This study found that the social play of 29 intellectually gifted kindergartners was indistinguishable from the play of nongifted controls in terms of peer association pattern and general focus. Gifted children associated with more popular classmates than did nongifted classmates. Gifted boys received fewer positive and more negative sociometric…

A study of the everyday pretending of children in nine middle-class families addressed fundamental issues about the social nature of early pretend play. Children were followed from 12 to 48 months of age. Children's pretending occurred predominantly in interaction with others. (GLR)

Discusses the effects of child play on the learning and development of young children. Argues that play is an important part of an entire network of learning, a fact often overlooked by parents who view play as recreation. Maintains that, when parents and educators help children to enhance their play experiences, important learning outcomes can…

Notes that in early childhood classrooms or outdoors, a water center can be the catalyst for building concepts, developing language, and promoting social skills. Discusses how to set up such a center and the teacher's role in facilitating learning through this medium. Includes 25 ideas for promoting discovery learning in water play. (HTH)

Sociometric status assessment of mainstreamed Hispanic pupils in grades four and five found that learning-disabled pupils (n=60) received lower sociometric peer ratings than nonhandicapped peers, though considerable variability existed and sociometric context influenced status. Thirty percent of the disabled sample were in the rejected status…

Considered the relation between peer status and aggressive behavior, the temporal relation between peer group behavior and emerging sociometric status, differences in behavioral correlates of peer status as a function of time that peers have known each other, and age differences in the consistency of status across settings and in behavior patterns…

Examined longitudinal associations between the rough-and-tumble play of popular and rejected children and measures of their social affiliation and social cognition. Results suggest that rough-and-tumble play for popular, but not rejected, children predicts aspects of social affiliation and social cognitive status. (Author/GLR)

This study investigated the effects of a peer-mediated intervention on the social interaction of five triads composed of preschoolers with autism and typical peers. Improved rates of social interaction during play were clearly associated with the peer intervention for four of the five children with autism. (Author/DB)

Describes the development and implementation of a health promotion curriculum for four- and five-year-old children in a preschool class. The curriculum emphasized the use of the visual arts, drama, and music as learning strategies for health promotion. (BB)

Four experiments confirmed the widely accepted hypothesis that, although children as young as two engage in pretend play, even four and five year olds do not understand that pretending requires mental representation. Children appear to misconstrue pretense as its common external manifestations, such as actions, until at least age six. (MDM)

Play teaches children about themselves and the world they live in, engaging them socially, physically, intellectually, and creatively. Parents must allow their children time to play; they must participate in the play to help their children learn and to foster a sense of intimacy. (SM)

Examines the significance of play within the traditional cultures of North America's indigenous peoples. Identifies four components of Native American education practice--significance, competence, power, and virtue; and discusses native American principles of child rearing, such as guidance without interference. The lyrics of a song written by an…

Describes two models of preschool "playrooms" developed in Serbia based on British playgroups as an alternative to professionally run creches and kindergartens. Playrooms are managed and staffed by parents and promote play as an authentic activity for preschool children. Traces program development and cites research results comparing the…

Suggests ways for teachers to support children's literacy development in the classroom's dramatic play center by providing literacy-related props, such as pencils and pads of paper, that people use in real situations. (BB)

Examines ways child caregivers can create fun, safe, and stimulating play environment for young children. Includes discussion of several factors: (1) a carefully planned and organized physical environment; (2) routine, repetition, and consistency; (3) clearly stated expectations and limits; (4) interaction with the children; (5) behavior role…