Mother and Toddler Activity in the Zone of Proximal Development for Pretend Play as a Predictor of Higher Child IQ

Autor/inn/en	Morrissey, Anne-Marie; Brown, P. Margaret
Titel	Mother and Toddler Activity in the Zone of Proximal Development for Pretend Play as a Predictor of Higher Child IQ
Quelle	In: Gifted Child Quarterly, 53 (2009) 2, S.106-120 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986208330563
Schlagwörter	Play; Gifted; Mothers; Toddlers; Intelligence Quotient; Predictor Variables; Incidence; Scaffolding (Teaching Technique); Parent Child Relationship; Child Development; Caregiver Role; Investigations; Cognitive Measurement; Longitudinal Studies; Stanford Binet Intelligence Scale + Suchen Sie Ihr Suchwort? Spiel; Begabter, Hoch Begabter; Mother; Mutter; Infant; Infants; Toddler; Kleinkind; Intelligenzquotient; Prädiktor; Vorkommen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindesentwicklung; Untersuchung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This study investigated the pretend play of mother-toddler dyads in relation to later child IQ. Twenty-one toddlers were videotaped in monthly play sessions with their mothers, from age 8 to 17 months, and later assessed at 5 years of age on the Stanford-Binet IV. Children's and mothers' pretend play levels and frequencies were measured using Brown's (1997) Pretend Play Observation Scale. Dyadic play activity was analyzed using the conceptual frameworks of scaffolding and Vygotsky's "Zone of Proximal Development (ZPD)." Toddlers later assessed as having higher IQ demonstrated more rapid learning in the ZPD for pretend play and experienced earlier maternal transfer of responsibility for play. These findings support other evidence on the differential early development of high ability or gifted children and the role of caregiver interactions in that development. (Contains 4 tables, 2 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10