Abstract
The application of music to support delayed children's attempts to improvise social play with their nondelayed peers is examined in terms of the problems young children encounter when attempting to discover, enact, and elaborate a play theme. Improvised Musical Play [IMP], a novel teaching application of music to integrate delayed and nondelayed young children, is shown to create a communicational context in which play ideas can be discovered and shared. An IMP episode, presented in anecdotal form, illustrates how music enables delayed children to first master and then elaborate a play format.
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