Abstract
This longitudinal study investigated the free play negotiation processes of two self-assertive 5 year olds. At two different preschools, each child's play was observed for two days, three times during the course of a year. Negotiation processes were analyzed from three points of view : skills, issues and groups, through children's behaviors to improve playing conditions when children could not share their plans. At first, playing conditions did not improve because of childen's few behaviors to improve playing conditions. After two months, children were able to successfully attempt active improvment of playing conditions. After five months, play also progressed even in unimproved conditions. Negotiaton skills were changed in both targets and their peers, and targets became more persuasive and strategical. Issues in negotiations were extended from formation to proceeding of play, and were divided from "structures" to "contents". Groups in which arise issues, were changed from within a group to other play groups. These results were discussed as developmental changes of structures in preschooler's play.
