By Susan M. Ervin-Tripp (Auth.)
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Extra resources for Child Discourse
As greater competence is achieved in language, speech, and social interaction, we should expect to see this mastery exhibited in playful deployment of these newly acquired abilities. The Russian writer of children's literature, Chukovsky (1963), considers this period as a high point in the discovery and enjoyment of language. The purpose of this chapter, then, is to point out some features of play with language in the preschool period, with special attention to interactive play with age-mates. It is necessary first to state as precisely as possible what we mean by "play," since that term can be used to refer to a number of different concepts.
James Britton (1970) reports a performance, which he calls a "spiel," by Clare, a girl (2:2) who was drawing pictures. The monologue reflected her artistic activity, but it also suggests enjoyment of the sound properties of words beyond a simple running commentary on the picture: Play with Language and Speech 35 Big eye. There's a eye-there's a eye-there's a eye-there's a little eye. More big ones. Draw a coat down. Draw a ling-a-ling-a-ling. Draw a little thing-little ear squeer big eye-little ear here-eye!
Brady 1975; Eckhardt 1975), although providing instances of individual improvisation, focus primarily on those traditional forms of play that are transmitted from child to child in relatively constant form and that can be taught. Further, these collections and observations have most often dealt with the games of older, school-age children. An exception is the chapter on the structure of play with contradicting routines and the stylized narrative speech events created by 5-7-year-old Hawaiian children (Watson and Boggs this volume).
Child Discourse by Susan M. Ervin-Tripp (Auth.)