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)

Child-child interactions were observed in 2 preschools during free-play time and were recorded in terms of social initiations and responses. The degree of reciprocity in the quantity and quality of overall initiations as well as among the various initiation response dyads was analyzed. (Author/JMB)

In a naturalistic setting, boys and girls were exposed to a same- or opposite-sex live adult model who played with sex inappropriate toys. The results are explained in terms of the inappropriateness of toy playing for adults and the theoretical importance of adult vs. peer influences. (GO)

Effects of age differences in dyadic relationships where one child was severely mentally retarded and the other nonretarded were investigated with 53 dyads (retarded subjects 4-13 years old). Results suggested relationships were most balanced, symmetrical, fun, and engaging when partners were closer in chronological age. (Author/DB)

Two experiments with four autistic children (ages 5-13) demonstrated that reinforcement of appropriate toy play was an effective means of reducing disruptive behaviors of autistic children in unsupervised settings. (Author/DB)

Made spot observations of 83 infant to six-year-old children. Examined sex and age differences in children's typical play and nonplay activities and in the people with whom they interacted. There were fewer sex differences in children's activities, activity partners, and general social settings than expected. (Author/LHW)

Maternal involvement effects on symbolic play development in toddlers were investigated. Sixteen mother-child dyads were observed at bimonthly intervals in a free-play setting during the period from 20 to 28 months of age. The complexity and length of play episodes increased when the mother was available to play with the child. (Author/BN)

Investigated the influence of the child's knowledge base on symbolic play in terms of event schemas. Pretend play of 10 mother-child (ages 24 to 29 months) dyads was observed in novel and free play contexts. Play was examined for thematic content, self-other relations, substitute/imaginary objects, action integration, and planfulness. (Author/BN)

The article describes an observational playroom procedure (Structured Observation of Academic and Play Settings) used for evaluating symptomatic behaviors of hyperactive boys in the clinic setting. Case studies are presented to illustrate the differing pattern of playroom behavior in boys with different types of externalizing disorders. (Author/DB)

Discusses seven books and a film that can help teachers capitalize on the benefits of drama in the classroom. (ARH)

Tested the hypothesis that preschool children between 2 1/2 and 6 1/2 years of age would progress though a stepwise sequence of developing ever-clearer boundaries between fantasy and reality. Findings supported the validity of the hypothesized sequence. (RH)

The study investigated the influence of spatial density on four 3- and 4-year-old children's social behavior during freeplay periods. Group data analyses indicated that the restricted freeplay setting resulted in a greater percentage of intervals with child-child socially directed behavior. (Author/DB)

Explains the three objectives of this study were: (1) to compare children's fantasy play in three social contexts (with mothers, with fathers, and with peers); (2) to examine the relationship of children's fantasy play to their receptive vocabularies; and (3) to examine the relationship of children's fantasy play to their perspective talking…

Characteristics and uses of a soft play room completely filled with soft modular play equipment are described. Gross motor activity and social interaction characterize play by young children in this environment. (DB)

Tested the hypothesis that understanding of the pretend-real distinction develops earlier than understanding of the theoretically related apparent-real distinction. Found 3-year-old children consistently performed better on pretend-real tasks than on apparent-real tasks, even when the tasks were identical except for the distinction tested. (SKC)