Social and cognitive modes of play were observed in two mixed-age classrooms of 3-and 4-year-olds, two classrooms of 3-year-olds, and two classrooms of 4-year-olds during the fall and again 6 months later in the spring. Observations were conducted during twelve 5-minute sessions at Times 1 and 2. Analysis revealed that there were significant age differences in the play behaviors of children in the same-age but not in the mixed-age classrooms. Three-year-olds in the two sets of classrooms differed on parallel-dramatic, cooperative-dramatic, solitary-manipulative, and cooperative-constructive play; 4-year-olds in the two classroom arrangements differed on solitary-dramatic, cooperative-dramatic, cooperative-constructive, and parallel-manipulative play Few significant changes were observed in children's play in either set of classrooms. There was greater gender segregation in same-age classrooms and little age segregation in mixedage classrooms. The data are discussed with respect to early childhood education practice. at MOUNT ALLISON UNIV on June 26, 2015 http://aerj.aera.net Downloaded from JAIPAUL L. ROOPNARINE is an associate professor of child studies and early childhood education in the Department of Child and Family Studies at Syracuse University, Syracuse, NY 13244-1250. His specialization is peer and parent-child relationships and care-giving in diverse cultures. MOHAMMAD AHMEDUZZAMAN is an assistant professor of child development in the Department of Individual and Family Studies at Central Michigan University, Mt. Pleasant, MI 48858. His specialization is parent-child relationships in diverse cultures. SEANNA DONNELY is a graduate student in communications in the Department of Human Development at the University of Kansas, Lawrence, KS 66044. Her specialization is television and young children. PREETI GILL is an assistant professor of early childhood education in the Department of Curriculum and Instruction at Northwest Missouri State University, Maryville, MO 64468-6001. Her specializations are parent-child relationships across cultures and early childhood education. KRISTEN DINGLER is a graduate student and LAUREN ARKY and ANDREA MENNIS are undergraduate students at

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