Intellectual Development in the Play of Young Children

Lunzer, E. A.

doi:10.1080/0013191590110305

Cited by 35 publications

(25 citation statements)

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“…(Piaget, 1967). The close relationship between symbolic play and language is stressed by Lunzer (1959), who sees play as an active form of representation before language is sufficiently advanced to fulfil this function unaided. "It would follow that the cognitive functions of play and language are essentially similar" (Hulme and Lunzer, 1966, p. 108).…”

Section: Introductionmentioning

confidence: 99%

Trends in the Development of Representional Play in Infants From One to Three Years—an Observational Study

Lowe

1975

Child Psychology Psychiatry

159

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Section: Introductionmentioning

confidence: 99%

Trends in the Development of Representional Play in Infants From One to Three Years—an Observational Study

Lowe

1975

Child Psychology Psychiatry

159

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“…In comparative studies, reported sample means for CA ranged from 31 to 144 months (Hellendoorn & Hoekman, 1992;Switzky, Ludwig, &c Haywood, 1979) and the range of mean MA was 27 to 90 months (Home & Philleo, 1942;Sigman &c Ungerer, 1984). Given the developmental progression of play skills (Fein, 1981;Rubin et al, 1983) and behavioral differences in play among typical children due to age (e.g., Elder &c Pederson, 1978;Fein &c Apfel, 1979;Lunzer, 1959;Moller & Rubin, 1987;Overton &c Jackson, 1973;Tizard et al, 1976a;Vandenberg, 1981), caution should be used in interpreting outcomes across studies using participants who differ on CA. This is especially true with respect to studies in which considerable variability in CA is evident within a study sample.…”

Section: Sample Characteristicsmentioning

confidence: 97%

Methodological Issues in Studying the Toy Play of Young Children with Mental Retardation

Malone

Stoneman

1995

Topics in Early Childhood Special Education

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The methods of 27 studies that focused on the toy play of young children with mental retardation were reviewed with respect to sample characteristics, contextual parameters, and type of measurement. Considerable variability was evident across and within studies with respect to these methodological considerations. It should be noted that researchers frequently neglect to include potentially valuable methodological information. Given the variability and lack of specificity in reporting important information, care therefore is needed in the interpretation and generalization of research outcomes. Differences across studies, combined with the small number of studies examined in this article, highlight the need for continued research into issues surrounding the play of young children with mental retardation. Suggestions for future research are described.

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“…Lunzer offered the example of making a birthday cake out of sand and using small sticks as candles. Lunzer (1959) also employed a 5-point scale when rating the degree of integration present in the play behavior of young children. According to Lunzer, the construct of integration dealt with the degree of complexity and cohesiveness present in the sequence of play units or schemes performed by the child.…”

Section: Developmental Play Research Following Piagetmentioning

confidence: 99%

The Development of Play in Infants, Toddlers, and Young Children

Casby

2003

Communication Disorders Quarterly

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The developmental domain of play is critical to early intervention efforts. It often may be one of the few areas that can be reliably and validly observed in infants, toddlers, and young children with, or suspected of having, developmental disabilities. It is imperative that professionals involved in early intervention efforts have a deep and broad knowledge and understanding of play. This article, the first in a two-part series, presents a comprehensive, illustrative review of the development of play in infants, toddlers, and young children.

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Intellectual Development in the Play of Young Children

Cited by 35 publications

References 1 publication

Trends in the Development of Representional Play in Infants From One to Three Years—an Observational Study

Trends in the Development of Representional Play in Infants From One to Three Years—an Observational Study

Methodological Issues in Studying the Toy Play of Young Children with Mental Retardation

The Development of Play in Infants, Toddlers, and Young Children

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