In this study, analysis of video recordings of 5-year-old children’s use of language and nonverbal modes of communication (e.g. gaze, action, gesture, and proximity) is used to examine how children contribute to sociodramatic play narratives and participate in the classroom peer culture. In their dramatic play at a restaurant play center and at a grocery store dramatic play center, eight focus children took up narrative playwright roles, where they contributed to the narrative of the dramatic play, mainly by expressing their own needs and by making connections or providing information to their peers. Children took up intervening playwright roles, in which they changed the direction of the narrative, changed or suggested a change of role, or assigned a new role to an object, most frequently by expressing desires or by providing new information. Dramatic play provided an authentic context for the children to try out various social strategies and to observe how others responded to their efforts, in order to position themselves in desirable ways within the classroom social network. Children took up powerful roles through frequency of participation and through directing others’ actions and maintaining the use of desired objects when continuing the play narrative by taking up narrative playwright roles. In addition, they used humor and made imaginative suggestions for roles and plots when taking up intervening playwright roles where they introduced new characters, roles for objects, and plots. Our research provides examples of peers teaching each other in dramatic play through the responses they give to each other and through modeling social approaches that allow them to fulfill desired social purposes and take up powerful social roles in the peer network.

中文翻译：

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幼儿剧作家及其参与社会戏剧的课堂同伴文化

在这项研究中，对5岁儿童使用语言和非语言交流方式（例如凝视，动作，手势和接近度）的录像记录进行分析，以检验儿童如何促进社交戏剧叙述并参与课堂学习同伴文化。在餐厅娱乐中心和杂货店戏剧中心的戏剧表演中，八个重点孩子扮演了叙事剧作家的角色，主要通过表达自己的需求，建立联系或提供帮助，为戏剧剧的叙事做出了贡献。信息给他们的同龄人。孩子们扮演剧作家的角色，在其中他们改变叙事的方向，改变或建议改变角色，或为对象分配新的角色，最常见的方式是表达欲望或提供新的信息。戏剧性的游戏为孩子们提供了一个真实的环境，使他们能够尝试各种社交策略并观察他人如何回应自己的努力，以便在课堂社交网络中以理想的方式定位自己。儿童通过参与的频率以及通过指导他人的动作并通过扮演叙事剧作家的角色来继续剧情叙事时保持期望对象的使用，从而扮演了强有力的角色。此外，当他们扮演剧作家角色时，他们幽默，对角色和情节提出了富有想象力的建议，在那里他们引入了新角色，对象角色和情节。