maternal scaffolding of play and thinking in the infant toddler period l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Maternal Scaffolding of Play and Thinking in the Infant/Toddler Period PowerPoint Presentation
Download Presentation
Maternal Scaffolding of Play and Thinking in the Infant/Toddler Period

Loading in 2 Seconds...

play fullscreen
1 / 15

Maternal Scaffolding of Play and Thinking in the Infant/Toddler Period - PowerPoint PPT Presentation


  • 343 Views
  • Uploaded on

Maternal Scaffolding of Play and Thinking in the Infant/Toddler Period. Relationships to Later IQ. The Study. Longitudinal study investigating the early development of high ability/gifted children and the role of maternal scaffolding in that development. Background.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Maternal Scaffolding of Play and Thinking in the Infant/Toddler Period' - emily


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
maternal scaffolding of play and thinking in the infant toddler period

Maternal Scaffolding of Play and Thinking in the Infant/Toddler Period

Relationships to Later IQ

the study
The Study
  • Longitudinal study investigating the early development of high ability/gifted children and the role of maternal scaffolding in that development
background
Background
  • Research on early development of high ability children indicates:
    • Bi-directional influences
    • Advanced learning in ZPD’s (Kanevsky, 1990) and more challenging scaffolding (Moss, 1990)
study design
Study Design
  • 21 mother-child dyads
  • Videotaped monthly play sessions
  • Three 5 minute samples when children aged 8-11, 11-13, and 16-17 months
  • Child IQ (Stanford-Binet IV) at 5 years
measures
Measures
  • Child pretend play level and frequency
  • Mothers’ pretend play level and frequency
  • Mothers’ verbal scaffolding of analogical and metacognitive thinking
  • IQ at 5 years
findings
Findings
  • IQ results: range 96-150 mean of 123
  • Group as a whole showed advanced pretend play
findings for higher iq hiq and lower iq liq groups
Findings for Higher IQ (HIQ) and Lower IQ (LIQ) Groups
  • LIQ (96-119), HIQ (123-150)
  • No significant differences in play levels
  • HIQ group showed significantly higher child play frequency and child:mother play frequency ratios at 11-13 months session
findings on verbal scaffolding
Findings on Verbal Scaffolding
  • HIQ mothers used more analogical verbalisations at 8-9 months session, and more analogical and metacognitive verbalisations at 11-13 months session
discussion
Discussion
  • Advanced play and maternal scaffolding
  • Higher IQ and progress through ZPD
  • Metacognitive scaffolding-a response to child play competence?
  • Advanced -for-age and ‘Distal’ or ‘Long-Term’ ZPD’s
implications
Implications
  • Supporting infant/toddler pretend play
  • Individual differences and ZPD’s in very young children
  • Role of scaffolding of distal/long-term ZPD’s in development?
references
References

Brown, P. M., Rickards, F. W., & Bortoli, A. (2001). Structures underpinning pretend play and word production in young hearing children and children with hearing loss. Journal of Deaf Studies and Deaf Education, 6, 15-31.

Ignjatovic-Savic, N., Kovac-Cerovic, T., Plut, D., & Pesikan, A. (1988). Social interaction in early childhood and its developmental effects. In L. T. Winegar & J Valsiner (Eds.) Children’s development within social context: Vol 1. Metatheory and theory (pp.89-153). Hillsdale, NJ: Lawrence Erlbaum.

Kanevsky, L. (1990). Pursuing qualitative differences in the flexible use of problem-solving strategy by young children. Journal for the Education of the Gifted, 13, 115-140.

Moss, E. (1990). Social interaction and metacognitive development in gifted pre-schoolers. Gifted Child Quarterly, 34, 16-20.

Moss, E. (1992). The socioaffective context of joint cognitive activity. In L. T. Winegar & J Valsiner (Eds.) Children’s development within social context: Vol 1. Metatheory and theory (pp. 117-154). Hillsdale, NJ: Lawrence Erlbaum.