A study of 12 playgroups (n=6 children per playgroup) examined the sequential process of social participation with peers for young children with mild developmental delays. Results reveal the existence of highly similar sequential play patterns between children with and without mild developmental delays and across specialized and inclusive…

Forty-eight children (ages 5 to 13) with autism or related pervasive developmental disability were paired with normally developing peers for informal play periods. Compared to a control group, the experimental children demonstrated improved social behavior which sometimes generalized to interactions with other children and the larger school…

This study compared peer interactions in 12 play groups of 6 preschool children each, containing either typically developing children, children with developmental delays, or both typical and delayed children. Results indicated higher levels of peer interactions in mainstreamed settings but a lack of full acceptance of children with delays by…

Playing make believe (metaphoric play) with elementary students can promote very real conversations about art. The paper explains how metaphoric play can help teach art. After collecting familiar art (posters, storybook art, etc.), the teacher creates reality-based scenarios to promote talk, then encourages students on to more far-fetched…

Discusses research and theory of play in children's development and factors reducing the amount of play time children experience. Surveyed teachers' attitudes toward play, and provision of play for children in grades one through six. Teachers from rural areas provided more play time than teachers from suburban areas, who in turn provided more play…

Discusses the thoughtful selection and organization of multi-use, multi-sensory items that hold their appeal as children grow, or that satisfy the interests of mixed-age groups. Suggestions include using real tools, pots and pans, and recycled food containers, as well as "wild" outdoor areas and learning or activity centers. (TJQ)

Details a study evaluating the construct and concurrent validity of a modified version of the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument of interactive play behaviors of preschool children. Use and further study of developmentally appropriate social competencies for African-American Head Start children are discussed.…

Asked undergraduate students' opinions of Descartes' belief that the mind and body are separate, then had them conduct action research projects examining whether the mind-body dilemma might be overcome if teachers valued the essential nature of play and applied it to sport and physical education. Results supported the hypothesis that physical…

Maintains that the "getting into shape" hypothesis of explaining the inverted-U distribution of exercise play across age is likely incorrect. Argues that the biological study of human physical activity play, as recommended by Pellegrini and Smith (1998), will reveal whether physical activity play represents an example of…

Describes Adventures in Peacemaking, an after-school program that teaches conflict-resolution skills to children ages 5-12 through the use of noncompetitive games and play. Sidebars depict a conflict escalator and a win-win grid. (TD)

Examines the traditional place of play in contemporary early childhood programs in light of new directions in theory and curriculum, the push for educational outcomes, and perceived pressures of the global market economy. Maintains that a new focus on teaching through play may provide a way to reconcile demand for outcomes with a concern for…

This study examined effects of an intervention (planned play, use of conversational social interaction strategies, and evaluation of play strategies) on the social-communicative interactions of six preschool children at risk for language delays and behavior problems. The intervention led to increases in social communicative behaviors, use of…

A 3-year study explored the development of the complexity of block constructions of 65 preschool children. Results indicated that the complexity of block constructions increased with age, the time the child was involved with block construction activities had a positive effect on complexity, and gender did not influence block construction…

Examines the importance of the natural environment in Dewey's educational philosophy and the role outdoor play and activity have in children's education today. Cites reasons for the lack of a safe outdoor environment and offers suggestions for making improvements: schoolground improvement organizations, greenways movement, careful land…

Explores the role of play in early-childhood education in China. Describes a typical day in the life of one Chinese child enrolled in a preprimary program. Cites research findings on which daily activities were perceived as play by the child, her parents, grandparents, and teacher. Concludes with a discussion about the impact of culture on…