Parental responses to grammatically correct and incorrect child utterances were observed in free-play interactions of two groups, each containing 10 parents and their language learning children. Group 1: 21-26 months old, with MLU's between 2 and 2.5 morphemes. Group 2: 34-40 months old, with MLU's between 3 and 3.5 morphemes. (Author/BN)

Pairs of unacquainted preschool children and infants were observed in a playroom. Each infant's mother attempted to engage the child in interaction with her baby. Results of this study were compared with a previous study in which mothers did not attempt to facilitate interaction. (Author/PCB)

In recent years, new developments have been made in designing play structures for disabled children and understanding their needs while they play. This article examines important questions regarding "mainstream" equipment designed for children at various development stages, design features for disabled children, outdoor classrooms, imagination,…

The article makes a case against the structuring of intramural sports programs on the basis of the varsity athletics model, arguing that the latter model's components of competition and aggression mar the former's intrinsic rewards of play, creativity, and enhanced human relationships. (CB)

Historical views of play are summarized. Research on the role of childhood play in developmental and learning processes is reviewed. Implications from research and suggestions to promote a play environment are listed. (MT)

Forty-three caregivers of infants under 18 months of age in 28 day care centers were observed for their: (1) initiation of interaction and response to infants, (2) stimulation of infant play, and (3) use of affect, vocal, visual and tactile communications. (Author/RWB)

Describes career education activity, "Student as Worker," in which elementary school children pretend school is their job and respond to questions about what is expected of them on the job as students. Responses are related to factors considered important in most jobs, such as punctuality, appropriate attire, hard work and effort, competency,…

Examines the relations of levels of task engagement to investigation and visual attention in data from 30-month-old children. Finds significant correlations between task and other mastery behavior. Postulates task engagement as valid assessment of mastery behavior. Suggests the motivation for young children's play is acquisition and mastery of…

A total of 60 children four-, five-, and six-years-old were assigned to memory or control groups and told they could play with toys. Mnemonic mediators were identified on the basis of differences in the behavior of children given memory and play instructions. Use of mnemonic mediators differentiated groups at all ages and increased with age. (RH)

Four young children with severe and moderate handicaps were taught to generalize play responses. Across the four participants, training to generalize within-toy sets resulted in complete between-class generalization in 11 sets, partial generalization in 3 sets, and no generalization in 2 sets. (Author/CL)

When the "mantle of the expert" system of teaching is used in drama, the teacher assumes a fictional role which places the student in the position of being the expert. In this project, students were historians/anthropologists charged with the responsibility of creating a Bronze Age community. (MT)

Because of the close interrelationship among language, thinking, and the contexts in which learning takes place, many children experience difficulties when they enter school. This article discusses ways in which dramatic contexts can provide continuity between home and school by enabling children to take control of their thinking and language. (MT)

This article describes ways in which the dramatic context can provide children with a purpose for writing. When writing is integrated with drama, children can reflect on a problem by expressing their thoughts and feelings in different forms ranging from the personal and private to the more formal and public. (MT)

Traditionally, classroom drama is a safe literary activity that involves students in reading or writing scripts. The newer methods that have the students out of their seats improvising drama require training that few teachers have had. Current teacher training methods are described, and alternative methods are suggested. (MT)

Twenty profoundly retarded children (mean chronological age 14 years) were trained to play with ordinary toys, half by behavior modification and half by a control procedure. Operant training led to some increases in total toy contact but was not significantly more effective than the control technique in promoting independent constructive play.…