One study of 9-12 year olds found that only girls showed toy preferences among a variety of sex typed and neutral toys, but that both sexes interacted differently with masculine and feminine toys. In another study, play constructions and stories reflected the gender association of toys provided, rather than child's sex. (AOS)

Mothers' language was highly related to the babies' focus of attention in play, but proportionately less related to vocalization than to the activity. (Author/CL)

Uses a Bruegel painting to illustrate the view that a child's I.Q., relative intelligence, and problem-solving abilities may relate directly to the number of games the child has mastered at the critical or sensitive periods of his or her life. (Author)

Describes how a teacher sparked her students' interest in Henrik Ibsen's "A Doll's House" by having them conduct a classroom trial of the play's lead character. (JL)

Examined the frequency with which imitation as well as other behaviors such as touching and vocalizing served as initiators of preschool children's peer interactions. The degree to which these behaviors contributed to sustained peer interactions was also examined. (Author/MP)

Regular and special class students showed a similar perception on both leadership and game playing; however, educable mentally retarded students differed significantly in regard to friendship by being more egocentric than their regular classroom peers. (Author)

Observation of role-playing behavior in 16 four-year-old children in same-sex paired interactions revealed: (1) a differential perception of male, female, parental, and conjugal roles, particularly in terms of competence; (2) accuracy, depth, and breadth of sex role portrayals; and (3) preference for same-sex role play. (Author/GC)

Investigated effects of changes in temporal organization of material play participation upon variety of infant and maternal social interactive variables. Results confirmed hypothesis that both three- and five-month-old infants recognize temporal changes and respond differentially to natural, slower, and faster temporal styles. (Author/MP)

Role play with toys was modeled to develop communicative language function in 14 multiply handicapped individuals (8 to 26-years-old whose speech was characterized by echolalic and stereotypic responses. Verbal expression increased and narrative and question forms appeared. Language behavior became more communicative and meaningful as social…

It appeared that the normal children made heroic but unsuccessful attempts to establish contact with DS children but eventually give up, with the result that the DS child becomes an isolate in the group--interacting with none except the adult helpers. (Author/SB)

Analysis of videotapes of 145 third graders playing with a parent showed (1) that parents of girls were more likely to engage in sociable play, parents of boys in active play; and (2) that maternal behavior remained relatively constant regardless of child's sex while paternal behavior varied for boys and girls. (JMB)

The authors describe a process, a social integration program, for promoting social development of autistic children which brings normal peers (second and third graders) to the special setting. Steps for planning the play session are given and guidelines for play session structure are offered. (SBH)

A charismatic teaching style turns the dance studio or classroom into a theatrical setting in which the dance instructor is "star" and the students are "supporting players." (CJ)

Examines whether language play could affect primary school children's awareness of their syntax. (MP)