Although millions of young children spend much of their lives in classrooms, research rarely provides guidance to teachers organizing classrooms for play activities. Psychological literature on social play and pretend play illustrates the absence of clear guidance. Whereas early research posited a progression through levels of social play (i.e.,…

Results of a practicum study comparing two kindergarten classes scoring similarly on a pretest of motor development indicated that children receiving direct instruction in motor skills for 10 weeks scored significantly higher on a posttest than did controls. The practicum was implemented because of classroom teachers' expressed concern about their…

A major purpose of the research reported here is to determine whether or not children of minority backgrounds possess the ability to tell stories and verbalize in narrative form at age 3 and 4. Narratives and speech play were collected over a 9-month period in two Headstart classes in Honolulu (Hawaii). The children, most of mixed backgrounds,…

Advocates the use of little puppet plays for teaching English as a foreign language to elementary school children. (Available from English Inspectorate, Ministry of Education and Culture, P. O. Box 292, Jerusalem, Israel.) (CHK)

Observations of a language development program in an informal classroom of a British infant school. (PD)

The story time activity for kindergartners can be enhanced by involving the children in creative movement, puppets, plays, sequence cards, and felt figures. (JH)

This interpretive book explores some of the contexts in modern American society within which toys seem to be very important and discusses some of the conflicting interpretations regarding those contexts. Part I, which concerns the toy in the family, discusses the toy as bond and obligation, as solitariness, and as consolation. Part II discusses…

While the trend for increasing numbers of women to enter the labor market is clear and career opportunities for women have expanded, women continue to be employed in occupations that are traditionally female and low-paying. This study examined childhood preferred play materials, structured and free play activities, and leisure time activities of…

This study compared the influence of two play environments on young children's make-believe object transformation behaviors. One environment contained traditional realistic play props; the other contained nonrealistic objects. Subjects were 32 Caucasian children, 17 boys and 15 girls, between 40 and 73 months of age, from working- or middle-class…

This newsletter issue focuses on toys, games, and activities that entertain special needs children and sharpen their ability to think, speak, and play with others. Play is beneficial to special children as it develops their creativity, helps them explore their environment, allows them to socialize, and provides opportunities for them to act out…

This study of dimensions of variation in preschool teachers' classroom talk involved 10 white, middle-class, experienced teachers in developmental classes. Audio recordings and observations were made of 30 minutes of free play time, 5 minutes of transition time, and 25 minutes of group time. For 8 of the teachers, group time included 10 minutes of…

Twenty 4-year-olds were observed during free play at excellent, moderate, and poor quality day care centers. The children were observed again at eight years as they participated in triadic play sessions. Parental, peer, and self-ratings were also obtained. Significant continuity between the children's day care experiences and their functioning at…

A behavior management specialist implemented a practicum intervention designed to increase prosocial behavior and positive peer interaction among kindergartners and first graders by means of student participation in a self-motivating play group. Five students attended a daily play session in block and housekeeping play settings that had been…

This study tested the hypothesis that social competence of mother-infant play reflects both secure mother-infant attachment and more advanced cognitive development. Subjects were 58 toddlers between 16 and 19 months of age and their mothers. Two general methods were used: observation and maternal report. Standardized developmental assessments were…