A review of the research on dramatic play indicates that it provides personal expression and catharsis of inner desires; helps the child to distinguish between reality and fantasy; provides for children's social adaptation; provides a dynamic for learning; and enhances creativity through interaction, transformation, and imagination. (TJQ)

Discusses characteristics of pretend play and how it can be used to help children with disabilities interact with their typically developing peers. Includes specific play activities and suggestions for teachers. Notes that available play space, number of toys available, and amount of time allowed also influence participation in pretend play. (HTH)

Four articles focus on children's make-believe play: (1) "Make Believe Play: Why Bother?" on the role of pretending in early learning; (2) "Fantasy and Exploration: Two Approaches to Playing" on children's imaginative styles; (3) "Infants Don't Pretend, Do They?" about developing play abilities; and (4) "Problems…

Presents theory and research to help preschool teachers understand literacy-enriched play centers, in terms of their purposes and outcomes. Describe a pilot project using play centers in a preschool classroom and provides guidelines for planning and using such a center. (ET)

Describes an instructional approach that encourages teachers to guide children in narrating stories based on actual or imagined experiences, particularly those that transpire in the classroom. Discusses ways of incorporating events from dramatic play and everyday occurrences into storytelling activities and offers a story sampler that exemplifies…

Adults from the pre- and posttelevision eras were surveyed to determine whether the superhero that today's preschoolers dramatize in their play is qualitatively different from those of past childhoods. Results revealed significant changes in early childhood in heroes or play themes since the advent of television, but no significant change in…

Maintains that, when children engage in make-believe play, they not only derive enjoyment from it, but they also practice a wide range of basic skills that involve invention, imagination, independence, and language development. (BB)

Presents a set of questions that can be used to (1) assess the classroom or center as a play-promoting environment; (2) set goals for the play portion of the curriculum; (3) begin a discussion of play with other staff members; or (4) help teachers think about the play of particular children. (BB)

Investigated the role of classroom characteristics and preschool children's complex interactions with teachers, objects and peers. Found that complex interactions with objects were most probable in dramatic play and in art activities with the teacher present. Complex peer interactions were rare, but complex teacher interactions were probable in…

Examines the use of gender-distinctive language in preschool sibling conversations, focusing on mitigation in directives and related forms used during pretend play. Findings indicate that gender-distinctive patterns of language use are sensitive to variations in situation and interaction partner. (19 references) (CK)

This study examined relationships between parent-child pretense and physical play and children's social competence. Observations suggest that mutually responsive parent-child interaction during both pretense and physical play is associated with children's social competence. Children's emotion knowledge was positively associated with social…

This article reviews the empirical evidence of difficulties in pretend play in children with autism. Data indicate individuals with autism have a marked difficulty in producing pretend play, a difficulty that is reduced by providing substantial structure to the play situation or by testing comprehension of pretense. (Contains references.)…

Following the work of Vygotsky, this paper explores three dimensions of change in play therapy: linear, additive, and emergent pivotal structures. In therapeutic play, the child expresses actions and initiates movements, sounds, and gestures. Then, seemingly "out of the blue," the child shifts such gestures to an episode containing…

This bibliography of literature on children and toys covers the period of 1962-1987. About 600 titles, which were collected mainly by literature searches of 10 databases, are covered. The bibliography is divided into three parts. Part I provides an introduction, which includes discussions of technical, quantitative, and qualitative aspects. Part…

This study investigated whether infants could imitate other infants' actions with toys. A total of 40 infants, 14 months of age, were videotaped while playing with specifically designed toys. Half of the babies watched another infant demonstrate target actions with five toys. After a 5-minute delay, experimental subjects were given the toys to…