Interview with Richard Grissom, a Navy veteran, concerning his experiences while aboard the submarine USS Tirante in the Pacific Theater during World War II. Submarine School, New London, Connecticut, 1944; his training as an electrician's mate; qualification examination; assignment to the Tirante, 1945; various patrols around the Japanese home islands.

In this study, various communicative strategies that young children employed to create and develop pretend play with peers in the block center were examined. Two preschools, one in Korea and the other in the United States, were selected. Subjects were children in the 4-year-old classroom in each school. The average age of the children at the time of the investigation was 59 months. For data collection, videotaping, audiotaping, field-note taking, interviews with teachers, and school enrollment records were used. During pretend block play, children created talk and actions in order to deal with challenges related to various aspects of play (e.g., accessory play materials, construction, plot, and enactment). Accordingly, children's communicative strategies were categorized as follows: (a) material communication, (b) construction communication, (c) plot communication, and (d) enactment. Also, subcategories under each category were developed. It was found that, in different phases of play in which they faced different types of challenges, children used certain strategies more often (communication about material selection and construction definition were most frequently used in the initiation phase of play). In terms of cultural aspects of the pretend play, in the Korean setting, the following were noticed: (a) a rigidly formed participant structure in which …