Play as the zone of proximal development: collaborative constructive block play

dc.contributor.authorSluss, Dorothy Justusen
dc.contributor.committeechairStremmel, Andrew J.en
dc.contributor.committeememberBurton, John K.en
dc.contributor.committeememberFu, Victoria R.en
dc.contributor.committeememberKaiser, Javaiden
dc.contributor.committeememberRogers, Cosby Steeleen
dc.contributor.committeememberSawyers, Janet K.en
dc.contributor.departmentFamily and Child Developmenten
dc.date.accessioned2014-03-14T21:22:32Zen
dc.date.adate2005-10-26en
dc.date.available2014-03-14T21:22:32Zen
dc.date.issued1995en
dc.date.rdate2005-10-26en
dc.date.sdate2005-10-26en
dc.description.abstractBased on Vygotsky's theoretical construct that play creates the zone of proximal development, this study was designed to examine the processes and outcomes involved in collaboration among dyads of 4-year-olds (matched for equal and unequal levels of play) in the context of constructive play with blocks. During the first phase of data collection, 100 4-year-olds were observed in naturalistic settings using the Play Observation Scale (Rubin, 1989). Play level, gender, and unfamiliarity were used to select 48 children to play with a peer in a laboratory setting. Play sessions were videotaped and coded for block play (Reifel & Greenfield, 1982), peer interaction (Rubin, 1989), and communication (Farver, 1992). Results of an overall multivariate analysis of variance (MANOVA) conducted for boys and girls found a significant interaction between treatment (play level) and gender. A follow-up MANOVA for girls was also significant. Subsequent univariate tests found significant differences in block play complexity of girls in treatment groups. A separate pairwise MANOVA found that less-skilled girls engage in more-complex play when paired with more-skilled peers. Block play complexity and communication contributed to the differences among the groups. Results of a second pairwise MANOVA established that more-skilled girls display less-complex play behavior during play with less-skilled playmates. When considered separately, none of the dependent variables were responsible for the variance. Rather, all three contributed Simultaneously to the significant overall multivariance. For boys, an overall multivariate analysis of variance was conducted but was not statistically significant. Boys do not alter their play during play with other four-year-old boys who display different levels of play complexity. Based on these findings, play actualizes the zone of proximal development for girls, not boys. Additional scholarship is needed in this area.en
dc.description.degreePh. D.en
dc.format.extentxiii, 145 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-10262005-143532en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-10262005-143532/en
dc.identifier.urihttp://hdl.handle.net/10919/40230en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1995.S649.pdfen
dc.relation.isformatofOCLC# 34650235en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1995.S649en
dc.titlePlay as the zone of proximal development: collaborative constructive block playen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineFamily and Child Developmenten
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en
Files
Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
LD5655.V856_1995.S649.pdf
Size:
6.33 MB
Format:
Adobe Portable Document Format
Description: