Students in four secondary school classes were taught two lesson topics, the first by dramatic reenactment, the second by lecture/seatwork. Concept acquisition, retention, and students' attitudes toward the instruction form were measured. Results are discussed. (Author/MT)

Let's Play to Grow, a club for families with handicapped children, helps special children develop social and recreational skills. Special families meet monthly to learn how to enjoy and accept themselves. Parents develop relationships with other families with similiar problems. (DF)

Despite much effort by scholars, the definition of play remains a problem. Observers of preschool children tend to rate constructive activities as play; this has implications for play criteria. Types of play recorded may be appreciably affected by the time frame of observations and the use or lack of supplementary interviews. (RH)

Comparisons of mother-child interaction styles exhibited during free-play sessions in the home between six mother-multiply disabled child dyads and six mother-normal child dyads indicated that mothers of disabled children exerted more direct influence during play interactions than their counterparts. Normal children were involved in more…

Analyses of play suggested more sophisticated levels in segregated than integrated settings. There were no differences between the two settings in appropriateness of play, type of interaction, percentage of attending to teacher-directed learning activities, or quality or quantity of their language in the two settings. (Author/CL)

The beginnings of representational play were examined in 16 visually impaired children (18-38 months). Nine children demonstrated some symbolic acts at a mean age significantly earlier than the literature suggests. Presence of symbolic acts was significantly related to use of the word "no," two-word combinations, and general sensorimotor skills.…

Fourteen mothers of language delayed two- to five-year-old children provided shorter utterances, fewer questions, more directions, and fewer acceptance utterances than 14 mothers of nondelayed children in free play and structured situations. (CL)

Describes a program of half-hour, lunch period, dramatic productions staged by high school students. (DD)

Described is one technique, referred to as "playing it right," to aid the therapist in the treatment of borderline children. "Playing it right" is based on the introduction of reality rules into the fantasy world of the borderline child. (CS)

This description of the Child Care Training Project in Michigan includes information on the home child care givers and identifies areas in which aides believed they needed improvement. Gives definitions of outstanding, adequate, and inadequate care and specifies problems and successes of the program's participants. (ST)

The author presents a case study in which play therapy is used with an older child. (BY)

A child-advocate pleads for adults to respect patterns of growth and to realize that a child's feelings about himself will determine, in large part, his ability to cope with his world. (Author/Editor)

Provides photographs and text on innovative designs for playgrounds. (JF)

Discusses the history and development of the English infant school from early in the nineteenth century. (AN)