ABSTRACT
This chapter examines the types of play young children prefer across cultures and abilities. Several types of play are observed and promoted in early childhood education classrooms in the United States and Europe: motor play, pretend play, construction play, games, and exploration/problem solving. Each of these contributes in different ways toward young children’s development. Other types of play—rough-and-tumble play, artistic/dramatic/musical play, silliness and teasing, or work-play—are more common in some cultures than in others. These are equally meaningful and developmentally beneficial. Some children with disabilities may play in ways that are similar to those of typically developing children. Some play in ways that are distinct or limited, depending on the nature and severity of their disabilities. Children with significant intellectual disabilities, autism, perceptual disabilities, physically challenging conditions, and speech and language disorders may engage in simpler, less frequent, or very distinct forms of play. The chapter describes some of these unique play behaviors for young children with disabilities and suggests ways that teachers can enhance their play activities in an inclusive classroom.
