Transforming Play: An Analysis of First-, Third-, and Fifth-Graders' Play

摘要

Abstract This study compares children's play with transformational objects (toys that change from a vehicle into a robot) to play with representational objects (cars and figures). Thirty-six first-, third-, and fifth-grade children, formed into same-age, same-gender dyads, played with these objects in a semi-structured setting. Half played with transformers and half played with nontransformable representational objects. Play was videotaped and analyzed for difference in object use, social interaction, and degree of focus or complexity. All subjects were also interviewed. The nature of the interaction was significantly different depending on the type of toy played with. Those playing with transformers engaged in more parallel play and manipulative activity, while those with representational objects displayed more social play and more symbolic play. In spite of the children's interview responses that indicated transformers were more likely to be boys' toys, there were no gender differences in subjects' behavior.