The term "functional play" is used widely and variably in serving young children who have developmental delays, affecting its use in research and practice. It also is confused with play as a functional goal. We reviewed studies that used the term. Of 146 reports, less than half included a definition. We organized those with definitions…

Engaging, focusing, and persisting in the completion of tasks are among the skills needed for school success. Tracking whether a child is learning cognitive problem-solving skills is essential in knowing if they are acquiring skills important for development and school readiness; and if not, how they are responding to early intervention. Use of…

Learning to explore, communicate, and interact with others and the environment through play can be problematic for young children with disabilities, but with parental support, children can learn and interact successfully during play activities. To determine how parents engage their preschool children with disabilities in play and what behaviors…

The purpose of this study was to investigate the effects of peer intervention on the social interactions of children with autism spectrum disorder (ASD). In this model, a speech-language pathologist and three early childhood educators trained typically developing peers to engage children with ASD in play. Three preschool children with ASD and six…

This study evaluated the effects of an experimenter-delivered choice-making procedure. Three nonambulatory and partially ambulatory preschoolers were given access to six teacher-nominated preferred toys in two conditions: child choice and interventionist choice. Using an alternating treatment design and a 10-second momentary time-sampling…

Play materials may be classified according to (1) their characteristics and use (subdivisions of instructional materials, real objects, constructive or creative play objects, and toys), and (2) empirically derived approaches (those developed by L. McCune-Nicholich and T. Yawkey). Educational implications are addressed. (CL)

The article examines the importance of early childhood experiences with books as toys and the relationship of book play to reading. Selected bibliographies for infants and toddlers as well as guidelines for introducing books to infants and enhancing infant and toddler development are presented. (Author/CL)

Handicapped children's responses to toys vary as a function of sensory and response limitations, cognitive delays, and the quality of experiences provided. Each developmental difficulty generates special developmental needs that must be recognized and considered. The article focuses on criteria for selecting, adapting, and using toys for each…

The review of toys and play behaviors notes the existence of two different but somewhat related forms: social play and cognitive play. Nonstructural factors (other than the presence of particular toys) affecting children's play behaviors are examined, as are peer influences on toy use and play. (CL)

This study evaluated the effectiveness of point-of-view video modeling in teaching selected toy-play skills to two preschoolers with autism. This type of modeling involved the experimenters carrying or holding the video camera at eye level (from the child's perspective) and without recording models (persons]) to show the environment as a child…

Research established a moderate relation between toy availability and children's development throughout early childhood. Several aspects of psychological theory appear to describe part of the relation: cognitive developmental theory, relating learning and development, script theory, theories of intrinsic motivation, and theories relating play to…

The article reviews the origins and growth of Lekoteks play libraries that serve as resource centers for children with handicaps and their families. The Lekotek program uses toys and play to stimulate developmental progress and promote positive interaction between parent and child. The program at the Evanston (Illinois) Center is described.…

This survey, which obtained responses from 37 countries, concluded that there are more than 4,500 toy libraries in the world in 31 countries on all continents. Libraries include (1) community-oriented toy libraries; (2) lekoteks for children with special needs; (3) toy libraries as a cultural, social, and recreational center; and (4) toy lending…

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…

The role of the physical environment is discussed as a major factor influencing child development. A differentiated approach is advocated wherein environmental, age, and organismic specificity are related to developmental impact. Availability, variety, complexity, and responsivity are discussed as dimensions of objects (toys) that interact with…