Notes that while hitting-aggressive behavior is probably the greatest single behavior concern of teachers, children can be taught appropriate behavior for the classroom. Offers tips for dealing with: roughhousing; existing problems; grabbing toys; and war games, guns, or violent play. Suggests allowing children the choice of an alternative…

The contributions of age, gender, race, and socioeconomic status to differences in 223 nonreferred (i.e., presumably nonabused) preschool aged children's interactions with anatomically correct dolls were explored. Significant findings were related to age differences and different activities when the interviewer was or was not in the room with the…

Compared the mother-infant interactions of first-time mothers with depression and without depression two, four and six months after giving birth. Found that women whose depression lasted through six months were less positive with their infants across three contexts (feeding, face-to-face interaction, and toy play) than women whose depression was…

Provides vignettes of self-directed discovery time in a preprimary classroom to see how to generate mathematically valuable experiences. (MKR)

This study tested the hypothesis that pretreatment level of play would predict the rate of increase in prelinguistic, intentional requesting during prelinguistic communication intervention of 8 children (ages 21 to 30 months) with developmental disabilities. A positive relation was found between amount of transitional or symbolic play at baseline…

Examined nine infants' pretend play with mothers to determine pretend play's impact on children's emerging understanding of emotions so necessary to concepts of self. Found that the combination of talk and enactment characteristic of pretend play may facilitate communication about emotions--particularly fear and anger--that may be considered…

Examined social conflict in preschoolers' play. When children resolved conflicts, they behaved differently with friends than with acquaintances. Conciliatory gestures were used more often with friends than with acquaintances. The overwhelming majority of conflicts were resolved by children yielding to other children. (BG)

Though efforts to improve playground safety are consistent and ongoing, there has been no significant reduction in the rate of serious injuries. The article lists factors to consider when designing a safe playground, emphasizing the risk-taking inherent in children's play. (SM)

Interviews with 201 Boston-area professionals who work with child victims of sexual abuse found; that 147 used anatomically correct dolls; that 96.6 percent of these had received specific training; that 77.8 percent followed some standard protocol for interviewing; and that 97.3 percent had at least 1 year of experience with such dolls. (DB)

Found a relationship between enriched sociodramatic play experiences and increases in children's language performance in the year before the children entered kindergarten. (BC)

Describes the responses of children in kindergarten through second grade to reading aloud. Finds a proclivity toward a wide range of play with the action, sound, and rhythm of language related to the book's content. Suggests that verbal exclamations such as laughter, changing facial expressions, and imitative gestures are legitimate features of…

The whole-language movement is challenging educators to reconsider their early childhood programs and assumptions about children and learning. This article explores four promises of whole-language philosophy central to early childhood education (language, active learning, play, and home-school relationships), and explores some program…

Reviews three articles in this journal on pretend play. Emphasizes that, although the articles are provocative, a wider range of processes must be considered for a comprehensive theory of pretense. Argues that a complete theory of mind must successfully explain how pretense develops and becomes a socially shared activity. (MM)

Examines play as it relates to the development and expression of creativity in preschool youngsters and, specifically, the role of parents and the environment in the development and nurturance of such creativity in young children. Also discusses the educational implications of these findings. (MDM)

Describes the way one teacher utilizes a variety of language games by which the power of language is analyzed and fostered among students of English. Describes methods for engaging students in language games. Argues that games, to be effective, must give students a chance at success. (HB)