‘Now it was meal’
Use of tense work as an important social organizational device in preschoolers’ pretend play
Keywords:preschool children, pretend play, legal/illegal play, tense use, social interaction
The overall aim of the present paper is to analyse and explore what frames a pretend play event as legal and recognizable to the participants, highlighting the children’s use of tense as an organizational device. The present video data are drawn from a single case study of two preschoolers’ interaction during a free play time event in a Swedish preschool. Influenced by ethnomethodological work on social actions, the analytical focus is on the participants’ methods of accomplishing and making sense of social activities. The use of tense proved to be the strongest contextualization cue to accomplish the switches between the ‘make believe’ and ‘the real’ domains, which demonstrated and organized what can and cannot be done in the pretend play scenario.
Bateman, A. (2015). Conversation Analysis and Early Childhood Education: The Co-production of Knowledge and Relationship. Farnham: Ashgate. https://doi.org/10.4324/9781315574158 DOI: https://doi.org/10.4324/9781315574158
Bateman, A. & Butler, C. (2014). The lore and law of the playground. International Journal of Play, 3(3), 235–250. https://doi.org/10.1080/21594937.2014.976030 DOI: https://doi.org/10.1080/21594937.2014.976030
Baynham, M. & Slembrouck, S. (1999). Speech representation and institutional discourse. Text, 19(4), 439–457. https://doi.org/10.1515/text.1.19220.127.116.119 DOI: https://doi.org/10.1515/text.1.1918.104.22.1689
Björk-Willén, P. (2012). Being doggy: Disputes embedded in preschooler’s family role-play. In S. Danby & M. Theobald (eds), Disputes in Everyday Life (pp. 119–140). Bingley: Emerald. https://doi.org/10.1108/S1537-4661(2012)0000015009 DOI: https://doi.org/10.1108/S1537-4661(2012)0000015009
Björk-Willén, P. & Aronsson, K. (2014). Preschoolers ‘animation’ of computer games. Mind Culture and Activity: An International Journal, 21, 318–316. https://doi.org/10.1080/10749039.2014.952314 DOI: https://doi.org/10.1080/10749039.2014.952314
Björk-Willén, P. & Cromdal J. (2009). When education seeps into ‘free play’: How preschool children accomplish multilingual education. Journal of Pragmatics, 41, 1493–1518. https://doi.org/10.1016/j.pragma.2007.06.006 DOI: https://doi.org/10.1016/j.pragma.2007.06.006
Butler, W. C. (2008). Talk and Social Interaction in the Playground. Farnham: Ashgate.
Cekaite, A. (2019). Soliciting teacher attention in an L2 classroom: Embodied actions and affective displays. Applied Linguistics, 30(1), 26–48. https://doi.org/10.1093/applin/amm057 DOI: https://doi.org/10.1093/applin/amm057
Cobb-Moore, C., Danby, S. & Farrell, A. (2009). Young children as rule makers. Journal of Pragmatics, 41, 1477–1492. https://doi.org/10.1016/j.pragma.2007.04.013 DOI: https://doi.org/10.1016/j.pragma.2007.04.013
Cook-Gumperz, J. & Gumperz, J. (1978). Context in children’s speech, In N. Waterson and C. E. Snow (eds), The Development of Communication (pp. 3–23). New York: John Wiley and Sons.
Corsaro, W. (2018). The Sociology of Childhood, 5th edition. Thousand Oaks, CA: Sage.
Danby, S. (2000). The serious business of play. In J. Mason & M. Wilkinson (eds), Taking Children Seriously (pp. 208–236). Sydney: University of Western Sydney.
Danby, S. & Baker, C. (2000). Unravelling the fabric of social order in block area. In S. Hester & D. Francis (eds), Local Educational Order: Ethnomethodological Studies of Knowledge in Action (pp. 91–140). Amsterdam: John Benjamins. https://doi.org/10.1075/pbns.73.05dan DOI: https://doi.org/10.1075/pbns.73.05dan
Evaldsson, A.-C. (2009). Play and games. In J. Qvortrup, W. Corsaro, M.-S. Honig & G. Valentine (eds), Handbook of Childhood Studies (pp. 316–331). Basingstoke: Palgrave Macmillan.
Evaldsson, A.-C. & Corsaro, W. (1998). Play and games in the peer cultures in the preschool and preadolescent children: An interpretative approach. Childhood, 5(4), 377–402. https://doi.org/10.1177/0907568298005004003 DOI: https://doi.org/10.1177/0907568298005004003
Garfinkel, H. (1967). Studies in Ethnomethodology. Hillsdale, NJ: Prentice-Hall.
Garvey, C. (1990). Play. Cambridge, MA: Harvard University Press.
Goffman, E. (1981). Forms of Talk. Philadelphia, PA: University of Pennsylvania Press.
Goldman, L. R. (1998). Child’s Play: Myth, Mimesis, and Make-Believe. Oxford: Berg.
Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32, 1489-1522. https://doi.org/10.1016/S0378-2166(99)00096-X DOI: https://doi.org/10.1016/S0378-2166(99)00096-X
Goodwin, M. H. (2002). Building power asymmetries in girls’ interaction. Discourse and Society, 13(6), 715–730. https://doi.org/10.1177/0957926502013006752 DOI: https://doi.org/10.1177/0957926502013006752
Guldal, T. M. (1997). Three children, two languages: The role of code selection in organizing conversation. Dissertation, NTNU, Trondheim.
Halmari, H. & Smith, W. (1994). Code-switching and register shift: Evidence from Finnish-English child bilingual conversation. Journal of Pragmatics, 21, 427–445. https://doi.org/10.1016/0378-2166(94)90013-2 DOI: https://doi.org/10.1016/0378-2166(94)90013-2
Kyratzis, A. (2007). Using social organizational affordances of pretend play in American preschool girl’s interaction. Research on Language and Social Interaction, 40(4), 321–352. https://doi.org/10.1080/08351810701471310 DOI: https://doi.org/10.1080/08351810701471310
Kyratzis, A. (2014). Peer interaction, framing, and literacy in preschool bilingual pretend play. In A. Cekaite Thunqvist, S. Blum-Kulka, V. Grøver Aukrust & E. Teubal (eds), Children’s Peer Talk: Learning from Each Other (pp. 214–234). Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781139084536.011
Pellegrini, A. D. (1985). The relation between symbolic play and literate behavior. Review of Educational Research, 55, 107–121. https://doi.org/10.3102/00346543055001107 DOI: https://doi.org/10.3102/00346543055001107
Sacks, H. (1992). Lectures on Conversation, vol. 2, ed. G. Jefferson. Oxford: Blackwell.
Sawyer, R. K. (1997). Pretend Play as Improvisation: Conversation in the Preschool Classroom. Mahwah, NJ: Lawrence Erlbaum.
Schegloff, E. A. (1987). Analysing single episodes of interaction: An exercise in conversation analysis. Social Psychology Quarterly, 50, 101–114. https://doi.org/10.2307/2786745 DOI: https://doi.org/10.2307/2786745
Sidnell, J. (2011). The epistemics of make-believe. In T. Stievers; L. Mondada & J. Steensig (eds), The Morality of Knowledge in Conversation (pp 131–155). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511921674.007 DOI: https://doi.org/10.1017/CBO9780511921674.007
Strömqvist, S. (1984). Make believe through words: A linguistic study of children’s play with a doll’s house. Dissertation, University of Göteborg, Sweden.
Tannen, D. (1989). Talking Voices. New York: Cambridge University Press.
Vardi-Rath, E., Teubal, E., Aillenberg, H. & T. Lewin (2014). ‘Let’s pretend you’re the wolf!’: The literate character of pretend play discourse in the wake of a story. In A. Cekaite, S. Blum-Kulka, V. Grøver & E. Teubal (eds), Children’s Peer Talk: Learning from Each Other (pp. 63–86). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139084536.007 DOI: https://doi.org/10.1017/CBO9781139084536.007
Whalen, M. R. (1995). Working toward play: Complexity in children’s fantasy activities. Language in Society, 14, 315–348. https://doi.org/10.1017/S0047404500018789 DOI: https://doi.org/10.1017/S0047404500018789
How to Cite
© Equinox Publishing Ltd.
For information regarding our Open Access policy, click here.