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…

This booklet discusses the importance of pretend play in the education of young children in Australia. The booklet notes that pretend, or socio-dramatic, play is characterized by imitative role playing, make-believe objects and situations, persistence, interaction, and verbal communication. Pretend play can appear as early as age 2 and peaks at…

In a study investigating the hypothesis that verbal paraphrase and explanation tasks account for part of the difficulty that young children have with tests of metaphor comprehension, 32 six-year-old children were read short stories that ended with metaphorical sentences. Half of the children were asked to paraphrase the metaphorical sentences…

"Every Child" is Australia's premier early childhood publication, aimed at anyone involved in the care and education of children from birth to eight years--in particular child care professionals, teachers, child care students and the parents of young children. Published quarterly, it contains informative and entertaining articles on such…

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)

Reviews research on the early development of symbolic play. Suggests that symbolic play begins to emerge near the beginning of the child's second year and continues to play an important role in his or her development throughout the preschool years. Proposes basic techniques caregivers can use to facilitate and promote the development of symbolic…

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…

In a study on the effects of play period length on four and five year olds' play behavior, results indicated that play time affected the amount and maturity of play. Guidelines for structuring play time in the classroom are offered. (BB)

Asserts that play is an important medium for young children's learning, one that contributes to the child's cognitive, physical, emotional, and social development. Discusses the qualities that distinguish play from other activities, the skills children develop from exposure to a variety of play experiences at home and in the classroom, 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)

Describes the pioneering work in England of Susan and Nathan Isaacs in child development and educational psychology and argues that their work provides a remarkably contemporary analysis of the origin and function of human language. (Author/RDN)

Research on the cognitive development of play skills in young handicapped children is reviewed, focusing on two Piagetian styles of play--sensorimotor (exploratory) and symbolic (pretend and dramatic). The review emphasizes developmental patterns, areas of deficit, and implications for intervention in various handicapped groups. (Author/JDD)

Play skills are vital to a child's overall healthy development. However, the training many caregivers receive may not include extensive information on play skills. This book presents a play checklist to help caregivers observe children's play skills, pinpoint play skills on which children need to work, and plan goals for improving those play…