Object exploration is considered a driver of motor, cognitive, and social development. However, little is known about how early childhood education and care settings facilitate object exploration. This study examined if children's exploration of objects during free play was facilitated by the use of particular spatial components (floor, tables,…

Describes factor analysis of preschool children's play behavior, as measured by the Smilansky-Parten play matrix. Varimax rotation solution suggests three factors: Dramatic-Constructive Play, Solitary Behavior, and Functional-Constructive Play. Study suggests that these factors represent constructs of preschoolers' play. (Author/RWB)

Results indicated that different types of play environment strongly influence preschool children's types of social play and play group size. Differences in cognitive level and social egocentrism influenced the choice of play environment. (Author/DB)

To investigate the development of preschoolers' social-cognitive play behaviors, ten preschoolers (two, three and four years old) were observed in their classrooms on 15 occasions by a time-sampling schedule. Social-cognitive behavior coding (Parten and Smilansky) indicates that children's play became more social as they grew older. (Author/PN)

Discusses rough-and-tumble (R&T) play and misconceptions about its role in the development of young children. Contrasts R&T with aggressive behaviors. Discusses the educational benefits of R&T and offers recommendations for incorporating it into young children's curricula. (Author/RWB)

Through examples of both a child's imagination and pretend play activities, demonstrates how a child's imagination is the thinking function that sets the stage for play, while actual play consists of a child's understanding and representation of reality. (HOD)

Offers an organizational perspective designed to illuminate processes of symbolic development in both normal and abnormal populations. Focuses on the symbolic system of Down Syndrome children. Data support the claim that the symbolic system of these children is intact. (RWB)

The literature on children's acquisition of sex-typed knowledge, preference, and behavior is reviewed, and a matrix of sex-typing constructs and sex-typed content areas is offered. Two major themes are discussed. The first theme concerns the importance of activities, interests, and peer associations in the early acquisition of sex-typing…

Describes the characteristics of play and its contributions to development, and proposes fundamental principles and practices for its encouragement. Delineates the necessity of play and affirms its centrality in the lives of all children. Stresses both teacher and parental roles in providing a safe and calalytic play environment. (Author/RWB)

A multifaceted model to promote peer play was implemented with play groups including 3 children (ages 6-8) with autism, resulting in decreased isolate play and collateral gains in social play, and decreased stereotyped object play and collateral gains in functional object play. Advances in play behaviors were generalized and were accompanied by…

Numerous physical, mental, and behavioral activities that parents and their 3- to 5-year-old children can enjoy together are suggested in this activity guidebook. The guide suggests ways parents can give their children a good start at developing the abilities and ideas that are fundamental to all future learning at home before the children begin…

Analyzes and compares the exploration, play, and problem-solving activities of typically developing (average) and at-risk infants when they manipulate novel objects. (BB)

This booklet suggests ways for parents to help their preschool children grow, develop, and have fun learning. A brief opening section called "Learning Begins Early" provides a general context for the book. The second section, on what it means to be ready for school, describes the qualities and skills that youngsters need to get a good start in…