Effects of group composition, materials, and developmental level on play in preschool children with disabilities

This study examined the effects of play group composition (segregated or in tegrated) and category of play materials (functional, constructive, or dram atic) on the cognitive level of play, and the relation of level of play to developmental level and language use. Participants were 24 preschool childr en with developmental disabilities, half assigned randomly to play groups w ith other children with disabilities (segregated) and half to groups ,ith t ypically developing peers (integrated). All groups played on separate occas ions with each category of materials. Videotaped sessions were transcribed and coded for cognitive level of play. There ,ere no effects for play group composition, but category of play materials, and individual toys within ea ch category, significantly influenced the type of play. Further, the percen t children engaged in each level of play, summed across category of materia ls, M,as significantly related to measures of cognitive development. In add ition, number of different words spoken during play was related to the amou nt of dramatic play in which children engaged when development level was co ntrolled.