Description and examples of 7 ways to use play techniques in psychoanalytically-oriented therapy for emotionally disturbed children. Goals include emotional ventilation, communication, and development of skills. (MH)

Do children still play old-fashioned" games? The editors invite teacher comment. (SP)

Presents the purpose and value of teacher involvement in play, its possible contributions to creativity and socialization. (AJ)

The child's war game is an expression of how he experiences the world. Adults should not prohibit the war game, but rather should listen to it for clues to some of the problems and tensions the child cannot express verbally, and for opportunities to suggest alternatives to violence. (NH)

Presented at the summer 1969 advanced seminar on Aesthetics in Education held at the Boston University School of Education. (EJS)

Seven autistic and other severely dysfunctional five- to seven-year-old boys were each given a soft, hard, and wheeled toy in random sequence. The soft toy evoked more inappropriate play behaviors and high levels of self-stimulation across subjects than either the hard or the wheeled toys. (Author/MC)

Ten seasonal plays are presented: (1) September (nutrition); (2) October (Halloween); (3) November (Thanksgiving); (4 and 5) December (Hanukkah, Christmas); (6) January (Martin Luther King, Jr.); (7) February (friendship); (8) March (Saint Patrick's Day); (9) April (Easter); and (10) May/June (Memorial and Flag Days). (CJ)

Notes that children learn by playing and by experiencing the satisfaction of having made something happen and that their capacity to use objects in their play appears to be helped or hindered by the attitudes of their parents, which contribute to the children's capacity for creativity. (FL)

The ability to take a playful outlook is important to creative thought, but too often schools recognize the legitimacy of structured games only, squelching creative play. Schools should cultivate natural playfulness so that children can adapt to our fast-changing world and learn to create new rules. (Author/WD)

The research compared the effect of three play procedures upon the frequency and duration of object manipulation by six autistic children (four to six years old). The interaction procedure, in which the experimenter imitated both the material and the method of play chosen by the autistic child, resulted in greater frequency and duration of object…