Constant instrusians upon the play activities of young children may set up emotional tensions and/or scrambled expectancies that interfere significantly with subsequent play persistence. (Author)

Based on Parent-Teacher Conferences between 1960-1969 in Lower Department of Junior High School 47, New York City's Public School for the Deaf. (JJ)

The relationship between children's social adjustment and their ability to read is discussed. (CK)

Explains Dewey's theory of play as a purposeful activity which has social value and which provides the basis for work and educational practice. (DR)

The case study discusses a seven-year-old hearing impaired boy who has difficulty playing with other children. The counselor suggested that his parents play a variety of games with him, make the home more attractive to other children, and send him to a day camp. (CL)

The importance of play (1) to players--players' values, attitudes, and mental states, and whether or not players take their playing seriously; (2) in child development as argued by Rousseau, Froebel, and Neill; and (3) as serious or nonserious business as argued by Johan Huizinga and R. F. Dearden is examined. (SR)

Reviews the theoretical and empirical studies concerning the relationships between the process and content of young children's symbolic play and their early literacy development. Implications for classroom practice are also presented. (MP)

One study of 9-12 year olds found that only girls showed toy preferences among a variety of sex typed and neutral toys, but that both sexes interacted differently with masculine and feminine toys. In another study, play constructions and stories reflected the gender association of toys provided, rather than child's sex. (AOS)

Mothers' language was highly related to the babies' focus of attention in play, but proportionately less related to vocalization than to the activity. (Author/CL)

Uses a Bruegel painting to illustrate the view that a child's I.Q., relative intelligence, and problem-solving abilities may relate directly to the number of games the child has mastered at the critical or sensitive periods of his or her life. (Author)

Describes how a teacher sparked her students' interest in Henrik Ibsen's "A Doll's House" by having them conduct a classroom trial of the play's lead character. (JL)

Examined the frequency with which imitation as well as other behaviors such as touching and vocalizing served as initiators of preschool children's peer interactions. The degree to which these behaviors contributed to sustained peer interactions was also examined. (Author/MP)

Regular and special class students showed a similar perception on both leadership and game playing; however, educable mentally retarded students differed significantly in regard to friendship by being more egocentric than their regular classroom peers. (Author)

Observation of role-playing behavior in 16 four-year-old children in same-sex paired interactions revealed: (1) a differential perception of male, female, parental, and conjugal roles, particularly in terms of competence; (2) accuracy, depth, and breadth of sex role portrayals; and (3) preference for same-sex role play. (Author/GC)