The ability of 24 children with autism (ages 3-12) to comprehend pretend acts, consisting of an experimenter pouring a pretend substance from a container onto a target figure, was explored. There was no significant difference between subjects and controls in ability to identify the pretend substance, predict the actions' pretend outcome, or…

Explores the role of symbolic play in the cognitive and psychic development of the normal child and describes the autistic child. Reviews a model treatment program for autism developed at the City College of New York, discussing the therapeutic role of symbolic play in that model. (Author/MJL)

An experimental, intervention group of 4 children with moderate mental retardation received 10 therapy sessions focused on symbolic play development. Compared to a nonintervention group, the experimental children, aged 5-10, demonstrated increased amounts of symbolic play as well as higher levels of symbolism in their play behavior. (Author/JDD)

Social and cognitive values of different play materials for 21 normal and 21 handicapped preschool children were examined. Analyses showed that handicapped preschoolers exhibited comparable amounts of symbolic play but lower quality of symbolic play than that shown by nonhandicapped preschoolers. Symbolic play by handicapped children depended much…

This paper reviews research on symbolic play gaps between children with and without language impairment (LI), arguing that these gaps should not be interpreted as demonstrative of marked deficits in general representational or specific symbolic play competence of children with LI. Frequent encroachment of language into testing procedures is cited…

Discusses ideas from Vygotsky, Leont'ev and Bakhtin to show how fantasy play acts as its own zone of proximal development that contributes to the development of symbolic mediation, the appropriation of social roles and symbols, and the preschool child's preparation for elementary school. (JPB)

Discusses the developmental process that allows children to use symbols to represent their experienced world and to construct imagined worlds. Emphasizes the critical role of art and play in children's growth as symbol makers. (BB)

A review of research on children's symbolic play discusses ways for teachers to (1) defend the inclusion of play in the curriculum; (2) understand and respect differences in the ways children play; and (3) facilitate play in the classroom. Discusses the complexity of play and the controversy about play as part of the curriculum. (GLR)