摘要：This article examines the psychological peculiarities of children who are not accepted bytheir peers in the course of play. Problems in peer communication are analyzed in respectto the violation of “I” psychological boundaries. The phenomenology of the psychologicalboundaries of “I” and their violation in the course of play are investigated. New dataare provided on the peculiarities of play (mainly its subject matter, including also specificplots, roles, and the organization of play space) in children who are not accepted bytheir peers; differences between children with low sociometric status and children froma control group were ascertained. Projective methods and observations of children’s playand communicative behavior in different situations were used. The sample included 140children from 5 to 6 years old, 70 of whom were not accepted by their peers. Additionally80 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, theirpeer relations, and violations of the psychological boundaries of “I” is described. Thework provides elaboration of the notions of play developed within the framework of L.Vygotsky’s cultural-historical approach.
关键词：psychological boundaries of “I”; role play; role; subject matter; play contact;acceptance by peers
