{'fraction_non_alphanumeric': 0.013978494623655914, 'fraction_numerical': 0.002150537634408602, 'mean_word_length': 5.333333333333333, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Cognitive play of mentally retarded preschoolers: observations in the home and school.

A within-subjects design was used to examine the cognitive play of 12 mainstreamed mentally retarded preschool boys during group free-play at school and in an independent play situation at home. Children played with available toys at school and with three designated toy sets at home. Cognitive and communicative abilities were established through administration of the Battelle Developmental Inventory. Children not only played more in the home condition, but this play was more sophisticated than that in the school condition. Increased differences between home and school performance were positively associated with expressive communicative developmental age. Peak play did not differ between the two settings. Children not only sequenced play activities more at home, but these sequences were longer and more complex than those at school.