This study observed the social/cognitive play of 46 young children who were deaf or hard of hearing (D/HH). With D/HH partners, children engaged primarily in constructive play, but in groups that included both D/HH and hearing partners, they engaged most frequently in dramatic play. Results suggest that group play varies according to the hearing…

This study investigated the use of arts games (structured play activities based on drama, movement, and music) with children age birth to 5 years in a day care setting. A set of 20 games was tested by 2 early childhood teachers; 1 teacher tested 10 games with a group of 2-year-olds and the other tested a different set of 10 games with a group of…

This paper describes two projects analyzing forms of appearance and the characteristics of symbolic play, that is, spontaneous play free from adult intervention. The paper highlights some characteristics and theoretical orientations and discusses preliminary findings. The theoretical framework includes using evolutive cognitive and…

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 Project Desert Shield, a curriculum that preschool children and teachers at a U.S. military base in Germany developed to embrace and constructively deal with the interests and concerns of the children about Operation Desert Shield/Desert Storm through dramatic play. (Author/BB)

A qualitative study investigated one group of non-mainstream (low socioeconomic status) children's use of literacy materials during their free play. Subjects, 17 children, one teacher, and one assistant teacher in one session of a Head Start located in the downtown of a small midwestern city, were observed during seven free play periods over 5…

This study compared the quality of preschool children's sociodramatic play in classrooms that used centers for housekeeping role play with those that used centers for various other types of role play. Classroom play sessions in the preschool were videotaped biweekly over the course of the 1992-1993 academic year. These videotapes were then…

This study investigated effects of a nonsexist curriculum on preschoolers' dramatic role play behavior and usage of language and play space. A quasi-experimental design included two preschool groups, one of which received a treatment component that consisted of a nonsexist curriculum. The treatment group included 12 males and 10 females between…

Two studies were conducted to determine the effects of specific learning centers on preschoolers' functional uses of language. It was hypothesized (1) that different centers would elicit different functions of language and (2) that contexts which promote fantasy play would elicit more multifunctional utterances than would other contexts. In the…

The primary purpose of this master's thesis is to describe some therapeutic uses of dramatic play with the mildly aggressive preschool child. The child for whom the suggested play interventions are considered appropriate is characterized by sociality and attachment to both peers and adults, and is not chronically aggressive. After the first…

Evaluates the effects that environmental changes in early childhood activity centers and patterns of teacher guidance have on children's literacy behavior. Finds that the children are likely to engage in voluntary literacy behaviors during free play when literacy materials are introduced and teachers guide children to use those materials. (MG)

Describes an instructional approach that encourages teachers to guide children in narrating stories based on actual or imagined experiences, particularly those that transpire in the classroom. Discusses ways of incorporating events from dramatic play and everyday occurrences into storytelling activities and offers a story sampler that exemplifies…

Examined the effects of thematic fantasy play (TFP) on the perspective-taking of 27 kindergarten children by having their teacher guide them in the reenactment of fairy tales. Results demonstrated that the children exposed to TFP performed significantly higher on measures of perceptual, cognitive, and affective perspective-taking than a control…

Investigated the role of classroom characteristics and preschool children's complex interactions with teachers, objects and peers. Found that complex interactions with objects were most probable in dramatic play and in art activities with the teacher present. Complex peer interactions were rare, but complex teacher interactions were probable in…

In this study, built upon a Vygotskian perspective, play is considered an optimal context for young children's literacy learning. The study sought to gain more understanding of the process of collaboration, or assisted learning, in order to promote literacy learning within the context of young children's social pretend play. Subjects were seven…