Communication, symbolic play, and play-extension in pre-school, hearing-impaired children

Children, play, and computers in pre-school education

The paper reports a study designed to inform the development of an information and communication technology strategy for the pre-school years of education. The main methods of collecting evidence were observations at seven pre-school settings and interviews with at least two practitioners and a number of children at each site. Practitioners generally referred to children “playing with the compu...

Symbolic play in congenitally blind children.

There is controversy over the existence and nature of blind children's limitations in symbolic play. In this study we tested 13 5- to 9-year-old congenitally blind children for the ability to symbolize when an adult provided scaffolding for their play. The blind children were selected on the basis that they did not have the syndrome of autism, and they comprised two groups matched for age (MA) ...

Autism and symbolic play

Recent work suggests autistic children are impaired in their symbolic (or pretend) play. However, such studies have either used inadequate definitions of 'pretend', or have not examined spontaneous play. An experiment is reported which attempts to overcome these difficulties This confirms that autistic children are severely impaired in their ability to produce pretend play, in contrast to non-a...

An Evolutionary Approach to Pre-Play Communication

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Play in pre-school centres--I. Play measures and their relation to age, sex and I.Q.