Despite much effort by scholars, the definition of play remains a problem. Observers of preschool children tend to rate constructive activities as play; this has implications for play criteria. Types of play recorded may be appreciably affected by the time frame of observations and the use or lack of supplementary interviews. (RH)

Describes four types of play training that teachers can use to help children incorporate into their play the elements of role playing, make-believe transformations, social interaction, verbal communication, and persistence. Types of play training include modeling, verbal guidance, thematic-fantasy training, and imaginative play training. Using…

Considers the nature of language play and its role in children's acquisition of their mother tongue. Particular attention is given to the effects of social context on and developmental trends in language play. Needs and directions for future research are indicated. (RH)

Discusses the possible disruptive influence of computers on young children's play, the age at which children can benefit from using a computer language like LOGO, promoting cognitive development through experiences with computers, and whether playing with computers is actually play. (RH)

Explores two widely held beliefs that conflict with available evidence: (1) handicapped children don't play and (2) play is a good way for handicapped children to pass the time. Concludes by proposing that play can help handicapped children learn. (RH)

Describes the three major approaches to play therapy: psychoanalytic, structured, and relationship approaches. Discussion focuses on problems of interpretation in the psychoanalytic approach, release of pent-up emotions in the structured approach, and phases of play and therapist guidelines in nondirective, relationship therapy. (RH)

Discusses aspects of the play environment and its effect on children's play behavior. Indoor and outdoor play spaces are considered along with factors affecting the use of outdoor environments for play. Children's preferences for different outdoor play environments and for various play structures are explored. Guides for choosing play equipment…

Presents descriptions of play reflecting recent theories, including the psychoanalytic works of Freud, Erikson, and Peller; Piaget's developmental theory (with discussion of Sutton-Smith); and the views of Smilansky and Parten. (AS)

Elaborates classroom work skills and the play curriculum. Reviews play's relationship to learning and to the role of the adult. The implications of the American work ethic for play curricula and play training for teachers are discussed. (AS)

Describes and provides a list of materials for sensorimotor, symbolic, and construction play. Benefits of arranging the playground with a variety of materials are also discussed. (AS)

Describes materials mastery and symbolic development as two discrete but related processes that preschool children learn. Uses the preschool setting to identify the developmental stages of construction play. (AS)

Reviews literature about play to examine the use of language to facilitate play, play with language as an object, and egocentric speech in play situations. Finds a definite link between language and play. (Author/AS)

Describes kindergarten children's oral and written language behaviors while operating a computer. Stages of computer language play and children's experimentation with speech and writing specific to the computer also are discussed. (AS)

Describes recruitment procedures for child care workers in India. Includes a description of training programs, training needs and approaches, and curriculum and training procedures. Monitoring and evaluation of child welfare programs are discussed. Appendices include descriptions of and norms for training programs. (AS)

Defines the concept of "play" and its particular value in hospitals. Discusses the need for training hospital play specialists. Describes the aims, content, and organization of such a training course. (AS)