| This is a study of the play behaviors and equipment choices of first graders in two contrasting play environments. An instrument was developed for use in recording the social, cognitive, "other" (constructive, rough and tumble, chase, and aggression), and non-play behaviors in a non-nested, non-hierarchical classificatory scheme. Unobtrusive observations were made at two private schools with contrasting play environments, one a newer environment with many equipment choices and the other a more traditional environment.;Results indicated that the social play, cognitive play, "other play", and non-play behaviors varied significantly from one play environment to the other. The varied equipment choices and environmental design of environment A significantly enhanced the frequency and quality of play behaviors for that site. The more traditional environment B elicited more solitary play, unoccupied behaviors, and onlooker behaviors.;Equipment choices differed according to site, with multi-functional, movable, and equipment providing encapsulation being preferred on environment A. Students in environment B preferred the open space to the stationary, single-use equipment pieces present there. The qualitative analysis of the anecdotal records yielded a core category, the quality of play, in which the categories of social interaction, language communication, dramatic play and play themes, and other play categories illustrated the differences in the play of both sites. The study's findings suggest that when designing a play environment, planning should include provisions for all types of play. These findings were consistent with previous studies supporting the view that the play environment affects the play of young children. Additional research is needed in the areas of school-age children's play, rough and tumble play, and for the use of the non-nested, non-hierarchical classificatory scheme utilized in this study. |
