Abstract
Unless a therapist has a good grasp of the sequence of normal play development, he/she is unable either to assess a child's current developmental level accurately or to suggest play activities which are appropriate for the child. The study of play is complex & only 2 of the main categories of play can be discussed here, each from babyhood to school age. It is not only children with impairments who are disadvantaged developmentally & a brief mention of social class related differences in play behaviour is made. The article also looks critically at the quality of play research in its comparison of old & new developmental inventories.
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