Pretend play and maternal scaffolding: Comparisons of toddlers with advanced development,typical development,and hearing impairment |
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| Authors: | Martha J Morelock P Margaret Brown Anne‐Marie Morrissey |
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| Institution: | 1. Program manager for the Stepping Stones Adolescent Day Treatment Program , The Guidance Center , Murfreesboro , TN E-mail: mmore‐lock@coMcast.net;2. Senior lecturer in the Deafness Studies Unit , University of Melbourne , E-mail: p.m.brown@unimelb.edu.au;3. Teaches in graduate and undergraduate programs on giftedness, early childhood education, and early intervention , University of Melbourne , E-mail: a.morrissey@unimelb.edu.au |
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| Abstract: | 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. |
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