This special section on the spirit of play discusses (1) characteristics of adult play; (2) styles of playfulness; (3) the creation of environments that foster children's sense of wonder; and (4) strategies for training teachers to be playful and to be attentive to children's play. (HOD)

Describes how one kindergarten teacher integrates beginning writing into dramatic play by including writing ideas and tools within varying themes in the housekeeping corner. Writing activities in the play corner, which has a new theme each month, are described, and examples of children's writing are provided. (SM)

Notes that rough-and-tumble play must be considered in the context of social values; has beneficial influences on children's cognitive and social development; and is distinguishable from aggression. Makes a case for the use of socializing techniques in conjunction with rough and tumble play. (LB)

In a study of 24 preterm and 24 full-term infants at 8 months, infants who reacted to a novel stimulus with increased vagal tone showed more focused examination and exhibited greater exploratory play range than those whose vagal tone decreased with the stimulus. (LB)

Reviews 163 sources on Navajo games, play, and toys. Includes an annotated bibliography of those materials. Examines relationships between games and religion, origin myths, and ceremonies. Discusses attitudes toward games, gambling, and cheating; and the dichotomy between children's and adults' games. Describes specific toys, games, and play…

Telephone interviews were conducted with 201 Boston-area professionals who work with child victims of sexual abuse. Questions concerned use of anatomical dolls and other techniques and behavioral indicators of sexual abuse. Results indicated that mental health professionals used significantly more techniques than did law enforcement professionals.…

The author of EC 602 983 comments on his areas of research interest, speculates about the reasons why the social adjustment of kindergartners appears so different from that of older elementary school children, and examines the benefits of providing kindergarten experiences that maximize interactions among bright pupils. (JDD)

Examined gender labeling and gender stereotyping in toddlers and their relationship to mothers' sex-role attitudes and responses to their children's sex-typed behavior in a free-play situation. Toddlers who understood gender labels displayed more knowledge of gender stereotypes than those who did not. (GLR)

The effects of different patterns of adult social interaction during play on children's exploration of toys and emotional responses was investigated with four preschoolers with moderate developmental delays. Results suggested more positive emotional responses during child-centered play than during the adult-centered condition and the possible…

In six brief vignettes, Carol Stock Kranowitz, Bonnie Neugebauer, Shirley C. Raines, and Margie Carter discuss the use of folk and fairy tales in the preschool classroom. (DR)

Three preschool children exhibiting autistic behaviors were taught developmentally appropriate (DA) and age appropriate (AA) pretend play activities. Although DA activities were consistently acquired, activities in the AA category were, in most cases, not acquired and were less likely to be generalized to other activities or toys. (Author/JDD)

Discusses processes in the development of shared pretend representations: adoption of shared pretend focus; metacommunication defining the activity as pretend play; and communication within pretend play. Examines claims that children's play becomes intersubjective only after three years of age. Concludes that intersubjectivity in peer pretend play…

Coded discourse of three preschool girls during an entire play session. Analyzed discourse as an instance of Goffman's concept of social frames specifying 13 reality modes, from deeply engrossed play action to nonplay interaction. Proposes a theoretical view regarding the society-instituting function of pretend play from a constructivist…

The effects of a shared teacher-child play intervention on the amount and type of targeted play behaviors of young children with blindness were evaluated. Nondirective strategies (following the child's lead to make indirect play suggestions, modeling appropriate play activities, and participating as a play partner) resulted in improved play…

Observed neglecting and nonneglecting mothers and their one- to three-year-old children during unstructured play interaction in their homes. Neglecting mothers were less positive in their responsiveness to their children and less competent in the developmental appropriateness of their play interactions than nonneglecting mothers. (MM)