Play Behavior in a Discovery-Based and a Formal-Education Preschool Program

JOHNSON, JAMES E.; ERSHLER, JOAN; and BELL, COLLEEN. Play Behavior in a Discovery-based and a Formal-Education Preschool Program. CHILD DEVELOPMENT, 1980, 51, 271-274. Play behaviors of 17 children enrolled in a discovery-based preschool program and 18 children in a formal program within a university center were observed over 11 weeks for 20 1-min observations. Analyses revealed more constructive play and more transformations during symbolic play occurring within the formal program. Functional play and unoccupied and onlooker activities were more prevalent in the discovery program. However, the social level of play was the same in both programs. Analysis also revealed that girls engaged in more constructive play and boys in more functional play. Age-related findings on symbolic play transformations were consistent with previous laboratory studies, and the finding that parallel but not solitary play was negatively correlated with age supports recent reports that the former may represent the less mature form of play. Results suggest that the theoretical foundation upon which a program is based can influence young children's play behavior in a preschool setting.