Pretend play and maternal scaffolding:<i>Comparisons of toddlers with advanced development, typical development, and hearing impairment</i>

Morelock, Martha J.; Brown, P. Margaret; Morrissey, Anne-Marie

doi:10.1080/02783190309554238

Cited by 29 publications

(24 citation statements)

References 41 publications

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“…A major limitation in the research on the role of maternal behaviour in children's cognitive development is that most studies have focused on general measures of cognitive function such as IQ. For example, maternal scaffolding and a generally positive and nurturing mother–infant interaction have been found to predict higher IQ scores (Andersson, Sommerfelt, Sonnander, & Ahlsten, 1996; Morelock, Brown, & Morrissey, 2003). Fewer studies have examined specific laboratory measures of attentional functioning.…”

Section: The Present Studymentioning

confidence: 99%

Sustained attention development during the toddlerhood to preschool period: associations with toddlers' emotion regulation strategies and maternal behaviour

Graziano

Calkins

Keane

2011

Inf. Child Develop.

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The current study examined the role of maternal behavior and toddlers' emotion regulation strategies in the development of children's sustained attention abilities. Participants for this study included 447 children (232 girls) obtained from three different cohorts participating in a larger ongoing longitudinal study. When the children were 2 years of age, mothers brought their children to the laboratory and were videotaped during several tasks designed to elicit emotion regulation and mother– child interaction. Sustained attention was also measured at the same visit via a laboratory task and in a subsequent visit when children were 4.5 years of age. Results indicated that toddlers' use of help-seeking emotion regulation strategies was positively related to sustained attention while avoidance behaviors and maternal behavior characterized by high levels of overcontrolling/intrusiveness were negatively related to sustained attention at age 2. Significant interactions emerged such that high levels of maternal warmth/responsiveness buffered the negative associations between low use of distraction and high use of self-comforting emotion regulation strategies and sustained attention at age 2. Maternal behavior characterized by high levels of warmth/responsiveness also predicted greater growth in sustained attention from age 2 to 4.5. These findings are discussed in terms of how maternal behaviors and children's use of active versus passive emotion regulation strategies relate to sustained attention abilities.

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Section: The Present Studymentioning

confidence: 99%

Sustained attention development during the toddlerhood to preschool period: associations with toddlers' emotion regulation strategies and maternal behaviour

Graziano

Calkins

Keane

2011

Inf. Child Develop.

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“…Okul öncesi dönemdeki özel yetenekli çocuklar ileri veya hızlı gelişmeleri nedeniyle yüksek düzeyde performans gösterme potansiyeli olan çocuklar olarak tanımlanmaktadır (Bullmore, Serra-Grabulosa, Romero-Garcia, Vilaseca, Adan, Vilaró & Bargalló, 2019;Clark, 2002;Cukierkorn, Karnes, Manning, Houston & Besnoy, 2008;Cross, 2017;Harrison, 2004;Morelock, Brown, & Morrissey, 2003;Smutny, 1998). Benzer şekilde araştırmacılar, okul öncesi dönemdeki özel yetenekli çocukları, ilgi alanlarına yoğunlaşan, meraklı, ısrarcı ve öğrenmede soyut bağlantılar kurabilen düşünürler olarak tanımlanmıştır (Louis & Lewis, 1992;Roedell, 1989; Solé-Casals, Serra-Grabulosa, Romero-Garcia, Vilaseca, Adan, Vilaró & Bullmore, 2019; Tuttle, Becker & Sousa, 1988;Webb, Meckstroth & Tolan, 1982).…”

Section: Okulöncesi Dönem/erken çOcuklukta öZel Yetenekli çOcukların unclassified

“…5. Gelişmiş sosyal beceriler: Çoğunlukla bu beceriye sahip özel yetenekli çocuklar, sağlıklı oyun ve etkileşim kurarlar (Morelock, Brown & Morrissey, 2003;Wright, 1990). Özel yetenekli küçük çocuklar, sahip oldukları gelişkin hafıza sayesinde sosyal etkileşimlerini de iyi yönetebilmektedirler (Abroms, 1981).…”

Section: Okulöncesi Dönem/erken çOcuklukta öZel Yetenekli çOcukların unclassified

Özel Yeteneklilerin Eğitiminde Erken Müdahale Uygulamaları

Demirtaş¹

2020

TurkishStudies

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The development of linguistic skills, motor skills, cognitive skills, academic skills, music and arts, and personal or interpersonal skills may be significantly ahead in some children in early childhood. The characteristics of these children, who are defined as gifted, in early childhood, language skills including advanced vocabulary according to age, and the ability to use the language in an original and meaningful way, asynchronous development, emotional sensitivity, early awareness of differences, playing cooperative games, using unusual objects in their games is leadership, enhanced humor ability, sensitivity to problems, curiosity, cognitive skills, metacognitive control, academic success, early reading. Early intervention is a variety of activities designed to support the development of young children. Early intervention generally begins with a comprehensive assessment of the strengths and needs of the child and family. As the child develops, it expands through the provision of appropriate support and services for active monitoring and reevaluation. It is seen that the need for early intervention programs is foreseen in the training of gifted, but a few studies has been done for this. It was observed that this need was met with a small amount of time, and different early intervention models, especially Illionis University, were introduced. In this direction, the aim of the study is to determine the early intervention methods they need and to reveal the existing needs, based on the early characteristics of gifted individuals.

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“…But in fact there are still many teachers who are still not optimal in their teaching, one of the problems is the learning method applied by the teacher is still very minimal and monotonous. The statement is supported by research findings that state that learning in Indonesia is still not optimal, it is supported by the use of media or the procurement of media in schools is still incomplete and there are still many teachers who are not professional or mastering pedagogically in teaching [5]. The same thing was also found by the Judge arguing that there were still many teachers who were less professional in teaching and the treatment and habits of the learning methods used were still considered monotonous and it was found that teachers could not understand the character of children so that early childhood education teachers were advised to understand character of children in teaching and professional pedagogically because it involves childhood Indonesia so to attract the attention of children in learning teacher must understand the character of children in learning and teaching methods used in teaching should be varied so that children are not bored and tired to follow the teaching and learning process [6].…”

Section: Introductionmentioning

confidence: 98%

The Storytelling Method Based on Local Wisdom on Moral Values of 5-6 Years Old Children

Nurhayati¹,

Amrullah²,

Fitriana³

et al. 2019

Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019)

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Storytelling method based on local wisdom is one of the favored methods of teaching children. The purpose of using this method is to stimulate children's development, one of which is the child's moral value. Children's moral values are very important to stimulate because moral values are very important in a child's life. However, most teachers use more conventional methods to teach so that this method is less applied as a teaching method especially in schools where teachers are more concerned with academics. This article presents a teaching method using local wisdom-based storytelling methods to stimulate children's moral values. The study design used a quasi-experimental pretest-posttest non-equivalent control group design. Data collection used observation and compared with the -t test in the experimental group and the control group. The results show effective storytelling methods applied as children's learning methods to stimulate children's moral values.

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

Cited by 29 publications

References 41 publications

Sustained attention development during the toddlerhood to preschool period: associations with toddlers' emotion regulation strategies and maternal behaviour

Sustained attention development during the toddlerhood to preschool period: associations with toddlers' emotion regulation strategies and maternal behaviour

Özel Yeteneklilerin Eğitiminde Erken Müdahale Uygulamaları

The Storytelling Method Based on Local Wisdom on Moral Values of 5-6 Years Old Children

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