Power relations in pre-school children's play. Issue 4 (12th March 2021)

• Record Type: Journal Article
• Authors: Cederborg, Ann-Christin
• Is Part Of: Early child development and care. Volume 191:Issue 4(2021)
• Page Start: 612
• Page End: 623
• Publication Date: 2021-03-12
• Subjects: Pre-school children -- power relations in play -- inclusion -- exclusion -- superior position -- subordinate position; Child development -- Periodicals; Children -- Services for -- Periodicals; 155.405
• DOI: 10.1080/03004430.2019.1637342
• Languages: English
• ISSNs: 0300-4430

Abstract

ABSTRACT: As few studies have investigated how pre-school children produce and negotiate social positions when powerful positions are claimed, this study explores how 3–5 year-old children construct the social order of peer play when balancing the power game within the interaction. This is a video documented ethnographical case study where the methodology used is inspired by conversation analysis. The findings are that young children, just like older children, can build up and maintain asymmetrical relations during play by jointly co-constructing status positions through their use of language, body space and objects. The subordinates display legitimation of power when their superior playmate utilizes obvious tools to act and maintain their high-status position. However, positioning themselves in power play may imply that they have to endure unpleasant and unfriendly treatment, and this experience provides knowledge of how to dominate others and act from subordinate positions, where some are 'marginalized and others privileged'.