Research Findings: There are sparse data on children's use of executive function (EF) and spatial skills in block play. However, there are important implications for studying EF and spatial skills with blocks across cultures, especially regarding best practices for supporting social-cognitive development in under-resourced populations and…

The present study investigated if preschool children's intention understanding could predict their use of other-oriented conflict resolution strategies. Participants were 30 preschool children (13 girls, M[subscsript age] = 4.46 years, SD = 0.73, range: 3.21-5.50 years). The children were observed for their conflict resolution strategies during…

Two assumptions that underlie much research in early childhood music education are that music is a social endeavor and musical participation is beneficial to children's overall social development. As members of cultural and social groups, young children engage with music in a multitude of ways and with different companions. This article examines…

Research Findings: This research examines preschoolers' use of mental state terms in naturally occurring peer conflicts in the classroom to determine how children use mental state terms for organizing their social interactions. Analyses focus on the types, frequencies, and social interactive functions of mental state terms. Utterances (N = 166)…

Children with autism spectrum disorder (ASD) display impairments in social interactions and communication that appear at early ages. Fewer social engagements of children with ASD with peers often lead to long-term negative outcomes, such as social isolation and restricted language and cognitive skills. Although there is a clear need for social…

A substantial amount of learning in schools takes place within social contexts and class-based group activities; however, social learning situations, communication and social cognition development for children with ASD can be a challenge for the children and their teachers. This paper explores what happens when children with ASD draw…

A theory of the dynamics of dyadic interaction is presented, based on the concepts of "concern" (i.e., intentions, goals, and interests), "appraisal" and "contagiousness." Differences between children who participate in a specific interaction are linked to differences in social competence and social power. An overview is given of the social…

Presents the Twin Earth model, proposing specific relations between pretend play and understanding minds, from ontogenesis of pretense to later emergence of role play and representational understandings of pretense. Central to the model is supposition that pretend play functions for children much as Twin Earth functions for philosophers, by…

Explored infants' capability to request a partner's participation in social games. Nineteen infants who were 9, 12, 15, and 18 months old played games for 30 minutes in a laboratory setting with an adult partner. Children's nonverbal behavior and vocalizations after the adult discontinued play were compared with behavior during game-playing…

This study compared a group of nine children (ages 3 to 8) with congenital blindness and an autism-like syndrome with nine sighted children. Children with autism had more severe abnormalities in terms of their relationships with people and emotional expressions, and were more impaired in the area of pretend play. (CR)

A study compared two approaches for teaching cooperative play to six children (ages 4-12) with autism. In one approach, children observed cooperative play before participating. In the second approach, participants verbally described the modeled play episode before participating. Participants failed to acquire cooperative play until the verbal…

Black and white middle SES preschool boys and girls were compared on the frequency with which they interacted socially with peers (people orientation) and on the frequency with which they engaged in nonsocial activity which involved being occupied with some material or task (object orientation). They also were compared on the frequency with which…

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)

The central objective of this study was to draw interdependent relationships between preschoolers' social functioning and their modes of social thought. Assessment of 67 four-year-olds was done through systematic observations of social behavior, including social participation, type of play, and affective involvement in the preschool setting, as…

Social skills development of preschool children with visual impairments is discussed. A review of the literature considers the field of child development and social cognition, the effect of blindness on child development, and the effects of blindness on social cognition. Three areas concerning the development of social skills for children with…