Psychological boundaries of “I” in the role play of peer-unaccepted children
This article examines the psychological peculiarities of children who are not accepted by their peers in the course of play. Problems in peer communication are analyzed in respect to the violation of “I” psychological boundaries. The phenomenology of the psychological boundaries of “I” and their vio...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
M.V. Lomonosov Moscow State University
2014-03-01
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| Series: | Psychology in Russia: State of Art |
| Subjects: | |
| Online Access: | http://psychologyinrussia.com/volumes/pdf/2014_1/2014_1_62-72.Pdf |
| _version_ | 1819074439616135168 |
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| author | Filippova, Elena V. Pivnenko, Tatyana V. |
| author_facet | Filippova, Elena V. Pivnenko, Tatyana V. |
| author_sort | Filippova, Elena V. |
| collection | DOAJ |
| description | This article examines the psychological peculiarities of children who are not accepted by their peers in the course of play. Problems in peer communication are analyzed in respect to the violation of “I” psychological boundaries. The phenomenology of the psychological boundaries of “I” and their violation in the course of play are investigated. New data are provided on the peculiarities of play (mainly its subject matter, including also specific plots, roles, and the organization of play space) in children who are not accepted by their peers; differences between children with low sociometric status and children from a control group were ascertained. Projective methods and observations of children’s play and communicative behavior in different situations were used. The sample included 140 children from 5 to 6 years old, 70 of whom were not accepted by their peers. Additionally 80 mothers (40 of them mothers of children who were not accepted by their peers) participated in the research. The link between the peculiarities of the children’s play, their peer relations, and violations of the psychological boundaries of “I” is described. The work provides elaboration of the notions of play developed within the framework of L. Vygotsky’s cultural-historical approach. |
| first_indexed | 2024-12-21T18:09:32Z |
| format | Article |
| id | doaj.art-75b5778385324f1c81300342f12fa211 |
| institution | Directory Open Access Journal |
| issn | 2074-6857 2307-2202 |
| language | English |
| last_indexed | 2024-12-21T18:09:32Z |
| publishDate | 2014-03-01 |
| publisher | M.V. Lomonosov Moscow State University |
| record_format | Article |
| series | Psychology in Russia: State of Art |
| spelling | doaj.art-75b5778385324f1c81300342f12fa2112022-12-21T18:54:50ZengM.V. Lomonosov Moscow State UniversityPsychology in Russia: State of Art2074-68572307-22022014-03-0171627210.11621/pir.2014.0107Psychological boundaries of “I” in the role play of peer-unaccepted childrenFilippova, Elena V.0Pivnenko, Tatyana V.1Moscow State University of Psychology and EducationNursery school № 1134This article examines the psychological peculiarities of children who are not accepted by their peers in the course of play. Problems in peer communication are analyzed in respect to the violation of “I” psychological boundaries. The phenomenology of the psychological boundaries of “I” and their violation in the course of play are investigated. New data are provided on the peculiarities of play (mainly its subject matter, including also specific plots, roles, and the organization of play space) in children who are not accepted by their peers; differences between children with low sociometric status and children from a control group were ascertained. Projective methods and observations of children’s play and communicative behavior in different situations were used. The sample included 140 children from 5 to 6 years old, 70 of whom were not accepted by their peers. Additionally 80 mothers (40 of them mothers of children who were not accepted by their peers) participated in the research. The link between the peculiarities of the children’s play, their peer relations, and violations of the psychological boundaries of “I” is described. The work provides elaboration of the notions of play developed within the framework of L. Vygotsky’s cultural-historical approach.http://psychologyinrussia.com/volumes/pdf/2014_1/2014_1_62-72.Pdfpsychological boundaries of “I”role playrolesubject matterplay contactacceptance by peers |
| spellingShingle | Filippova, Elena V. Pivnenko, Tatyana V. Psychological boundaries of “I” in the role play of peer-unaccepted children Psychology in Russia: State of Art psychological boundaries of “I” role play role subject matter play contact acceptance by peers |
| title | Psychological boundaries of “I” in the role play of peer-unaccepted children |
| title_full | Psychological boundaries of “I” in the role play of peer-unaccepted children |
| title_fullStr | Psychological boundaries of “I” in the role play of peer-unaccepted children |
| title_full_unstemmed | Psychological boundaries of “I” in the role play of peer-unaccepted children |
| title_short | Psychological boundaries of “I” in the role play of peer-unaccepted children |
| title_sort | psychological boundaries of i in the role play of peer unaccepted children |
| topic | psychological boundaries of “I” role play role subject matter play contact acceptance by peers |
| url | http://psychologyinrussia.com/volumes/pdf/2014_1/2014_1_62-72.Pdf |
| work_keys_str_mv | AT filippovaelenav psychologicalboundariesofiintheroleplayofpeerunacceptedchildren AT pivnenkotatyanav psychologicalboundariesofiintheroleplayofpeerunacceptedchildren |