Fifty-one preschoolers' play preferences, skills at assembling block structures, and spatial abilities were recorded in this study. There were no sex differences in children's visual-spatial skills, and play with art materials and children's free and structured play with blocks were related to spatial visualisation. Two patterns emerged from the ndings: (1) activity and Requests for reprints should be sent to Yvonne M. Caldera, Department of Human Development and Family Studies,

The current study examined how parental cognitive stimulation, emotional support, and intrusiveness measured during children's prekindergarten year were related to children's verbal and nonverbal abilities 1 year later. Participants were 110 Head Start children and their caregivers from primarily rural and low-income backgrounds. Analysis of children's scores on the McCarthy Scales of Children's Abilities confirmed the predictive utility of cognitive stimulation, emotional support, and intrusive behavior for perceptual scores (20% of the unique variance) as well as the predictive utility of emotional support and intrusive behavior for verbal scores (15% of the unique variance). Parental emotional support during guidance of problem solving (positive feedback) explained statistically significant unique variance in children's perceptual scores beyond other measures of emotional support. Cognitive stimulation moderated the relation between positive feedback and perceptual scores. Although other syntactic forms of maternal utterances such as commands did not explain statistically significant unique variance in children's scores beyond emotional support and intrusive behavior, mothers' questions did. Specific policy implications of the effects are discussed.

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Adolescent pregnancy is a major social issue resulting in significant risk for both the infants and young mothers. In this paper, we will describe the effects of an intervention program for adolescent mothers and their infants, including the complexities of evaluating the effects of intervention for risk groups. More than half of the teenagers in the United States are sexually active, and more than 1.1 million become pregnant each year. It has been estimated that in 1981 approximately 22% of sexually active teens 15-19 experienced a pregnancy (Hofferth 1984). Among teen pregnancies, 70-80% are unintended and unwanted (PPFA 1984). Adolescent mothers and their infants appear to be at higher risk than older mothers for a variety of medical complications that may affect subsequent infant health and may impact on infant development and parent-infant interaction. While a number of studies have indicated that the biomedical risk for teenage mothers, especially those ages 15 and older, can be decreased considerably with adequate nutrition and proper prenatal care (Carey et al. 1983; Osofsky 1968; Osofsky and Osofsky 1970), for a variety of reasons, most teens do not receive the type of prenatal care that would most likely minimize risk and optimize outcome. Adolescent mothers are more likely than their nonpregnant peers to have lower education attainment, lesser job and economic success, and less frequent marital stability (Furstenberg 1976; Simkins 1984).

Children of adolescent mothers suffer more physical, intellectual, and emotional difficulties than do other children. In order to gain a better understanding of the differences, the interaction patterns of adolescent mothers and non‐adolescent mothers interacting with their young infants were compared. One hundred adolescent mothers and 29 married primiparous nonadolescent mothers were observed interacting with their six‐month‐old infants during a feeding episode and a play episode. All of the mothers had a high school education or less. During feeding, the adolescent mothers demonstrated less expressiveness, less positive attitude, less delight, less positive regard, fewer vocalizations, and a lower quality of vocalizations than non‐adolescent mothers. During play, the adolescent mothers demonstrated less inventiveness, less patience, and less positive attitude than the non‐adolescent mothers. These results extend and strengthen what is known about adolescent mothers patterns of interaction with their young infants.