This discussion outlines the techniques used in play therapy. Play therapy helps children to express verbally their innermost concerns, thus offering the counselor a way of understanding and helping the child who may have emotional or learning problems. (JC)

Purpose of this paper is to demonstrate the relevance of Arthur Koestler's theory of creativity for assessing the effectiveness of nursery school programmes. (Author/CB)

By understanding the creative act it may be possible to assess the effectiveness of the traditional nursery school program for all children, including developmentally handicapped children. (Editor)

Serious efforts in the direction of a theory of education must re-evaluate the broader significance of play and reappraise its role in human experience. (Authors)

A kindergarten teacher narrates her classroom experiences with terror-stricken Spanish-American children after a devastating tornado. (AJ)

Preschool play behavior of today was compared with play norms collected more than 40 years ago. Present play behavior was judged to be significantly less social. (NH)

Constant instrusians upon the play activities of young children may set up emotional tensions and/or scrambled expectancies that interfere significantly with subsequent play persistence. (Author)

Based on Parent-Teacher Conferences between 1960-1969 in Lower Department of Junior High School 47, New York City's Public School for the Deaf. (JJ)

The relationship between children's social adjustment and their ability to read is discussed. (CK)

Explains Dewey's theory of play as a purposeful activity which has social value and which provides the basis for work and educational practice. (DR)

The case study discusses a seven-year-old hearing impaired boy who has difficulty playing with other children. The counselor suggested that his parents play a variety of games with him, make the home more attractive to other children, and send him to a day camp. (CL)

The importance of play (1) to players--players' values, attitudes, and mental states, and whether or not players take their playing seriously; (2) in child development as argued by Rousseau, Froebel, and Neill; and (3) as serious or nonserious business as argued by Johan Huizinga and R. F. Dearden is examined. (SR)

Reviews the theoretical and empirical studies concerning the relationships between the process and content of young children's symbolic play and their early literacy development. Implications for classroom practice are also presented. (MP)