ABSTRACT
Togetherness is seen as a function of shared activity, not just proximity in physical space. In the case of make-believe play, this activity is assumed to take place in three interrelated contexts: the physical, social and symbolical. Togetherness implies that each player has access to these contexts in order to participate in the process of co-construction and collective symbolisation characteristic of play. Through the study of blind and sighted pre-school children in play interaction the differences in the way players have access to physical space, experience social interaction and create meaningful symbols are demonstrated. Transcribed episodes of play negotiations illustrate how differences in visual ability may impede togetherness. As a conclusion it is posited that to understand such impediments differences in apprehension of the situation, as opposed to disabilities defined as individual characteristics, should be highlighted and made the focus of educational practice and intervention.
