Effects of Group Composition, Materials, and Developmental Level on Play in Preschool Children With Disabilities

Abstract

This study examined the effects of play group composition (segregated or integrated) and category of play materials (functional, constructive, or dramatic) on the cognitive level of play, and the relation of level of play to developmental level and language use. Participants were 24 preschool children with developmental disabilities, half assigned randomly to play groups with other children with disabilities (segregated) and half to groups with typically developing peers (integrated). All groups played on separate occasions with each category of materials. Videotaped sessions were transcribed and coded for cognitive level of play. There were no effects for play group composition, but category of play materials, and individual toys within each category, significantly influenced the type of play. Further, the percent children engaged in each level of play, summed across category of materials, was significantly related to measures of cognitive development. In addition, number of different words spoken during play was related to the amount of dramatic play in which children engaged when developmental level was controlled.