Explores age differences in children's conceptions of play, pretending, and toys. Examines parallel structural changes in other areas of development, such as language acquisition. Subjects for the study were 5-, 7-, 9-, and 11-year-old children. (BD)

Provides a critical overview of research on play and cognitive development and an analysis of the two major theoretical frameworks (from Piaget and Vygotsky) that have informed it. Outlines the key features of a more powerful research perspective that defines and shapes the context of play as a social activity. (Author/BB)

Spontaneous thematic play behavior in children is investigated. Environmental prerequisites of play and possible functions of play in cognitive and personality development are discussed. Whether modelling is a prerequisite for thematic play, and the relationship between level of play and creativity test performance in children are assessed. (DP)

Researchers concerned with the issue of children's play are urged to read the book "Children's Play: Current Theory and Research" edited by D. J. Pepler and K. H. Rubin which provides an up-to-date review of the conceptual, methodological and developmental issues related to children's play. (MP)

Argues that Vygotsky's "zone of proximal development" (ZPD) can be redefined as a nonlinear dynamic model. Presents a mathematical reformulation that generates a variety of developmental patterns and has the capacity to show under which conditions unwanted or unsuccessful developmental paths may occur. Illustrates how this reformulation…

Describes four kinds of pretend play inhibition observed in children from three to nine years of age. Proposes hypotheses regarding potential causes and developmental sequelae of pretend play difficulties, in both cognitive and socioaffective realms. Discusses the implications of children's pretend play inhibition for examining relationships…

Comments on Nicolopoulou's article in this issue on the idea that play is an inherently social and cultural cognitive childhood activity. Emphasizes the importance of cultural variation of play for research and education. (BB)