Abstract

This study discusses how children make use of the content in play to get a superior status position in their peer-culture and some implications for values education. Observations of children age 3-6 years were accomplished during their free playtime in pre-school and both field notes and videotape recording were used for data collection.

Analysis of content in childrens peer-cultures was carried out through Corsaros perspective of interpretive reproduction. The social structure in childrens peer-culture is of great importance and by interpreting communication in play, strategies were found where status positions developed. Results show that pre-school children both make use of and contribute to attitudes and values on inequality and justice.