Children's instructional play and adults' self-education are activities characterized by learning without conventional teaching and by interactional variables. Because both child and adult perceive that they have learned "on their own," play as a form of "curriculum" may serve as an important simulation for later, self-directed…

A sibling training procedure consisting of direct prompting and modeling across three pairs of siblings revealed that direct prompting was effective for increasing reciprocal interactions between severely retarded and nonhandicapped siblings and increasing levels of initiations and responsiveness to initiations. (CL)

Ways in which creative dialogue fosters the development of creativity through expressive language and motor movements are described. Procedures are outlined for generating creative dialogue with children ages 3-5 through the observation component (observing, interviewing, transcribing), and with children ages 6-8 through the language development…

Examines the connection between children's own storying in play and the narrative fictions offered them in children's literature. (HOD)

Studies 40 children ages 1 to 3 with respect to stage 6 object permanence, representational language, and symbolic play. Examines methodological problems in investigations of Piaget's model of cognitive-linguistic relationships related to the definition of these variables and associated with the use of correlations for data analysis. (Author/CB)

The sex-typed and sex-neutral activities of 54 preschoolers and their peers' negative and positive responses were recorded during free-play periods in three mixed-age day care classrooms. Each child was observed for a total of 100 minutes of peer interaction. (Author/RH)

Eighty preschoolers participated in a study of the usefulness of the lure-retrieval paradigm. Four treatment conditions were compared: In addition to play and training conditions, a questions condition and an alternative-materials control group were employed. Results prompted discussion of theoretical and methodological issues surrounding the…

Recognizes the potential for computers in the classroom and delineates stringent guidelines for writing and selecting programs that will stimulate and challenge students rather than stifle and bore them. (CRH)

Presents a model which stresses the importance of teacher support for four levels of early childhood education--curiosity, exploration, play, and creativity. Provides definitions, outlines behavioral evidence for these levels, gives appropriate teacher responses for each level, and discusses theoretical support for the model's importance in…

Aimed to establish extent to which toddlers' social behaviors in recurrent play groups may become characterized by an increased consistency and predictability during second year of life, particularly first versus third trimester. Concurrent observations in contrasting settings provided data for examining differences in extent of cross-situational…

Examines the relationship between domestic, occupational, fantastic, and peripheral role enactment and object ideation, social organization (solitary versus interactive behavior), and metacommunication. Each of 12 same-age, same-sex triads of three and one-half- and five-year-old children was observed during two 30-minute sessions under conditions…

Combinatorial abilities in language and elicited symbolic play were compared in a longitudinal study of 30 children at 20 and 28 months. In addition, multivariate analyses were used to assess the stability of individual differences. Generally, different symbolic play variables contributed unique explained variance to different language variables.…

Two experiments investigated young children's ability to use the spatial context in which objects are encountered to aid later recall of the objects themselves. Results indicated that, at least in meaningful situations, the ability to use the spatial context of items to facilitate item recall is present from a very early age. (Author/RH)

Data obtained through structured interviews with 67 mothers about play with their moderately or severely mentally handicapped children, aged 2-12 years, in Dublin, Ireland, indicated such findings as that the children's play was immotive and lacking in variety, and that mothers viewed play as important, enjoyable, and beneficial. (Author/MC)

Describes broad objectives of outdoor play. Resources for improving outdoor play environments and a playground improvement rating scale are provided. (AS)