A sociocultural investigation of the effects of peer interaction on play.

A Sociocultural Investigation of the Effects of Peer Interaction on Play --Sluss & Stremmel

The fourth study examines interactions on peers within the context of constructive play with blocks. Grounded within Vygotsky's zone of proximal development (ZPD) construct, this study initially assessed 100 four-year-olds with the Play Observation Scale (POS) to differentiate levels of play complexity. These play data were profiled, and yielded a range of children's play complexity. Forty-eight children who scored in the top and bottom quartiles of the scale were selected for the final sample. Dyads were formed based on play behaviors measured in the classroom, gender, and lack of familiarity with one another. The dyads were observed and videotaped during block play and the videotapes were coded for levels of peer collaboration, various aspects of block play, and types of communication strategies used during play. The results revealed that the boys were not affected by the social interactions of each other during play, but the girls were significantly affected by the play level of their partner. Additional findings were noted that partially supported Vygotsky's ZPD construct. Teachers should encourage complex block play for girls with different skill levels, as the social interactions between those children resulted in more complex block play constructions. In addition, teachers in a classroom setting should ensure that children have an opportunity to play with others who use more complex communication strategies; this strategy particularly benefits girls. Finally, the findings provide support for the benefits of multiage and multi-level groups for children.