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Discourse Studies
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The development of early sociodramatic play

Marjolein Deunk

UNIVERSITY OF GRONINGEN, THE NETHERLANDS, m.i.deunk{at}rug.nl

Jan Berenst

UNIVERSITY OF GRONINGEN, THE NETHERLANDS, j.berenst{at}rug.nl

Kees De Glopper

UNIVERSITY OF GRONINGEN, THE NETHERLANDS, c.m.de.glopper{at}rug.nl

In this article we study the beginnings of sociodramatic play. We examine the pretend play interactions of a Dutch girl, Peggy, and focus on her transition into sociodramatic play. Initially, Peggy interprets only some elements of her play interactions at the pretend level. At age 2;9, Peggy shows symbolic substitution for objects and actions. In the course of seven months, the features participants, roles and place gradually become substituted and specified at the pretend level in Peggy's play. In the earlier play interactions, Peggy and her interaction partner keep a discourse identity and only assign new meaning to objects and to their local acts. In a later play interaction, Peggy and her playmate take roles and interpret their situated identities in the pretend layer. The use of situated identities allows for a range of possible acts and a sociodramatic story line, which increases the complexity of the pretend play.

Key Words: child development • child discourse • pragmatic development • preschool interaction • pretend play • sociodramatic play

Discourse Studies, Vol. 10, No. 5, 615-633 (2008)
DOI: 10.1177/1461445608094215
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