Virginia Tech
Exploring the Contribution of Videotaped Documentation to Children's Symbolic Play
Abstract
dc:description.abstractThis 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. The children's symbolic play in the classroom and during the interviews was described in relation to the claims of documentation. The role of documentation in children's symbolic play was discussed. Recommendations for future use of documentation and children's symbolic play were made.
Degree
thesis:*- Name thesis:degree_name
- Master of Science
- Level thesis:degree_level
- masters
- Discipline thesis:degree_discipline
- Human Development
- Department dc:contributor.department
- Human Development
- Grantor dc:publisher
- Virginia Tech
- Year dc:date.issued
- 1999
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Carrick, Nathalie R.
- Chair dc:contributor.committeechair
-
- Sawyers, Janet K.
- Committee members dc:contributor.committeemember
-
- Stremmel, Andrew J.
- Benson, Mark J.
- Graham, George M.
Subjects
dc:subject × 3Rights
dc:rights- Statement dc:rights
-
- In Copyright
- Licence dc:rights.uri
Identifiers
dc:identifier.*- Dc Identifier Other
- etd-042399-110053
- OAI identifier oai:identifier
- oai:vtechworks.lib.vt.edu:10919/10104