Pretend play and maternal scaffolding : comparisons of toddlers with advanced development, typical development, and hearing impairment

Morelock, Martha J., Brown, P. Margaret and Morrissey, Anne-Marie 2003, Pretend play and maternal scaffolding : comparisons of toddlers with advanced development, typical development, and hearing impairment, Roeper review, vol. 26, no. 1, Fall, pp. 41-51.

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Title Pretend play and maternal scaffolding : comparisons of toddlers with advanced development, typical development, and hearing impairment
Author(s) Morelock, Martha J.
Brown, P. Margaret
Morrissey, Anne-Marie
Journal name Roeper review
Volume number 26
Issue number 1
Season Fall
Start page 41
End page 51
Publisher Roeper City and Country School
Place of publication Bloomfield Hills, Mich.
Publication date 2003
ISSN 0278-3193
1940-865X
Summary This study used measures of pretend play and maternal scaffolding to explore and compare the early development of deaf children, typically developing children, and children showing advanced intellectual development. Marked differences were found among the groups in both play development and characteristics of mother-child interactions. In particular, children who scored above 130 IQ at four years of age were found, as toddlers, to have demonstrated significantly advanced pretend play. In addition, the mothers of the high IQ children engaged in scaffolding behaviors involving higher stages of pretend transformations, verbal analogies and world links. The findings are discussed in relation to children's learning in Vygotsky's Zone of Proximal Development, as well as possible implications for future research on early gifted development.
Language eng
Field of Research 170102 Developmental Psychology and Ageing
Socio Economic Objective 970117 Expanding Knowledge in Psychology and Cognitive Sciences
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2003, Roeper City and Country School
Persistent URL http://hdl.handle.net/10536/DRO/DU:30019761

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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