The purpose of this article is to raise the profile of play so that it is an important domain of concern for serving children with delays and disabilities, just as are the other five domains specified in federal law. A rationale for the integration of the behavioral perspective and the constructivist perspective is presented to contribute clarity to what play is and how it is used. Definitions are offered of what play is, how play is learned, and what individuals in the field have learned about play within each perspective. Critical future directions for research are discussed.
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