Well meaning parents and teachers often use children's play for the purposes of literacy and socialization. Yet, these attempts may deny play to children by subordinating play to some other concept. Evidence shows that even when parents play with their very young children they generally play games like shopping, cooking, and eating; whereas when…

Two studies were conducted to determine the effects of specific learning centers on preschoolers' functional uses of language. It was hypothesized (1) that different centers would elicit different functions of language and (2) that contexts which promote fantasy play would elicit more multifunctional utterances than would other contexts. In the…

The primary purpose of this master's thesis is to describe some therapeutic uses of dramatic play with the mildly aggressive preschool child. The child for whom the suggested play interventions are considered appropriate is characterized by sociality and attachment to both peers and adults, and is not chronically aggressive. After the first…

This paper presents an overview of the development of play in children from 9 to 34 months of age, focusing specifically on those aspects of play which occur with sufficient consistency to function as markers for judging developmental progress in clinical populations of young children. A procedure for assessing the sophistication of spontaneous…

This longitudinal study of changes in play behavior in preschool children reports decreases in less mature forms of play and increases in more mature forms of play over time. The study was designed to test the assumption that the play of young children develops in a progressive manner. Ten 3-year-olds and ten 4-year-olds were observed during free…

The primary purpose of this book is to provide a practical working handbook for teachers and therapists. Chapter one is a general discussion of drama, with emphasis on its relevance to therapeutic work. Chapter two offers practical suggestions for starting a therapeutic session and for creating and extending specific environments. Chapter three…

Symbolic nonimitative play, fantasy play, and functional play all have a place in the nursery school. This point is illustrated by a description of what happened when children in several French nursery school classes were presented with figurines modeled after cartoon characters of an American television show. (NH)

Examines mother-child and father-child play and the relationship between parents' fantasy play initiations and their children's receptive vocabulary skills. The sex of parent effects during play initiations and the influence on children's cooperativeness toward the parent behaviors were tested in a laboratory playroom setting. (DT)

Uncover critical information about children's emotional, social, physical, communicative, and cognitive development by observing their nonverbal expressions. "The Dancing Dialogue" shows how to assess the behavior and movement of children with a wide range of issues and to use what is learned interventions. Equally effective for those with…

This book addresses the need for anthropologists to produce in-depth ethnographies of children's play. In examining the subject from a cross-cultural perspective, the book argues that understanding the way children transform their environment to create make-believe is enhanced by viewing their creations as oral poetry. The result is a richly…

Reviews the history of the portrayal of play in art and literature, and presents classical and contemporary theories of play and its use in early childhood education. Modern theories suggest that play can help children deal with their emotions and understand the physical and social world. (SLD)

Two studies found positive effects of peer modeling upon the play scripts of preschool children with specific language impairment (SLI). The first study involved dyadic play sessions in which children with SLI were paired with a normal language peer model. The second study compared dyads of either two SLI children or one SLI child and one normal…

European American, middle-class husbands and wives were observed separately during parent-child play and then interviewed separately. Both fathers and mothers generally characterized pretend play as enjoyable, facilitative of children's creativity and cognitive development; most subjects participated in pretend play. Individual differences in…

Describes negative contributors to young children's pretend play development and how early childhood educators can support both play development and foundational skills. Identifies ways that play influences development and contributes to children's ability to profit from academic activities. Offers suggestions for helping children create an…

Evaluates the effects that environmental changes in early childhood activity centers and patterns of teacher guidance have on children's literacy behavior. Finds that the children are likely to engage in voluntary literacy behaviors during free play when literacy materials are introduced and teachers guide children to use those materials. (MG)