Studied the relationship between the intense, high energy behavior of 62 preschool children and differences in cognitive style and related social behavior of the same children 5 years later. (GO)

Verbal prompting and graduated physical guidance procedures were found to substantially increase independent and social play in two interrelated experiments with eight profoundly mentally retarded adults. Independent and social play remained in the subjects' repertoire for 12 months following termination of programmed maintenance. (Author/JW)

Children 2 through 6 years of age were interviewed, and their parents and teachers completed a questionnaire about their perceptions of play. Most parents defined play as something for fun or amusement, while teachers saw it both for fun and as an opportunity for cognitive and social development. (PCB)

Evaluation of the school adjustment of Down's Syndrome six- and seven-year-olds (N=8) who had participated in an early intervention program from birth indicated that the subjects were at least as attentive, compliant, socially integrated, and no more disruptive than nondisabled children. Teachers' attitudes ranged from very positive to very…

This article presents a conceptual analysis of life in preschool and public school kindergarten classrooms, and explores issues and implications related to the following question: Will children differ in the kinds of students they become based upon whether or not their first school experiences occurred in a preschool or in kindergarten? (Author/JL)

Describes how a sixth grade teacher and her eleven students (with a typical range of math abilities) explored the mathematical concept of "infinity" through play. Discusses the pedagogy of critical/creative thinking. (SR)

Using data from Israeli first-time fathers and mothers collected during pregnancy and while the infants were nine months old, regression analyses showed that personal and contextual sources were almost equally influential in determining the various aspects of fathering. Suggests that personal variables influence transfer of quality from the…

Discusses rough-and-tumble (R&T) play and misconceptions about its role in the development of young children. Contrasts R&T with aggressive behaviors. Discusses the educational benefits of R&T and offers recommendations for incorporating it into young children's curricula. (Author/RWB)

Reports the results of a six month qualitative study examining the reading and writing behavior in the natural pretend play of eight children four and five years old. Suggests that literacy is involved in two ways: (1) story making using setting, plot and resolution, and (2) displaying a literacy stance or orientation toward reading and…

Explores the implications of envisioning theater and drama in education as a "laboratory for learning," citing that Theatre-In-Education fits the laboratory model by integrating formal theater as aesthetic experience with informal drama as a learning medium. (MM)

Reviews research studies examining relationship between play behaviors and cognitive styles in young children, particularly emphasizing field dependence and field independence, social behavior, and educational and research implications are also presented. (DST)

A small but significant proportion of preschoolers have imaginary companions who serve many different developmental functions. Prevalence and related demographic and environmental factors surrounding the phenomenon of imaginary companions and implications for health care professionals are discussed. (Author/DST)

Presents findings of ethnographic research on children's talk and behavior, specifically routines in spontaneous peer play and verbal routines in structured activities. Concludes that instructional strategies should incorporate some of the features of children's play routines and peer culture. (SRT)