Preschoolers’ Establishment of Mutual Knowledge During Scripted Interactions

Abstract

Previous research indicates that preschoolers’ knowledge of routine events, or scripts, benefits their communication during pretend play enactments of those events. This study examined preschoolers’ establishment of mutual knowledge, which may contribute to the success of their script-based interactions. Script-based play sessions of dyads of 4- to 5-year-olds were analyzed. When discourse partners held equal levels of script knowledge they used mutual knowledge strategies most at the beginning of the interaction, when the need was greatest. Older preschoolers were more skilled at this than were younger preschoolers. Moreover, use of mutual knowledge strategies enhanced some dimensions of children’s communication on subsequent turns.