| dc.description.abstract | The aim of the study was to produce a reconstruction of the transition to role play as a developmental stage of play, based on a comparison between the Piagetian and the activity-theoretical points of view. The study is part of a larger research project aiming at developing the research methodology and theory of play as well as teacher training and educational practice in day-care centres. The research material consisted of both documentary data and observation data. The former included Piaget's and Vygotsky's theories of play and their further developments as well as earlier observation studies based on them. The material was used to construct theoretical models which describe the transition to role play. The observation data consisted of videotapes and notes about the play of a child who was just at the transition stage in a day-care group. This data was analysed by means of assessment instruments of play constructed and used in earlier studies. The picture of the child's play obtained from the analysis was then compared with theoretical models to examine the relation between theory and practice. At the same time the methods used were assessed to determine their applicability to the study of play in a day-care centre. The theoretical models of play did not capture living reality. There are several reasons for this. Firstly, earlier studies often touched only on individual elements of play, without attempting to make use of Piaget's and Vygotsky's theoretical orientation as a whole. As a result, the assessment instruments required to create an overall picture still do not exist. Secondly, as the material was collected during an observation period of only four months, it was not possible to apply all the methods available to it. Thirdly, it is impossible to apply many of Piaget's, Vygotsky's and their followers' views when studying actual behavior. Moreover, the theories do not directly provide tools to study play in a day-care centre. The study shows that the transition to role play and play in general is such a complex phenomenon that it is impossible to grasp it in full even with concepts and methods achieved by combining two theoretical approaches and research traditions. Such a combination may not even be justified. Even though Piaget and Vygotsky partly described the same aspects of the development of play, their views seem to represent different scientific paradigms. Thence a comparative study design does not do full justice to their views. | en |
