![]() ![]() However, many studies have concluded that children's conversations may be topically coherent more often than Piaget ( 1926) believed (e.g., Eckerman et al., 1989 Garvey & Hogan, 1973 Mueller, 1972). ![]() Piaget ( 1926) observed that in early verbal communication, children often fail to account for what the communication partner has said. This study draws on such theories of communication as the basis for intersubjectivity in play with implications for children's social relationships in early childhood and beyond. Communication skills continue to be important in adult relationships when conversation partners must recognize the other's perspective and respond appropriately. Strong communication skills also predict peer acceptance in early childhood (Kemple et al., 1992), and children's friendships protect against cycles of negative outcomes, including social isolation, depressive symptoms, and loneliness (Laursen et al., 2007 Pedersen et al., 2007). Such skills may help develop intersubjectivity, or a shared understanding, with a communication partner during play (Göncü, 1993). We present a study that analyses children's verbal communication with friends and peers in their third year of school (mean age 6.79 years), investigates the socio-cognitive determinants of this communication in the first 3 years of school (mean ages 5.24, 6.05, and 6.79 years), and explores play as a context for developing communication skills. Children first practice reciprocal communication skills with their caregivers through non-verbal means (Carpenter et al., 1998), and typically they later develop friendships and peer relationships that require communication through verbal language and more advanced behavioural cues (Stafford, 2004).
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |