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Children's categorisation of play and learning based on social context Ninety-two children aged four to six years were asked to sort photographic stimuli into those they believed depicted play/not play and learning/not learning. Each were rated as containing either 'teacher absence' (solitary, parallel or co-operative activity) or 'teacher presence' (teacher- involved or teacher-directed activity). Children associated teacher absence with play. They made links between play and the presence of peers. Howard, J, Jenvey, V and, Hill, C. Early Child Development and Care 176 (3-4): 379-393, May 2006. Abstract: www.tandf.co.uk/journals Implementing intervention movement programs for kindergarten children This Greek study identified the effects of two ten-week intervention programmes on fundamental locomotor skill performance in 75 kindergarten children aged five. Group A followed a movement programme, Group B a music and movement programme, and Group C engaged in free-play activities. The children were assessed on activities such as running, galloping or sliding, before and after interventions. Both experimental groups significantly improved their performance compared with the free-play group.