@article{ref1,
title="A qualitative analysis of metaplay in the preschool years",
journal="Early childhood research quarterly",
year="1998",
author="Trawick-Smith, Jeffrey",
volume="13",
number="3",
pages="433-452",
abstract="Previous play research has focused on social or representational processes occurring within make believe. This study examined young children's metaplay--the process of suspending actual role playing to think or communicate about pretend themes from outside of the play frame. Twelve preschool subjects were videotaped during 8 separate half-hour sessions, as they engaged in spontaneous free play with a same-aged peer. Videotapes were transcribed and analyzed using the constant comparative method--a naturalistic data processing procedure. The primary researcher and a second observer unitized all metaplay behaviors, categorized these units, named the resulting categories, and wrote rules for inclusion. The outcome was a typology of metaplay behaviors, comprised of three broad categories-initiations, responses, and constructions--and 38 subcategories. Each specific metaplay behavior was described and working hypotheses were formulated regarding its cognitive, metacognitive, and social significance. It was concluded that a rich array of developmentally useful interactions--which increase in frequency and complexity with age-transpire outside of actual role playing.<p />",
language="",
issn="0885-2006",
doi="10.1016/S0885-2006(99)80049-0",
url="http://dx.doi.org/10.1016/S0885-2006(99)80049-0"
}