Presents a study in which children, ages 18-47 months (n=30), were observed for 30 minutes in a playroom to determine if: (1) stereotyped toys impact children's play; (2) their behavior influences cognitive development; and (3) which toys are appropriate for the assessment sessions. Includes references. (CMK)

Examines the experience of two young children learning Modern Standard Chinese (MSC) through playing in an unstructured home situation. Reports findings of their interaction with the software "The Language market." he research is the first phase of a longitudinal study of two young children learning MSC in a multimedia learning environment.…

Making students' responses to the news a legitimate part of the early childhood curriculum contributes to their overall sense of safety and well-being, a necessary condition for effective learning to occur. Examples illustrate how children bring news violence into their play, effective responses, and how to talk about disturbing news. (MLF)

This paper describes the use of drama with severely socially challenged children, especially children with autistic spectrum disorders. This approach stresses the importance of early make-believe and the use of drama to help children explore social narratives from the inside and thus improve social competence. (Contains references.) (DB)

Provides a rationale and foundation for physical education for preschoolers. Details a developmentally appropriate approach to teaching preschoolers with and without developmental delays; offers relevant recommendations for early childhood and elementary teachers, and physical educators. Asserts that developmentally appropriate physical education…

Reviews articles from the "Journal of Research in Childhood Education" on the advantages of decreased teacher-student ratio, cross-cultural child development comparisons, developmentally appropriate classroom play, teacher choices related to observational schemes; cross-typed sexual roles and children's perception, and the positive…

Conversational samples of 10 dyads of 4-year-old children during play were analyzed. All dyads evidenced some lengthy topics (13-91 utterances), characterized by 3 text-level functions: enacting scenarios, describing, and problem solving. Three-fourths of all dialogues were considered relatively short. (Author/JDD)

Discusses "socio-play," an innovative Soviet educational philosophy geared to developing individual and group creativity using theatrical techniques in the classroom. Describes how to use several theatrical games and acting techniques in the classroom, and discusses results. (SR)

States that the need for developing creative thinking is currently seen as one of the most pressing needs in the Soviet Union. Describes an innovative aesthetic elementary education program in which students, teachers, and parents work together. (SR)

Two experiments with eight language handicapped and four nonhandicapped preschool children examined the process of training preschool children to act out themes and exchange roles according to sociodramatic play scripts. Results suggested that such a program may benefit both handicapped and nonhandicapped children by enhancing interaction and…

Data indicate some redistribution of authority in terms of disciplining children but not with regard to other child care activities, such as feeding, putting babies to bed, or changing diapers. (PCB)

Children of five to eight years of age were assigned to a play group, a narrow-focus, goal-directed group, or a broad-focus, goal-directed group. Children in the broad-focus group recognized and recalled significantly more features of the environment than did children in the other two groups. (Author/BB)

The study with three elementary-level moderately retarded students and peer mentors from the regular education program demonstrated that peer mediation was effective in facilitating cooperative play between regular class students and retarded students. Treatment effects were maintained for at least three months. (Author/DB)

Blind children in Sweden are integrated with sighted children in nursery school from the age of two-three years. This paper describes the child's transition to the nursery school environment, play activities, parents' and teachers' reactions to the blind child's behavior, and use of videorecordings to provide feedback to teachers. (JDD)

Proposes an outline that employs numerous design guidelines for developing children's playscapes (play environments) that are geared to the child's perspective. (BB)