Abstract
Social and cognitive values of different play materials for a sample of normal ( N = 21) and a sample of handicapped ( N = 21) preschool children were examined; toy selections by children in each sample were compared. Each child was observed 20 times over the course of one semester. Nonplay activity, cognitive play, and social play were measured, with symbolic play further scored for quality of pretense and for types of object transformations. Analyses showed that handicapped preschoolers exhibited comparable amounts of symbolic play but lower quality of symbolic play than that shown by nonhandicapped preschoolers. Symbolic play by handicapped children depended much more upon the use of dramatic play objects.
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