ABSTRACT

This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book focuses on the nature and origins of pretend play largely as a cognitive entity from cultural, social, and cross-cultural perspectives and with normal and handicapped children. It argues that logically for justifying play as a means for education in public elementary schools and for development in preschools. The book distinguishes between the major theories of play by focusing on their special characteristics rather than definitional utility. It analyzes play behavior from varying systems of interpretation generated to explain these and other functional behaviors in the context of physical and social environments. The book describes the impact of collative properties of stimuli, for example, novelty and complexity on play behaviors. It draws together current research and thinking about pretend play and ludic-related functioning in children at largely early - childhood levels.