[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591515-105":59,"doc-detail-591515-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","game-playing-negotiating-rules-and-identities","Game Playing - Negotiating Rules and Identities","","The article develops a theoretical framework connecting children’s pretend play and play governed by explicit rules to the construction of social identities within kindergarten peer groups. Beginning from Lev Vygotsky’s view that play involves rules, it uses Ivy Schousboe’s model of spheres of reality to analyze the symbolic group play of five-year-old kindergarten soccer players. Results show that negotiations of game rules and the imagined and real elements of play are inseparable from the players’ social identities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/game-playing-negotiating-rules-and-identities/591515/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/game-playing-negotiating-rules-and-identities/591515.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article connect children’s play to social identities in kindergarten peer groups?","Question",{"text":112,"@type":113},"It argues that the rules children construct and negotiate in play reflect and refer to their social lives and identities, both real and imagined.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role does Vygotsky’s theory play in the article?",{"text":117,"@type":113},"Vygotsky is used as a starting point by asserting that all play involves rules; the article extends this by claiming that these rules express social identities.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article use Schousboe’s model to analyze children’s soccer play?",{"text":121,"@type":113},"It applies Schousboe’s spheres-of-reality model to a group of five-year-old kindergarten soccer players to interpret how symbolic group play and rule negotiations relate to social identity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591515,1792080466,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Game Playing  \nNegotiating Rules and Identities  \n•  \nDitte Winther-Lindqvist  \nBeginning with Lev Vygotsky’s long-established assertion that the play of children always involves both imaginary play and rules of behavior, this article argues for a theoretical framework that connects such play with the construction of social identities in kindergarten peer groups. It begins with a discussion of Ivy Schousboe’s model of the different spheres of reality in children’s playto explain symbolic group play and applies the model to the play of a group of five-year-old kindergarten soccer players. The article finds that the soccer games of kindergartners and their negotiations of play rules intrinsically involve their social identities, both those that are real and those that are imaginary.  \nIntroduction  \nthis article supports a theoretical model that accounts for the simultaneous presence of children’s pretend play and play with rules, both of them closely related to the social realities of kindergarten and to the social identities of the children who attend it. Lev Vygotsky (1993) argues that all play involves rules, and I argue, in turn, that the rules children construct refer to and reflect their social lives and identities.  \nEvery day, children in kindergarten play in peer groups and form relatively stable relationships and alliances with their classmates (Dunn 1998) . As they spend time together, they develop a shared history and assume mutually recognizable roles as particular players and persons in the social landscape of the peer group. This group reflects a local peer-group culture consisting of, as William Corsaro puts it,“a stable set of activities and routines, artifacts, values, and concerns that children produce and share in interaction with peers”(1992, 162). In Corsaro’s analysis, the peer culture seeks to master play  \n© 2009 by the Board of Trustees of the University of Illinois  \nspaces and props, protecting groups and controlling access to them (Corsaro and Eder 1990). Friendships and social alliances gain importance as children place themselves and others in the crucial positions likely to control ongoing play activities (Corsaro 1981, 1994; Kantor, Elgas, and Fernie 1993) .  \nThese groups help construct and reinforce children’s social identities. When children obtain desired positions in such play groups through their friendships, social alliances, and roles in the play, they gain more social influence and obtain preferred positions within the peer group. Children recognize these peer relations, and they acknowledge these social identities in the games they play and the rules they play by.  \nJean Piaget’s play studies recognized symbolic playing and playing with rules as two different kinds of activities, which also occur at different stages of child development (Polgar 1976; Evaldsson and Corsaro 1998). Piaget sketched out the stages of children’s development in which initial symbolic pretend play and its functions give way in middle childhood to play with rules, the only kind of playing that persists into adulthood (Piaget 1962, 166, 168) . When engaged in games with rules, players compete by following explicit rules denoting which actions are legal and which constitute cheating. They perform the tasks of the game within the bounds ofthe rules that apply to all players, in all games, with the goal of finding a winner or a winning team (Jordan, Cowan, and Roberts 1995). Pretend play, on the other hand, has no winners or losers, and its goals are open ended. In pretend play, the players are free to enact and invent roles as they imagine a shared storyline (Singer and Singer 1990) .  \nIn contrast to this sequential view of play development, Vygotsky and his cultural-historical tradition emphasize that rules guide every play world. This view, however, still leaves room for imaginary play. Scholars operating within the Vygotskian tradition question not whether the activity is guided by rules but the extent to whic","cbCaidJFZVmJqCEu","https://ap.wps.com/l/cbCaidJFZVmJqCEu","pdf",210370,25,"English","# Introduction\n# A model of spheres of Reality in Play","[{\"question\":\"How does the article connect children’s play to social identities in kindergarten peer groups?\",\"answer\":\"It argues that the rules children construct and negotiate in play reflect and refer to their social lives and identities, both real and imagined.\"},{\"question\":\"What role does Vygotsky’s theory play in the article?\",\"answer\":\"Vygotsky is used as a starting point by asserting that all play involves rules; the article extends this by claiming that these rules express social identities.\"},{\"question\":\"How does the article use Schousboe’s model to analyze children’s soccer play?\",\"answer\":\"It applies Schousboe’s spheres-of-reality model to a group of five-year-old kindergarten soccer players to interpret how symbolic group play and rule negotiations relate to social identity.\"}]","Game Playing - Negotiating Rules and Identities | PDF",1792072638,63]