19
Place of PublicationCham
PublisherSpringer
Publication date2020
Pages93-111
ISBN (Print)978-3-030-42330-8
ISBN (Electronic)978-3-030-42331-5
DOIs
Publication statusPublished - 2020
MoE publication typeA3 Book chapter

Publication series

NameInternational Perspectives on Early Childhood Education and Development
Volume30
ISSN (Print)2468-8746

Fields of Science

  • 516 Educational sciences

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