The Play Rating Scale was developed to observe young children's behaviors in four different areas of play: physical, block, manipulative, and dramatic. In each area, observations focus on frequency, ability, and creativity in communicating ideas; social levels of participation; and leadership capability. A total of 2,400 three-, four- and…

Describes four types of play training that teachers can use to help children incorporate into their play the elements of role playing, make-believe transformations, social interaction, verbal communication, and persistence. Types of play training include modeling, verbal guidance, thematic-fantasy training, and imaginative play training. Using…

Noting that there is a growing body of evidence supporting the many connections between cognitive competence and high-quality pretend play, this article defines the cluster of concepts related to pretend play and cognition, and briefly synthesizes the latest research on the role of such play in children's cognitive, social, and academic…

This descriptive study examined differences in childhood play across three generations, focusing on kind of play, time of play, and the place play occurred. Participating in the study were 100 persons randomly selected from an initial sample of 165, with 20 subjects from each of 5 age groups: 5 to 12 years; 13 to 20; 21 to 40; 41 to 65; and older…

Kindergarten students (n=102) were randomly assigned to one of four conditions (play, puppet, picture, repetition-control) to examine the effects of play as a mediator of listening comprehension. The play condition gained more than all other conditions and all conditions gained more than the control condition. (Author/PN)

A study of 22 children with autism and 19 children with mental retardation found that, when prompted, school-age and adolescent subjects with autism did not differ from children with mental retardation in production of functional play acts and situationally appropriate object substitution, but did produce fewer novel pretend play acts. (CR)

Examined the influence of curriculum preparation on children's content knowledge of dramatic play centers' themes, dramatic play behavior, and theme-relevant conversation during play. Found that theme familiarity may have been a critical factor. Posttest content knowledge was positively related to frequency of dramatic play. Teacher effects on…

Discusses how prop boxes enhance learning and are resources in multicultural and nonsexist primary education, focusing on play, experimentation, and cooperation. Examines integration of prop boxes into the curricula and activities, and presents examples of generic and specific multicultural prop boxes that incorporate art, music, foods,…

Examined three- to five-year-old children's understanding of pretense and deception in folktales in which a villain deceived his victim by pretending to be someone else. Found that the three-year-olds were able to follow the pretense but were not able to grasp the false belief integral to the deception. (MOK)

Focuses on the independent outdoor pretend play of preschool children. Describes the complex learning occurring in a university child study center's play yard and in outdoor learning centers, how teachers complement children's play, and the importance of space. Illustrates the pattern of pretend play: initiation, negotiation, and enactment.…

Monthly observations of the play behavior of 16 young children with blindness over an 18-month period revealed correlations between play categories and development. Children who had high scores on developmental scales also had a high involvement in fantasy play. Children as young as 18 months old, prompted by older children, exhibited pretend play…

Reviews research on the use of sociodramatic play in developing preschool literacy skills, outlines the development of play centers which can be used to facilitate literacy development, and offers practical suggestions for acquiring the materials needed for the construction of such centers in preschool classrooms and facilities. (MDM)

Notes that the increasing number of violent crimes committed by children is a result of play deprivation. Discusses different forms of play and distinguishes between controlled and free play. Examines factors such as inadequate outdoor spaces, organized sports, and hi-tech entertainment which interfere with spontaneous play. Discusses the concept…

Three hundred preschoolers aged 3 through 5 were tested for their cognitive style and their preferences for different play areas. Results indicated that field-independent (FI) children (socially detached with high analytical abilities) preferred physical and block play more than field-dependent (FD) children (socially adept and sensitive) and that…