Socio-dramatic play (SDP) creates a zone of proximal development in which optimum cognitive development occurs. To participate successfully in this kind of play children and their partners must create shared meaning, or what is referred to in the socio-cultural literature as intersubjectivity. Based on intersubjectivity and SDP, this study…

Play is children's work. Alice Honig enumerates from the heart 10 ways in which children learn through play, including building dexterity; social skills; cognitive and language skills; number and time concepts; spatial understanding; reasoning of cause and effect; clarification of pretend versus real; sensory and aesthetic appreciation; extended…

A discussion of dramatic play and its implementation. (CH)

A group of early childhood teachers in an effort to reinforce the child development approach and counteract pressures for early rote learning, describes some specific cognitive learning events which can be found in the spontaneous play for young children. (ST)

For forty years, the nursery school movement has emphasized play as part of the socialization process, but in the past few years, much research has been aimed at the question of stimulating cognitive development in the preschool years, especially for culturally deprived children. (Author/CB)

Reviews two sets of play theories, classical and modern, noting that the reason and purpose for play are explained by classical theories; the role of play in child development, determined by modern theories. States that process of play has dual functions of personal expression and social adaptation. Examines the relationship between play and…

Emphasizes the importance of spontaneous play for growth in cognition and social values. The author specifically discusses finger painting, water, blocks and dramatic play. (AJ)

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…

Adding plastic gutters to the nursery school's sand area began as a science curriculum enhancement and evolved into a whole curriculum that stimulated cognitive exploration, cooperative dramatic play, language enhancement, and general fun. The children manipulated the gutters and materials such as sand, water, buckets, and tennis balls in a…

Reports recent research which illustrates the educational value of play in preschool education. Play theory, the relationship between cognitive development and play, implications from research on preschool program models, the use of play equipment, dramatic play and teacher participation in play activities are discussed. (SDH)

Describes frame play as a type of play in which children and teacher jointly plan the theme, roles, and actions and produce an extended imaginary play situation that can be repeated. Presents other types of play and discusses teachers' role in supporting theme development, resource organization, and environment transformation. Analyzes frame play…

Noting that children's play activities, particularly the development of dramatic scenarios, have been a central focus of developmental-interaction thinking over many decades, this paper explores the emphasis on play and the specific meanings accorded to it within this developmental-interaction tradition. The first part of the paper considers the…

This study presents a qualitative description of changes in social and symbolic behaviors in an African-American girl with autism over a period of 10 years (from age 5 to 15 years), with emphasis on ages 9 to 11. The primary purpose of the investigation was to elucidate the process ultimately leading to reciprocal social relations and symbolic…

Discusses the value of tool-use activities to help toddlers develop emerging skills, experience creative expression, and understand means-end relationships. Provides examples of opportunities for using objects as tools, including language acquisition, self-help activities, dramatic play, sensory experiences, and object manipulation. (DST)

Observed behaviors of 37 female and 23 male Australian preschoolers. Found that only 20% engaged in thematic pretend play (linked to perspective taking, language development, impulse control, divergent problem solving) whereas 24% used cooperative social play (linked to divergent problem solving). Results suggest need for assistance in the…