Task-related and social behaviors of preschool children (n=21) at risk for behavior problems were examined in two school settings, a structured instructional context and an unstructured free play context. Results indicated that group differences in on-task, aggressive, and prosocial behavior depended on context. (Author/DB)

A multifaceted model to promote peer play was implemented with play groups including 3 children (ages 6-8) with autism, resulting in decreased isolate play and collateral gains in social play, and decreased stereotyped object play and collateral gains in functional object play. Advances in play behaviors were generalized and were accompanied by…

Outlines a process-oriented approach to teaching movement and performance to young children. This approach applies a model, which stresses playing and problem solving and which focuses on the creative process rather than creation of a product, to the development of a method of teaching that encourages problem finding and problem solving. (MDM)

Held conversations with children in primary and nursery schools in England to determine the children's ideas about play, work, and learning. Children tended to see play as a social activity unrelated to learning and work as related to teacher-initiated tasks. (BC)

Examined the effects of peer support and parent involvement on the cognitive and social development of 63 preschool children enrolled in rural California Head Start programs. Found that parental involvement in school was predictive of gains in learning skills and classroom behavior, whereas mutual friendships predicted gains in social play and…

Examines gender differences in parent-child interactions and the similarities of these patterns in France, Germany, and Italy, using 29, 27, and 29 parent-child dyads, respectively. Gender and country differences were found. Although gender generally influences parent and child behaviors, culture modifies the way that these differences are…

Parents of 20 children with autism and 14 children with mental retardation, with comparable cognitive developmental levels, completed the Preschool Social Behavior Checklist. Results revealed that autistic children exhibited deficits in imaginative play, peer play, and imitation skills compared to the other group, and that parents are capable of…

Aggressive data from four experimental play groups of seven- and nine-year-old black males were coded to examine whether qualitative aspects of aggression serve to distinguish among the behavior patterns displayed by the groups. Found that age makes a great deal of difference in these behavior patterns. (Author/GLR)

Describes the educational philosophy and procedures of New York City's City and Country School, where two through seven year olds use primary materials to enrich cognitive, emotional, social, and physical growth. The school promotes deep involvement, independent learning, and increased attention span. (BB)

Examines ways to help boys and afternoon attenders to experience as positive a start to nursery education as girls and morning attenders. Highlights adults' key role in helping children develop personal and social skills and the need for home/school partnership. Discusses the implications of gender for play and classroom organization. (nine…

Describes value and discusses models of toy libraries, which enable children and their parents to borrow and play with a range of toys and specialized equipment that might not otherwise be accessible to them. Addresses staffing issues and library goals related to toy libraries, connections between toy libraries and curricula, and benefits of and…

The classrooms of two teachers, two aides, and six children (ages four to eight) with autism were reorganized in their play materials and equipment, room arrangements, and scheduling of instruction and play periods. Adult smiling and affectionate words increased in the free play area, and children's use of play materials and compliance with adult…

Used observation and teachers' ratings of preschoolers' social adjustment to the peer group to study the concurrent validity of social participation categories. Social participation categories of withdrawal and interactive play were well validated by other measures of social adjustment. Parallel play was correlated only with task involvement. (BB)

Describes ways in which the inclusion of literacy materials in kindergarten classroom dramatic play centers encourages young children to incorporate literacy activities into their play. (BB)

Observations of 4-year-old Spanish-speaking Mexican Americans and English-speaking African Americans in Head Start revealed that, during free play, children were determined to exercise control over their involvement with others. Most significantly, Hispanic children were reluctant to enter into verbal play with English speakers and thus received…