The present study investigated the symbolic play development and mother–child interactions between toddlers and their adolescent or mentally retarded mothers. Eighteen mother–child dyads were observed and videotaped playing with a standard set of toys for 20 minutes in their homes or day-care center three times over a 4-month period. Six mothers were adolescents, 6 mothers were mentally retarded and 6 mothers formed a “not-at-risk” sample drawn from local play groups. The levels of object and symbolic play as well as nonverbal and verbal maternal behaviors were coded for all children. Specific maternal behaviors were found to have different effects on the children's play. Mothers of children who engaged in a greater proportion of symbolic play appeared to become involved in their children's ongoing activities by verbally commenting requesting information, or suggesting a symbolic activity. Differences in maternal behaviors were found between the not-at-risk control group and the mentally retarded and adolescent mothers.
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