Subtypes of nonsocial play were examined for matched groups of young typically developing children and children with mild developmental (cognitive) delays. Findings indicated that the nonsocial play of these children can be characterized as multidimensional in a manner similar to that of typically developing children. However, context did not…

Sought responses of teachers of 4- and 5-year-olds to the Foundation Stage of the English national curriculum. Found that teachers welcomed the Curriculum Guidance because the document acknowledged the value of play for young children's educational needs and endorsed their return to what they believed were sound educational practices. Found that…

Examined relation between early fantasy/pretense and knowledge about mental life in 3- and 4-year olds. Found that performance on theory of mind tasks was significantly intercorrelated when effects of verbal intelligence and age were statistically controlled. Individual differences in fantasy/pretense were related to theory of mind performance in…

Examines the complex nature of pretense as portrayed in a popular UK children's television puppet show. Argues that animality of puppets is rendered opaque as their identities as children are linguistically accomplished, leading to a piece of representational art structured by moral and behavioral dictates typical of conventional adult-child…

Describes and outlines dramatic elements (character, character objectives, conflict, costumes, and "performance" rather than "production") that help students gain understanding of historical, social, and literary content. (SR)

A study compared the sandplay behavior and pictures of 26 children (ages 10-11) who had experienced sexual, physical, and/or emotional abuse and 26 typical children. The children who had experienced abuse had difficulty staying within the boundary of the sandbox, displayed more regressed play, and presented more disorganized pictures. (Author/CR)

Discusses data from surveys assessing parents feelings about their children's play, finding that while parents believe play is important for children's development, they often believe that early academic learning is more important. Offers suggestions for early childhood educators to help parents make playtime more available to their children. (EV)

Elaborates on the nature of play and its function in children's overall development. Discusses how children's play relates to their literacy learning. Proposes practical suggestions for the use of play to promote early literacy in preschool programs. (SG)

Results are reported from a study which explored which play behaviors are characteristic of the field dependent and field independent cognitive styles. Social factors underlying cognitive style and play are identified. Subjects were 300 3- to 5-year-old children. Implications for teachers and researchers are discussed. (IAH)

The relationship between early language and cognition was studied in 20 children between 1 and 2 years of age. Four cognitive areas were tested: object permanence, means-end, play, and imitation. Results indicated that specific cognitive skills seem temporarily associated with some linguistic abilities, although attainment of skills can be…

A study found that children whose mothers pushed them to attain academic success in preschool were less creative, had more anxiety about tests, and by the end of kindergarten, had failed to maintain their initial academic advantage over their less-pressured peers. (MLW)

Investigation of French mothers' (N=6) use of pronouns to refer to their infants during free play showed that third- and first-person pronouns occurred more often in the context of affect-oriented activities than in goal-directed activities. Second-person pronoun usage occurred more frequently in goal-directed activities. (Author/CB)

Used story grammar to analyze pretend play productions of 46 children of 4-8 years. Results showed structural parallels between pretend play and stories for 76 percent of subjects. Older subjects' play was episodic and younger subjects' was preepisodic. (RJC)

Results of three studies suggested that children's play was mediated by their age, playmates' sex, and play props. Children's behavior seemed to change with age and with the children's consideration of the sex-role appropriateness of interacting in particular play areas and with particular peers. (RH)

Findings suggested that: (1) peer culture is not a unitary whole but rather a differentiated social system comprised of various groups and different types of players; (2) objects play an important role in peer culture as entry vehicles and social markers; and (3) play periods are social arenas in which the dynamics of the peer culture are enacted.…