DAY-CARE EXPERIENCE AND FREE PLAY-BEHAVIOR IN PRESCHOOL-CHILDREN

Relation of early childrearing and later play behavior were examined. Forty 3-year-old children, half of whom went to day-care centers and h alf of whom did not were observed during free ploy activity in prescho ol educational settings. Both cognitive and social aspects of play wer e considered. As regards the former, type of play-as classified by Smi lansky's structural play scheme-level of play, and thematic unit were examined. As regards the second, social participation-as classified ac cording by Parten's social play categories-was examined. Results showe d that children who went to day care played symbolically, at high a le vel, with long thematic units, and in interaction with peers more than children who did not. Moreover, a greater number of children in the d ay-care group played symbolically and in more advanced forms than chil dren in the other group. These results were discussed in the light of the importance for the child of playing with peers during early infanc y and the consequent importance of giving the infant the opportunity t o attend day care.