In answer to points raised by Dansky (1985) about specific inferences from Simon and Smith's study (1985) and broader issues about a single-session paradigm used in play and problem solving studies, Simon and Smith argue that their study adequately demonstrated how methodological factors in paradigm can swamp the effects of any treatment…

A total of 64 preschool children were assigned to one of three conditions--fantasy play, play, or imitation--with common objects, or to an alternative-materials group. Subjects were tested for associative fluency for familiar and novel objects, both immediately and after a delay of one week. No significant main effects for condition were found.…

In this paper we examine the role of play in human ontogeny and phylogeny, following Surplus Resource Theory. We consider how juveniles use play to sample their environment in order to develop adaptive behaviors. We speculate about how innovative behaviors developed in play in response to environmental novelty may influence subsequent evolutionary…

Thirty teachers and 20 5- to 7-year olds viewed videos of playground fighting episodes. Teachers reported difficulty in distinguishing between playful and real fighting; 30% thought playful fighting was twice as frequent as real. They tended to agree with children on the nature of the episodes but used a wider range of cues in making judgments.…

Despite much effort by scholars, the definition of play remains a problem. Observers of preschool children tend to rate constructive activities as play; this has implications for play criteria. Types of play recorded may be appreciably affected by the time frame of observations and the use or lack of supplementary interviews. (RH)

Results showed that play opportunity and training experience for four year olds produced roughly equivalent problem-solving speeds when the task was standard or direct. When the task was nonstandard or innovative, however, play opportunity produced faster problem solving than training. (JMB)

Examined the relationship between observed sex differences in infants' play, parental responses to these play patterns, and parents' ratings of sample child behaviors as typically masculine, feminine, or neither. (JMB)

Summary of research aimed at establishing some of the important biological and environmental variables affecting the behavior of preschool children in nurseries and playgrounds. (Author)

Eighty preschoolers participated in a study of the usefulness of the lure-retrieval paradigm. Four treatment conditions were compared: In addition to play and training conditions, a questions condition and an alternative-materials control group were employed. Results prompted discussion of theoretical and methodological issues surrounding the…

Group play increased and solitary play decreased during the nine-month period children were studied, while parallel play did not vary much in overall occurrence. (CM)

Considers areas of consensus from commentaries, including the value of an evolutionary perspective and the utility of exploring variations in physical activity play. Examines areas of debate, including the nonplay-play distinction, functions of rough-and-tumble play, and the opportunities of juveniles for exercise training. Calls for more directed…

Considers the nature and developmental functions of physical activity play. Distinguishes three kinds of physical activity play with consecutive age peaks: rhythmic stereotypies, exercise play, and rough-and-tumble play. Considers gender differences and function in terms of immediate and deferred consequences in physical, cognitive, and social…

Research project underway at the University of Sheffield, England, to examine how variations in the physical and social environment affect behavior in groups of preschool children. In its first year, currently in progress, the effects on behavior of relative abundance or scarcity of important resources of the physical environment (available space…

Five common play criteria were applied by subjects to a videotape of nursery school children's behavior, rated separately for occurrence of play. The idea that play is best predicted by a combination of criteria was supported by the finding that, when more criteria occurred simultaneously, the more certainly a judgment of play was implied.…

Empirical research on the role of school recess is reviewed. Effects of child-level and school-level variables on recess behavior and the impact of recess on classroom behavior and social and cognitive competence are discussed. It is concluded that recess has important educational and developmental implications. (SLD)