This study examines breakdowns in children’s dramatic play to identify and better understand the social value of children’s own approaches to conflict and resolution. The practice of power in the social practice of inclusion and exclusion in children’s conflict are analyzed. This study is a qualitative, ethnographic case study with an embedded interactional analysis. The primary analytic focus is video records of children’s dramatic play in an inclusive preschool. This data was analyzed using a combination of both interactional analysis and V-note coding. The findings illustrate how children include and exclude others using social tools (i.e. discourse) when their interactions share or constrain power, reveal that the teacher’s practice of power in the classroom does not always encourage inclusion because their truth often constrains the children’s access to the practice of power, and highlight the importance of resolution and continued play without removal of artifacts or actors. Implications for this work include a clearer understanding of the learning that is possible when children are allowed time for unstructured play where conflict is expected and not avoided, the practice of power to include and exclude others in an inclusive classroom, and the limited ways in which children gain entrance into group play.
|Commitee:||Ryan, Cindy, Nimmo, John|
|School:||Lewis and Clark College|
|School Location:||United States -- Oregon|
|Source:||DAI-A 82/2(E), Dissertation Abstracts International|
|Subjects:||Education, Educational administration, Early childhood education|
|Keywords:||Guidance, Inclusion, Children's play, Conflict resolution|
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