A dual look at spontaneous cooperative play in the preschool: Free play versus structured environment

An observational study was conducted during free play among preschool children (N = 36) to identify the component skills of spontaneous cooperative play. Early techniques of spontaneous cooperation were found to be action-oriented and/or self-referenced statements contributing to thematic dialogue. Advanced techniques informed partners of abstract use of props and advised them on how to interact. A reliability study introduced dyads of older preschoolers (N = 60) to structured sets of play materials. In addition to supporting the display of components revealed in Study I, results indicated that 5-year-olds were better able than 4-year-olds to respond to the demand characteristics of the structured setting. Comparisons by sex, partnerships, and types of play materials were also analyzed.