This study investigated the duration, frequency, and trajectory of passive behavior in 14 children (developmental age 1-3) with Down syndrome and 14 controls over a 47-minute independent play session. Subjects exhibited more time in passive behavior and for some, passivity increased commensurate with time spent in the play session. (Contains…

Discusses Foucault's notion of "heterotopia"--real places but which exist unto themselves, such as a floating ship. Considers data on children's use of computer and video games to apply "heterotopia" to children's everyday social lives. Argues that childhood is subject to increasing boundaries, and that children create…

Every summer and fall, Japanese children (mostly boys) spend hours catching and playing with insects, or mushi. Different species are associated with the seasons, times of the day, or specific games. Mushi customs are centuries old, were traditionally passed from grandfather to grandchild, and are reflected in electronic and "virtual"…

Explores the integration of developmentally and culturally appropriate practice (DCAP) within early childhood teachers' initial preparation and suggests DCAP's place in veteran practitioners' professional development. Presents a cycle of inquiry-oriented reflective supervision for DCAP that includes self-examination, reflective discussion,…

Summarizes 17 recent ERIC documents and journal articles discussing Piagetian perspectives on children's cognitive abilities and development. Includes sources on children's thought, learning, and problem-solving processes; physical and natural causality; correspondence and number conservation; circular reactions; the 5- to 7-year shift; science…

Compared teacher attitudes about pretend play in Old Order Mennonite, New Order Mennonite, and non-Mennonite Christian schools. These subcultures differ in modernity, media exposure, and encouragement of pretend play. Non-Mennonite teachers were most positive about pretend play. Proportion of children's pretend play at recess did not differ, but…

Reviews Josephs's (1998) article connecting play as a discourse in metaphorical transformations with narrative and identity development, focusing on using narrative as a discourse of accounting for self and others in space and time and the role of self-thematization, death, and play in development. Concludes that Josephs advocates the cancellation…

The behavior of seven children (ages 3-6) with depression and 7 typical children was compared in solitary free play, interactive free play, and play narratives. Children with depression played significantly less, particularly in the area of symbolic play, showed significantly more nonplay behaviors, and showed less coherence in their behavior.…

Explores the relation between gender and language use in Japanese preschool children. Gender-based differences in Japanese include phonological, lexical, and morphosyntactical differences, as well as differences in conversational style. Data come from monthly naturalistic observations of 24 monolingual Japanese boys and girls engaged in same-sex…

A study of 82 preschoolers determined that a new play assessment (Child-Initiated Pretend Play Assessment), which identifies cognitive play skills, possessed acceptable interrater reliability and could discriminate between the play of typically developing preschoolers and those with preacademic problems. (Contains 65 references.) (JOW)

Describes recent reductions or elimination of recess at the elementary school level. Discusses the benefits of recess for children's intellectual, social, emotional, and physical development. Argues that recess has educational and social values and should not be eliminated from the school day. (KB)

Factors that affect the way children play at home and at school were investigated using a parental survey and discussions with students. Subsequently, a plan to reduce violent play was implemented in a kindergarten classroom. Evaluation findings showed a slight decline in children's aggressive play. (JPB)

A study examined whether it was possible to teach five children (ages 5-6) with autism to use symbolic pretend play. The intervention used structure, affect, and repetition and progressively faded out the structuring over three phases. All of the children were able to use some symbolic acts within play. (Contains references.) (CR)

Presents evidence that allowing time for recess or playground activities can yield immediate and long-term benefits for children. Maintains that breaks between cognitive tasks support learning and that play adds to educational quality. Concludes that administrators, teachers, and parents should collaborate to create an environment that promotes…

A microethnographic study examined the language functions and cultural traits of Mexican American children during sociodramatic play in a bilingual preschool classroom. Findings showed that children learn how to use social language by having the opportunity to practice it freely but with guidance. Suggestions were devised for evaluating children's…