Contributeurs:
État de publication: Publiée (2026 )
Nom de la revue: SSRN
Intervalle de pages: 36
Résumé: This research aims to identify the factors influencing the process of co-engagement in joint make-believe play between 5-year-old preschool children and their teacher. A multiple case study (n=6) based on the analytical framework of sequential play organization and the concept of perezhivanie was conducted. Data were collected through observation, video recordings, semi-structured interviews with children and their teacher, and data validation by participants. A thematic analysis, guided by moderate inductive logic, identified twelve factors that influence the co-engagement process. These factors were divided according to the three stages of sequential play organization: play signaling, play connection, and sustained co-participation. It was found that some factors are individual (motivation to play, socio-emotional availability, past experiences) while others are collective (interaction, cognitive reciprocity, sensitivity). Still other factors are observed at all stages of sequential play organization (classroom context, affective valence, observation-listening) and therefore, cut across the co-engagement process. Taking on a role and adopting a playful attitude facilitate transitions from one stage of play organization to another. This research enriches our understanding of child-teacher co-engagement in joint make-believe play and proposes integrating the perezhivanie framework into future studies of this process so as to better understand its affective and cognitive dynamics.
Mots clé(s):
Dimension(s):
Théorie de l'activité:
Appartenance: