Discusses a project that examined literacy development within the context of play in two Reykjavik preschool classrooms. Suggests that preschool teachers should enrich dramatic play with literacy props and print materials. Indicates that incorporating print materials in dramatic play provides a natural extension of children's preschool work and…

Briefly discusses the evolution of children's real and imaginary fears and appropriate ways that preschool teachers and caregivers can help children cope with these fears. (BB)

This paper examines the reasons for including drama in elementary curricula; the relationship of drama to children's developmental needs; and appropriate strategies for teaching drama to young children. Reasons for teaching drama include drama's stimulation of high-level thinking and collaborative work. Drama and improvisation also require high…

Superhero play among preschool children appears to be quite different from socio-dramatic play. While exhibiting characteristics of socio-dramatic play, superhero play does not facilitate the development of social or verbal skills. Observations of television programs indicated that superhero play provides little opportunity for verbal reasoning,…

Asserts that reading a book to children lays a foundation for new adventures including retelling the story, interacting in dramatic play, writing, doing art projects, and having fun with music. Finds that by extending stories with activities, children refine their language skills, enhance their imagination, and foster self-esteem. (SD)

Suggests that parents who are aware of the differences between home play and school play more fully understand and value the role of play in the early childhood curriculum. Discusses benefits of school play along several dimensions, including interaction with peers and adults, group size, materials, planning, and guidance. Suggests ways for…

Current writings on the functions of the left and right hemispheres of the brain are examined, focusing upon possible implications for improving present educational techniques. It has been generally accepted by researchers that the organizational and verbalizing processes are functions of the left cerebral hemisphere, while creative and intuitive…

Describes and provides examples of how storytelling can help develop children's language ability. Argues that the goal is not to teach children language but to create an environment that will allow language learning to occur naturally. (SRT)

Discusses the critical relationships among play, learning to read, and early reading achievement. Gives examples of kindergarten play activities that nurture the ability to read, including painting, playing with lettered blocks, movement activities, sociodramatic play, and field trips. (FL)

Describes how the personal narratives of Vivian Paley led one early childhood specialist to surprising insights about the ways young children and adults learn. Focuses on the role of children's storytelling and playacting in supporting thinking, classroom discipline techniques, and using children's thinking to improve one's teaching skills. (KB)

Reviews the way in which story dramatization stimulates children's development. Discusses five steps in the process of story dramatization. (BB)

The findings of nine studies comparing the symbolic play of middle-class and lower-class children are summarized and examined in detail. Related research problems are discussed and directions for future research are indicated. Examination of the studies indicated that few general conclusions can be drawn from them about the relative quality of…

Play is the spontaneous or organized recreational activity of children; it is at the heart of the preschool curriculum. Play aids in the development of physical, intellectual, and social skills. Children's play progresses through three developmental stages: solitary, parallel, and social. Preschool teachers should arrange for four kinds of…

The first part of this paper on the developmental consequences of children's exposure to chronic violence provides background information on the problem of violence. Developmental consequences of exposure to domestic and community violence for children at various developmental levels are briefly outlined. Consequences for children include: (1)…

The role of sociodramatic play in children's cognitive, social, and physical development is discussed, drawing on observations of work with parents and their children ages 3-5. The paper focuses on the way the teachers guided and facilitated play taking cues from the children. A training session was provided to the parents on ways to play with…