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Curriculum is an event which goes beyond the curriculum guide because of the many interactions involved. It is situated in a classroom, personal, social, historical, and political context. The implications of the definition for curriculum developers and researchers are discussed. (MT)

Explores children's play in elementary school, focusing on children's changing definitions and categories of play, including instrumental or teacher-generated activity, real or voluntary play, and illicit or unsanctioned surreptitious interactions among children. Presents relevant educational research on play, decrying the overemphasis on instrumental play. Cites 37 references. (MLH)

In order to understand the work and play in kindergarten and to define kindergarten play from the children's perspective, children in three classrooms were observed and interviewed. (MP)

Examines a recent study of children's definitions of classroom work and play and discusses the implications of the findings for curriculum and teaching. Findings show that children in kindergarten call required work activities, work, and voluntary ones, play. Fifth graders define play as any activity, voluntary or required, which is pleasurable. (AM)

Elementary school children's definitions of work and play reveal three varieties of play: instrumental play, recreation, and illicit play. Each variety includes elements of both accommodation and resistance. Teachers' reaction to children's play serves to maintain their control of classroom events without banning play entirely from the elementary curriculum. (Author/GC)

Having kindergarten children use familiar play objects can serve the needs of the children and the goals of the teacher. Findings showed that, in addition to promoting interaction among children, play materials in kindergarten classrooms also embody institutional messages and facilitate socialization. (AM)

Stress is a major problem of the families of Alzheimer's disease patients. The costs are emotional, physical, and financial. Public policies and programs are needed to support caregivers. One way of providing the support that caregivers find beneficial is through partnerships that help shape and coordinate community-based services with care providers and families. In this way, caregivers can collectively plan and collaborate with each other and with professionals. Professionals and clients alike share information and coping strategies. In a study of partnership groups in Massachusetts, task-oriented groups were formed with the intent of reducing caregivers' burden and increasing the quality of life of patients. Overall, participants expressed high levels of satisfaction with the groups, but family members consistently expressed greater satisfaction than professionals. The major achievement was increased public awareness of Alzheimer's disease as the groups eventually began to provide training to other professionals and community groups. Networking among professionals within agencies was reported, which ultimately helped improve community resources. The collaboration between family and professionals involved with Alzheimer's patients can positively influence program development, awareness, and policy planning. (Consumer Summary produced by Reliance Medical Information, Inc.)

Provides a critique and a defense of Maryland's Project Basic, a curriculum design that uses adult activities as the source of objectives for the curriculum. (Author/MLF)

The structure of daily classroom interaction helps to socialize young children to appropriate pupil behavior. The incorporation of play experiences and play materials into the kindergarten curriculum provides the teacher with particularly significant opportunities to emphasize expected classroom attitudes and behavior while providing children opportunities to play. Familiar play objects in the classroom serve to ease children's transition to kindergarten while highlighting the novelty of the context in which the children now find these things. In addition, the pattern of play in the classroom introduces children to the relationship between work and play in school. [ABSTRACT FROM AUTHOR]

The article examines the issue of play in the elementary school. Instrumental play, real play and illicit play are cited as the subcategories of elementary classroom play. The article points out differences between the play and games concepts in school. Also noted are challenges associated with developing excellent instructional games, one of which is the need for teachers to consider the varied reaction of children to the same experience. The instrumental attitude of the educational community toward classroom activities and educational research is mentioned.