{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/10104"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/10104","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Exploring the Contribution of Videotaped Documentation to Children's Symbolic Play","abstract":"This study explored how documentation contributed to children's symbolic play. The naturally occurring symbolic play of two children, five-years-old, was videotaped in their classroom for four weeks. Edited segments of their symbolic play were then given to the children to revisit and reflect on with the researcher through questions on themes, roles and object substitutions. Each child participated in three interview sessions. The children's thoughts on themes, roles, object substitutions, pretense and play negotiation were described. 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