Social and cognitive play forms and toy use by nonhandicapped and handicapped preschoolers

James Ewald Johnson, Joan L. Ershler

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Social and cognitive values of different play materials for a sample of normal (N = 21) and a sample of handicapped (N = 21) preschool children were examined; toy selections by children in each sample were compared. Each child was observed 20 times over the course of one semester. Nonplay activity, cognitive play, and social play were measured, with symbolic play further scored for quality of pretense and for types of object transformations. Analyses showed that handicapped preschoolers exhibited comparable amounts of symbolic play but lower quality of symbolic play than that shown by nonhandicapped preschoolers. Symbolic play by handicapped children depended much more upon the use of dramatic play objects.

Original languageEnglish (US)
Pages (from-to)69-82
Number of pages14
JournalTopics in Early Childhood Special education
Volume5
Issue number3
DOIs
StatePublished - Jan 1 1985

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Play and Playthings
handicapped
toy
Disabled Persons
Disabled Children
Preschool Children
handicapped child
preschool child
semester
Values

All Science Journal Classification (ASJC) codes

  • Education
  • Public Health, Environmental and Occupational Health

Cite this

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Social and cognitive play forms and toy use by nonhandicapped and handicapped preschoolers. / Johnson, James Ewald; Ershler, Joan L.

In: Topics in Early Childhood Special education, Vol. 5, No. 3, 01.01.1985, p. 69-82.

Research output: Contribution to journalArticle

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