Examines play as it relates to the development and expression of creativity in preschool youngsters and, specifically, the role of parents and the environment in the development and nurturance of such creativity in young children. Also discusses the educational implications of these findings. (MDM)

Describes the way one teacher utilizes a variety of language games by which the power of language is analyzed and fostered among students of English. Describes methods for engaging students in language games. Argues that games, to be effective, must give students a chance at success. (HB)

Investigated how well children knew their best friends and their characteristics and children's idea of the function of friends. Preschoolers were observed at play and interviewed. For 81% of the children, best-friend choice was confirmed by observations or teacher reports. Children were accurate about their best friends' characteristics and…

The classifications of and clustering in recall of 49 44- to 81-month old predominantly white children of gender-typed indoor and outdoor toys were studied. Results are discussed in terms of gender-differing play contexts. Boys and girls show distinctively different patterns in abilities to accurately classify toys. (SLD)

Discusses variations on the theme of personal identity that can be used in second-language instruction. Suggested techniques include "role-playing" using I.D. cards containing simple information such as name, age and physical characteristics and variations of "20 questions," where students must guess a mystery person's "identity" by asking…

This study compared anatomical doll play of 35 young children referred for possible sexual abuse with 35 controls. Six conclusions are drawn, including the following: anatomical dolls did not create undue anxiety; sexual abuse could not be diagnosed solely on the basis of doll play; and practitioners must rely on supporting evidence when…

Home visits and parental diaries revealed that children of deaf parents produced their initial recognizable sign at 8.2 months of age, attained a lexicon of 10 signs at 13.5 months, and combined signs at 16.1 months. Children did not use signs to name new things until 12.6 months, typically after they had demonstrated communicative pointing. (BC)

Examined temporal structure of free toy play by five year olds. Findings showed that the engagement of children's attention was initially fragile; became more fragile for a period of about 12 seconds into toy play episodes; and then grew stronger. (SH)

Discusses collaborative learning and group work. Asserts that teachers often put pressure on a group so that students cannot communicate freely. Suggests changing evaluative markers from good and bad to most outrageous, most thought provoking, and most humorous, so that students' creative energy can flow. Includes transcripts of student…

Explains free-flow play, in which children make the rules of play, as opposed to adult-led play; stresses the value of firsthand experience; and discusses the relationship of free-flow play to games and representations. Cites 12 ways adults can help children achieve quality learning through free-flow play, including helping children explore and…

Reviews research on quantitative and qualitative indexes of play, and relationships between play and language. Finds consistent relationships between duration and level of play throughout early development, and parallel developments in play and language. Indicates that measures of spontaneous activity and habituation in infancy predict…

Draws from personal experiences in teaching a fourth-grade class in Canada to highlight the benefits for students of incorporating into the curriculum such playlike activities as shaping plasticine models, painting, cutting and pasting, and playing games. Identifies skills reinforced by particular activities and the benefits of the activities to…

The extent of father's participation in rough-and-tumble (R&T) play with their children when the children were 18 months old, and children's early preferences for play sex-typed as boys' play, were related to levels of children's R&T play in first grade. (MDM)

Examines the predictive relations among dimensions of symbolic play (object and ideational transformations), linguistic verbs, and measures of early literacy. Indicates that use of linguistic verbs predicts Concepts of Print scores and that symbolic play and linguistic verbs predict emergent writing and reading, respectively. (SR)

Examines changes in children's singing games in Portugal since the 1940s with the assumption that cultural changes have altered significantly the nature of these games. Finds that children sing less, use poorer melodies, and mix speech and singing more, but that they employ more complex forms of physical activity. (DSK)