Skip to main content
Log in

Adapting the Physical Environment to Meet the Needs of All Young Children for Play

  • Published:
Early Childhood Education Journal Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

REFERENCES

  • Allen, K. E., & Schwartz, I. S. (1996). The exceptional child: Inclusion in early childhood education (3rd ed.). Albany, NY: Delmar Publishers.

    Google Scholar 

  • Angelo, J. (1997). Assistive technology for rehabilitation therapists (S. Lane, Ed.). Philadelphia: F. A. Davis Co.

    Google Scholar 

  • Armstrong, J. S. (n.d.). Getting started with assistive technology: What do I have that I can use right now?. Available from Janet Sloand Armstrong, Early Intervention and Assistive Technology Specialist, Assistive Technology Unlimited, 3005 Green Street, Harrisburg, PA 17110, 717–236–7278.

  • Bailey, D. B., & Wolery, M. (1992). Teaching infants and preschoolers with disabilities (2nd ed.). Englewood Cliffs, NJ: Merrill.

    Google Scholar 

  • Dempsey, J. D., & Frost, J. L. (1993). Play environments in early childhood. In B. Spodek (Ed.), Handbook of research on the education of young children. New York: Macmillan Publishing Co.

    Google Scholar 

  • Doctoroff, S. (1996). Supporting social pretend play in young children with disabilities. Early Child Development and Care, 119, 27–38.

    Google Scholar 

  • Favazza, P. C., La Roe, J., Phillipsen, L., & Kumar, P. (2000). Representing young children with disabilities in classroom environments. Young Exceptional Children, 3, 2–8.

    Google Scholar 

  • Fazzi, D. L., Kirk, S. A., Pearce, R. S., Pogrund, R. L., & Wolfe, S. (1992). Developing socioemotional, play, and self-help skills in young blind and visually impaired children. In R. Pogrund, D. L. Fazzi, & J. S. Lampert (Eds.), Early focus: Working with young blind and visually impaired children and their families. New York: American Foundation for the Blind.

    Google Scholar 

  • Field, T. M. (1980). Preschool play: The effects of teacher/child ratios and organization of classroom space. Child Study Journal, 10, 191–205.

    Google Scholar 

  • Glennen, S., & Church, G. (1992). Adaptive toys and environmental controls. In G. Church & S. Glennen (Eds.), The handbook of assistive technology. San Diego, CA: Singular Publishing Group, Inc.

    Google Scholar 

  • Guralnick, M. J. (1986). The peer relations of young handicapped and nonhandicapped children. In P. S. Strain, M. J. Guralnick, & H. M. Walker (Eds.), Children's social behavior (pp. 93–140). New York: Academic Press.

    Google Scholar 

  • Guralnick, M. J., & Groom, J. M. (1987). The peer relations of mildly delayed and nonhandicapped preschool children in mainstreamed playgroups. Child Development, 58, 1556–1572.

    Google Scholar 

  • Hughes, E. (1998). Children experiencing disabilities. In M. J. Fields & C. Boesser (Eds.), Constructive guidance and discipline: Preschool and primary education (pp. 251–277). Columbus, OH: Merrill.

    Google Scholar 

  • Jones, E., & Reynolds, G. (1992). The play's the thing: Teachers' roles in children's play. New York: Teachers College Press.

    Google Scholar 

  • Kopp, C. B., Baker, B. L., & Brown, K. W. (1992). Social skills and their correlates: Preschoolers with developmental delays. American Journal of Mental Deficiency, 96, 357–366.

    Google Scholar 

  • Langone, J., Malone, D. M., & Kinsley, T. (1999). Technology solutions for young children with developmental concerns. Infants and Young Children, 11(4), 65–78.

    Google Scholar 

  • McLoyd, V. C. (1983). The effects of the structure of play objects on the pretend play of low-income preschool children. Child Development, 54, 626–635.

    Google Scholar 

  • Moore, G. T. (1987). The physical environment and cognitive development in child-care centers. In C. S. Weinstein & T. G. David (Eds.), Spaces for children: The built environment and child development (pp. 41–72). New York: Plenum Press.

    Google Scholar 

  • Musselwhite, C. R. (1986). Adaptive play for special needs children: Strategies to enhance communication and learning. Austin, TX: Pro-Ed.

    Google Scholar 

  • Odom, S. L., McConnell, S. R., & McEvoy, M. A. (Eds.) (1992). Social competence of young children with disabilities: Issues and strategies for intervention. Baltimore: Brookes.

    Google Scholar 

  • Olson, H. C. (1994). The effects of prenatal alcohol exposure on child development. Infants and Young Children, 6, 10–25.

    Google Scholar 

  • Olszewski, P., & Fuson, K. C. (1982). Verbally expressed fantasy play of preschoolers as a function of toy structure. Developmental Psychology, 18, 57–61.

    Google Scholar 

  • Parrette, H. P., & Murdick, N. L. (1998). Assistive technology and IEPs for young children with disabilities. Early Childhood Education Journal, 25(3), 193–198.

    Google Scholar 

  • Pederson, D. R., Rook-Green, A., & Elder, J. L. (1981). The role of action in the development of pretend play in young children. Developmental Psychology, 17, 756–759.

    Google Scholar 

  • Ramsey, P. G. (1991). Making friends in school: Promoting peer relationships in early childhood. New York: Teachers College Press.

    Google Scholar 

  • Rogow, S. M. (1988). Helping the visually impaired child with developmental problems: Effective practice in home, school, and community. New York: Teachers College Press.

    Google Scholar 

  • Rubin, K. H. (1977). The social and cognitive value of preschool toys and activities. Canadian Journal of Behavioral Science, 9, 382–385.

    Google Scholar 

  • Schaeffler, C. (1988). Making toys accessible for children with cerebral palsy. Teaching Exceptional Children, 20, 26–28.

    Google Scholar 

  • Skellenger, A. C., Hill, M., & Hill, E. (1992). The social functioning of children with visual impairments. In S. L. Odom, S. R. McConnell, & M. A. McEvoy (Eds.), Social competence of young children with disabilities (pp. 165–188). Baltimore: Paul H. Brookes.

    Google Scholar 

  • Stoneman, Z., Cantrell, M. L., & Hoover-Dempsey, K. (1983). The association between play materials and social behavior in a mainstreamed preschool: A naturalistic investigation. Journal of Applied Developmental Psychology, 4, 163–174.

    Google Scholar 

  • Teets, S. (1985). Modification of play behaviors of preschool children through manipulation of environmental variables. In J. L. Frost & S. Sunderlin (Eds.), When children play (pp. 265–272). Wheaton, MD: Association for Childhood Education International.

    Google Scholar 

  • The Preschool Technology Training Team Project (1995) Assistive Technology for Preschoolers with Disabilities: Collected Resources. (Available from Family Child Learning Center, 143 Northwest Ave., Building A, Tallmadge, OH 44278).

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

About this article

Cite this article

Doctoroff, S. Adapting the Physical Environment to Meet the Needs of All Young Children for Play. Early Childhood Education Journal 29, 105–109 (2001). https://doi.org/10.1023/A:1012524929004

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1012524929004

Keywords

Navigation