Changing the dramatic play area in a child care setting promotes creativity and gives children the chance to experience a place they may never experience in real life. Whenever possible, the children should be involved in the process of changing the area, by moving furniture and exchanging props, as well as brainstorming ideas for changes. The…

This study links cognitive development and psychological adaptation by relating play attributes, assessed from a predominantly cognitive-developmental perspective, to "ego resiliency," which is a measure of flexibility in coping with stress. Subjects were 104 participants in a longitudinal study (Block & Block, 1980); 78 were given…

Black and white middle class preschool children were compared on the frequency with which they engaged in functional, constructive, and dramatic cognitive play across interactive and noninteractive social play situations. Results of analyses yielded no significant racial differences on the cognitive play types across interactive and noninteractive…

Development of toddlers' combinatorial skills was examined in the domains of object manipulation, symbolic play, motor imitation, language, and peer interaction. Additionally, task demands that might produce variations in age-related patterns within or between domains were examined. Data were collected in free play sessions and during structured…

This ERIC Digest discusses children's play and its relationship to developmental growth from infancy to middle childhood. Discussion focuses on: (1) sensorimotor play in which infants and toddlers experiment with bodily sensation, motor movements, objects, and people; (2) pretend play in which children carry out action plans, take on roles, and…

This article aims to trouble the identity of children's dramatic play(ing). It contains two interweaving threads of discourse. In one thread lies a discussion of how children can trouble and extend their own identities through the aesthetic form-languages and conventions they employ and deploy in their dramatic playing/pretend playing. Whereas…

Offered as a supplement to the House Corner Curriculum Manual (HCCM) this trainer's guide for center directors and others responsible for teacher training and parent education focuses on developing and presenting workshops. The guide is divided into five sessions, each of which corresponds to the five chapters in the HCCM. Topics include the…

Disadvantaged preschool children directed in the role-enactment of imaginary stories were found to be superior to control children (who did not engage in role playing) on several measures of social and cognitive development. Fantasy play training resulted in a higher incidence of spontaneous sociodramatic play, higher scores on an interpersonal…

Evaluated effects of separation-relevant play on separation anxiety in young children (N=64) to test the hypothesis that play can reduce anxiety. Children were assigned to one of three thematic-play conditions and a fourth nonthematic-play (control) condition. The experimental conditions were associated with lower posttest anxiety scores. (Author)

Raises concerns about whether literacy-enriched play in early childhood settings is really play. Presents a vignette to illustrate how a teacher can model literacy unobtrusively, thereby enhancing literacy, but unwittingly draw children away from meaningful play activities. Differentiates the cognitive processes involved in play and literacy…

Notes that dramatic play is an important outlet for toddlers and small children, and that prop boxes allow children to know their world, role play, and enhance their imaginations. Provides lists for 20 different prop boxes, and information on getting started, collecting, organizing, and using prop boxes. (SD)

Describes the "Playing for Keeps" project of maintaining a comprehensive, categorized database summarizing current knowledge on play. Presents selected findings and information about: child development theories, studies about the developmental benefits of play, investigations into why play is useful for children, and documentation of the…

Examines connections between children's social pretend play and their improvised classroom drama. Describes similarities and differences between language used to frame social pretend play and language used by teachers and students to frame the imaginary worlds of drama. (MM)

This review of the literature examines characteristics of the play of young children with visual impairments and suggests areas for intervention. The review notes that the deficits in symbolic play commonly exhibited by these children are related to language deficits and that intervention should focus on enhancing the child's sense of self.…

Observed play behaviors in 21 African American preschool children from impoverished families in Head Start classrooms. Play behaviors were categorized as functional, constructive, or pretend. Found that children engaged most frequently in functional play, although many also engaged in pretend play, suggesting that impoverished black children have…