This study examined developmental changes in the free-play behavior of mildly and moderately retarded children during the preschool years. Both groups of children were found to decrease the proportion of time spent in teacher-child interaction and unoccupied/onlooker behavior as a function of increasing age. In contrast, use of solitary/parallel play increased with age for both mildly and moderately retarded preschoolers. Use of peer interaction increased with increasing age for mildly retarded children while remaining constant across age for moderately retarded children. Results are discussed within a developmental framework.
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