This field study suggests that preschoolers' social play should be viewed as a developmentally expanding repertoire of skills and that the performance of the skills is a function of the expectations of the preschool environment (school philosophy and practice). Subjects were 54 Canadian preschoolers, aged 4 and 5. (IAH)

Suggests literacy development in early childhood can be enhanced by creating a classroom environment rich in print. Shows how careful preparation of materials and setting promotes literacy by encouraging voluntary, spontaneous literacy behaviors while children are at free play in school. (MG)

Argues that contingency play as an intervention strategy can ameliorate abused and neglected children's alienation from adults, reduce stress, and develop positive modes of behavior. The argument is supported by a case study of a four-year-old girl in a day treatment center for abused and neglected children. (BB)

Observation of the social interaction and activity patterns of young children from two San (or Bushman) groups (Sekele and Kwengo) who lived with their families in identical settlements on the same military base revealed marked intergroup differences, especially in patterns of social interaction among girls. Discusses influences of cultural…

Discusses the developmental process that allows children to use symbols to represent their experienced world and to construct imagined worlds. Emphasizes the critical role of art and play in children's growth as symbol makers. (BB)

Explains the use of interactional drama, a technique that presents a problem in dramatic form, drawing the student audience into the drama by encouraging meaningful discussion in order to resolve the problem. Describes a three-step process for developing dramas that bring life to historical events and distant locations. (LS)

Preschool children (n=56) with mild/moderate handicaps were assigned to integrated or nonintegrated classes; social interaction was promoted in half the classes. Observation revealed a higher proportion of interactive play and higher language development in social interaction conditions, and higher ratings of social competence in the…

Compared play, social, and attachment behaviors of 71 preschool children who had entered infant day care at varying ages and received varying amounts of day care. Concluded that continuous infant day care in quality centers appears to facilitate preschool social behavior and does not negatively affect attachment behavior. (NH)

Examines the role of the outdoors in child development. The expanse of outdoors teaches humility, yet does not judge, thereby teaching self-esteem. Nature's diversity teaches that difference is the norm, thereby teaching tolerance. Small nearby places that children favor--trees, brooks, ponds--nurture a sense of home. Early outdoor experiences are…

Observed the social behavior of 27 preschoolers in the in parent-cooperative preschools. Found that when, their parents were working in the preschool, children engaged in less high-level peer play, initiated play with peers less often and expressed more negative emotion and spent much less time in proximity to adults than when their parents were…

Four students (ages 4-6) with developmental disabilities who exhibited challenging behaviors in teaching situations were exposed to high intensity and low intensity social interaction in a play situation and a task situation. Interaction intensity made no difference in students' behavior. Two students exhibited task avoidance and two exhibited…

Analyzes seven characteristics of childhood play and describes way in which current computer technology for young children either allows for, or detracts from, creative play experiences. Argues that refinements are necessary before the computer can approach the effectiveness of more traditional materials in stimulating creative play experiences…

Describes the use of small sandboxes with toy figures as an activity that helps children cope with the emotional upheaval in their lives. (HTH)

An identification and treatment model differentiating transient mutism from persistent selective mutism is proposed. The case study of a six-year-old girl is presented, who was treated with a multimodal approach combining behavioral techniques with play therapy and family involvement. At posttreatment and follow-up, she was talking in a manner…

Presents ways of combining students' physical and emotional expressions within the restricted environment of a school counselors' offices. Argues that combining the physical release of energy with emotional expression and cognition, all within the security of the counselor's office, offers a useful tool for helping children. (RJM)