ves, orientations, and behaviors toward them.
In Chapters Six and Seven, Perry (2001a) hones in the ways in which teachers can support self-directed play for maximal learning and growth outcomes. Anecdotal evidence is provided to illustrate both children's and teachers' expectations of play yard activity. Several assertions are also made. It is noted that teachers must work to promote autonomous peer play with a focus upon pretend play and an emphasis upon long lasting play that uses cognitive and social skills to keep the game going. The need for pretend play over reality-oriented play is discussed. In the final chapter, the analysis is set within the context of both peer and teacher culture.
In terms of its strengths, this book has many. First, it offers insight into a
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