Showing papers in "Early Child Development and Care in 1985"
TL;DR: In this paper, the authors present a survey of early child development and care in the United States, focusing on the early childhood development and early childhood care of infants and toddlers in the US.
Abstract: (1985). Child care in the United States. Early Child Development and Care: Vol. 18, No. 3-4, pp. 281-285.
73 citations
TL;DR: The majority of play research with children has been in the preschool and infant school age range as discussed by the authors, and it seems unlikely that children cannot conceive of adults playing with them, even if the teachers in these kindergartens did not do so in a way that the children thought of as "play".
Abstract: The majority of play research with children has been in the preschool and infant school age range. Preschool children of 3 to 5 years of age have been the principal subjects of investigation in areas of research such as types of play, deficits in play, play training, and the effects of toys and the physical environment on play. Children were observed, and later asked whether the activities they engaged in were "play" or "work". However few details were presented, and it seems unlikely that children cannot conceive of adults playing with them, even if the teachers in these kindergartens did not do so in a way that the children thought of as "play". At a more detailed level, intrinsic motivation does not seem to distinguish play from other activities in a reliable fashion, so far as young children are concerned. Rough-and-tumble play was neglected until interest was revived by primate and child ethologists.
55 citations
TL;DR: In this article, the authors investigated the play initiations of mothers and fathers and their preschool-aged sons' and daughters' cooperativeness toward them, and the relationship between parental fantasy play initiation and their children's receptive vocabulary skills.
Abstract: This study investigated (a) the play initiations of mothers and fathers and their preschool‐aged sons’ and daughters’ cooper‐ativeness toward them, and (b) the relationship between parental fantasy play initiations and their children's receptive vocabulary skills. Play interaction was observed in 36 mother‐father‐child triads during a 10 minute laboratory session. Significant sex of parent effects were found for play initiations. Mothers were more likely to initiate fantasy and joint positive play than father but fathers were more likely to initiate rough play than mothers. Sex of child effects were rare. Children were more cooperative following the play initiations of mothers than fathers. Finally, no significant relationship was found between receptive vocabulary and parental fantasy play initiations. The data are discussed with respect to the possible benefits of play among parents and children. †This research was funded through the Western Regional Project W144, “Development of Social Competencies in ...
43 citations
TL;DR: In this article, the authors found that the low usage of grassed areas for play was a reflection of management policy rather than of low popularity with the children, and that children's use of the equipment did not reflect the range of play forms associated with individual items as predicted.
Abstract: Play does not occur "in a vacuum", rather it happens within a context. Children play with something and/or someone, in a certain place and at a certain time. Play arises through the interaction of factors within the individual with those resident in the environment. All possible places to play can be described as either indoor or outdoors. Rural children and those in low child density areas may have some distance to travel to play with friends. Outdoor play patterns can be severely constrained both by the more difficult travelling and also by the lack of flat play spaces. The low usage of grassed areas for play was felt to be a reflection of management policy rather than of low popularity with the children. It is very difficult to assess the play "value" of play equipment. Unfortunately, children's use of the equipment did not reflect the range of play forms associated with individual items as predicted.
29 citations
TL;DR: In this paper, the authors studied young children's play behaviors and cognitive styles in the context of early child development and care, and found that young children play with different cognitive styles.
Abstract: (1985). Young children's play behaviors and cognitive styles. Early Child Development and Care: Vol. 22, No. 1, pp. 1-18.
25 citations
TL;DR: In this paper, the authors present a model which stresses the importance of teacher support for four levels of the early childhood mosaic, i.e., curiosity, exploration, play and creativity.
Abstract: In early child care settings, creative play is often used as behavioral evidence of quality programs. Yet, a detailed consideration of behavior which eventually results in creative child play is often lacking in training programs. The authors present a model which stresses the importance of teacher support for four levels of the “early childhood mosaic” ‐‐ curiosity, exploration, play and creativity. Specific examples of child behaviors and appropriate teacher responses at each level are given.
23 citations
TL;DR: This paper found that self-concept growth and a decline in delay of gratification was related to growth in achievement for the girls and a growth in self-control was associated with achievement for boys.
Abstract: Disadvantaged preschool children (N = 156) attending a program of compensatory education were studied to determine if change in self‐concept, delay of gratification and self control was related to growth in achievement. Self‐concept growth and a decline in delay of gratification was found related to growth in achievement for the girls. Growth in self‐control was found related to growth in achievement for the boys.
22 citations
TL;DR: In this paper, the results of a survey exploring characteristics associated with the stability of foster care are reported, and the survey was developed from a national profile of the child likely to experience unstable foster care.
Abstract: This research reports the results of a survey exploring characteristics associated with the stability of foster care. The survey was developed from a national profile of the child likely to experience unstable foster care. Findings and implications are discussed.
19 citations
TL;DR: This article investigated the social behavior of 20 mixed-sex, race, and SES kindergarten children as they played with unit (small, solid, hardwood blocks) and large hollow blocks.
Abstract: This naturalistic observational study investigated the social behavior of 20 mixed‐sex, ‐race, and ‐SES kindergarten children as they played with unit (small, solid, hardwood blocks) and large hollow blocks. The findings indicated the following: (1) The children in this study engaged in group, parallel, and solitary play with both types of blocks but group play was more likely to occur with large hollow blocks while parallel and solitary play occurred more often with unit blocks. (2) Children spent more time playing with large hollow blocks. (3) No sex differences were found in the levels of social participation, social behavior, or the amount of time these children spent with the two types of blocks. (4) Many behaviors traditionally considered anti‐social were rarely or never observed. The results from this study suggest that both unit and large hollow block play may provide young children with many opportunities and experiences that encourage social development.
19 citations
TL;DR: This article found that special needs children were asked many more questions than their nonspecial needs peers, requiring a yes/no or one word response, and adults provided more explanations to nonspecia...
Abstract: Much of the behaviour of children within any preschool programme is directed and influenced by their teachers. Studies have indicated that if integrated programming for preschoolers is to be successful then the behaviours and attitudes of the teachers are crucial. In this study student teachers enrolled in a training programme were involved in programme development and implementation. The adult interactions with special needs and nonspecial needs preschoolers enrolled in two programmes were observed. Video tapes of each child were made at four different free play periods in each of two twelve week programme sessions. Questioning was by far the most frequent type of adult‐child interaction. Special needs children were asked many more questions than their nonspecial needs peers. In particular, the most questions asked were closed ones, requiring a yes/no or one word response. Questioning appeared to be used as a way to elicit speech from special needs children. Adults provided more explanations to nonspecia...
19 citations
TL;DR: Recommendations are given to pre‐school programs for creating an atmosphere conducive to trying new foods and factors including familiarity, age, parents, peers, teachers and programs designed to influence food habits are discussed.
Abstract: It has been found that a complex and varied diet increases the probability that foods containing essential nutrients will be consumed by the pre‐school child. Because variety in the diet is beneficial identification of factors that affect the development of food preferences in young children is important. Such factors include familiarity, age, parents, peers, teachers and programs designed to influence food habits. Each of these are discussed and recommendations are given to pre‐school programs for creating an atmosphere conducive to trying new foods.
TL;DR: This article examined the responses of sixty pre-school children who were interviewed regarding their understanding of the concept of war and found that the majority of the children could not articulate details of the specific nature of war, their moral judgements indicated that they thought war was bad giving morally relevant reasons to explain their judgement.
Abstract: This study examined the responses of sixty pre‐school children who were interviewed regarding their understanding of the concept of war. Although the majority of the children could not articulate details of the specific nature of war, their moral judgements indicated that they thought war was bad giving morally relevant reasons to explain their judgement. The implementations of the findings for pre‐school educators are discussed.
TL;DR: In this article, three basic frameworks are described which are considered necessary for professionals engaged in counselling, which relate to the understanding of the parent-professional relationship, the psychological functioning of individuals and the process of counselling.
Abstract: With some exceptions, the services provided for the care of young children with intellectual impairment focus predominantly upon the health and abilities of the child, thereby neglecting more general aspects of the child's psychological functioning and the family situation as a whole. Although the growing trend is to train parents in the use of behavioural methods, this paper argues the need to provide more general counselling facilities for all families with disabled children. Three basic frameworks are described which are considered necessary for professionals engaged in counselling. These relate to the understanding of the parent‐professional relationship, the psychological functioning of individuals and the process of counselling. The paper concludes with a description of an ongoing research project to evaluate the effectiveness of providing families with counsellors (Parent Advisers), whose training is briefly detailed.
TL;DR: In this article, the authors used the LOGO language with simplified graphics commands to teach children under 5 years how to use a microcomputer for cognitive development, stimulating problem solving and experimentation.
Abstract: Pre‐school professionals need to be able to assess the role of microcomputers in education. Young children are able to interact with a microcomputer through a keyboard or other input devices and show by their interest and attention that they enjoy using one. There is some software of the Computer‐Assisted‐Learning type suitable for this age group, but in many cases, these programs do not use the potential of the computer as effectively as they could. Observations of children under 5 years using the LOGO language with simplified graphics commands shows that this provides opportunities for cognitive development, stimulating problem solving and experimentation. Creativity and social and language skills are also likely to be promoted. Microcomputers can be useful for administration as well as providing valuable educational experiences in pre‐school settings.
TL;DR: In this article, parent-professional partnership in preschool services: Issues and implications, issues and implications in early child development and care, Vol. 19, No. 3, pp. 219-235.
Abstract: (1985). Parent‐professional partnership in preschool services: Issues and implications. Early Child Development and Care: Vol. 19, No. 3, pp. 219-235.
TL;DR: Thematic-fantasy training was developed by Eli Saltz and James Johnson for use in a series of play training studies as discussed by the authors, which resulted in gains in a variety of variables, including IQ scores, creativity, perspective taking, and language development.
Abstract: Attitudes about the role of the teacher in children's play have undergone a dramatic change in the past several decades. The children's teachers were first shown how to use several types of play training. Play training has been found to result in gains in a variety of variables, including IQ scores, creativity, perspective taking, and language development. Most play training procedures have focused on sociodramatic play, an advanced form of symbolic play in which groups of children plan and carry out cooperative dramatizations. Modeling was one of the procedures used in the Smilansky study. Variations of this procedure were also used in many subsequent play training studies. Verbal guidance was the other type of training used by Smilansky. Thematic-fantasy training was developed by Eli Saltz and James Johnson for use in a series of play training studies. The purpose of imaginative play training is to enhance children's make-believe skills so that they can play more imaginatively and creatively.
TL;DR: In this paper, the origins of exploratory play are discussed and discussed in the context of early child development and care: Vol. 19, CHILDREN'S PLAY, pp. 3-24.
Abstract: (1985). The origins of exploratory play. Early Child Development and Care: Vol. 19, CHILDREN'S PLAY, pp. 3-24.
TL;DR: In this paper, play and learning with computers are discussed in the context of children's play and computer learning with early child development and care: Vol. 19, CHILDREN'S PLAY, pp 69-78.
Abstract: (1985). Play and learning with computers. Early Child Development and Care: Vol. 19, CHILDREN'S PLAY, pp. 69-78.
TL;DR: This paper examined the effects of preschool children telling stories and dramatizing them at a group time on learning to read and write using Vygotsky's theory of development and found that children in the experimental groups showed greater complexity and coherence than the control group classrooms.
Abstract: The research examines the effects of preschool children telling stories and dramatizing them at a group time on learning to read and write. Using Vygotsky's theory of development, the significance of storytelling and dramatization activities on the intellectual and emotional development of preschool children is explored. One hundred ninety‐five three‐, four‐ and five‐year‐old children from ten preschool, kindergarten and day care center classrooms were given the opportunity to dictate stories to a teacher over a twelve week period. In the five experimental classrooms, the children's narratives were dramatized at a teacher‐directed group time. As a result of including dramatization in the story writing process, stories from the experimental classrooms showed greater complexity and coherence than stories from the control group classrooms, the children in the experimental groups showed greater awareness of the writing process, and they participated in the composing process at a more sophisticated level. The ...
TL;DR: In this paper, a pilot study with institutionalised children was conducted to investigate the effects of iron deficiency on cognitive and psychomotor development of children in early childhood development and care.
Abstract: (1985). Iron deficiency and the cognitive and psychomotor development of children: A pilot study with institutionalised children. Early Child Development and Care: Vol. 22, No. 1, pp. 73-82.
TL;DR: In this article, a system of in-service training and support delivered to mainstream day care personnel by the staff of the Social Integration Project was described, and the results of the efforts to integrate handicapped children, as measured by the progress of children served and staff attitudes, were described.
Abstract: This article describes a system of in‐service training and support delivered to mainstream day care personnel by the staff of the Social Integration Project. The Project's purpose was to integrate handicapped preschool‐aged children into day care programs. The decision to develop an in‐service support system was based on literature described in the article indicating that mainstreaming efforts may not be successful in the absence of training and support. The results of the efforts to integrate handicapped children, as measured by the progress of children served and staff attitudes, are also described. †This project was supported by grant number 6008100249 from the Office of Special Education and Rehabilitation Services, U.S. Department of Education. No official endorsement by the Department should be inferred.
TL;DR: This paper reviewed the theoretical views currently receiving some acceptance, discussed the interaction of humor with other developmental areas, and suggested ways in which the research can be applied in the early childhood classroom.
Abstract: Research in the field of humor has expanded considerably in the last fifteen years, helping us to better understand the origins and development of children's humor. Although researchers agree that more remains to be done to understand the developmental process thoroughly, studies have shown that humor interacts with other developmental processes as an important part of early growth. This article reviews the theoretical views currently receiving some acceptance, discusses the interaction of humor with other developmental areas, and suggests ways in which the research can be applied in the early childhood classroom.
TL;DR: In this paper, a comparison of never pregnant teenagers, adolescent and older mothers was undertaken in order to determine if there were differences among the three groups: (a) on an overall test of infant development; (b) on a test of motor, cognitive, social and language infant abilities; and (c) on first and second year infant abilities.
Abstract: It has been reported that children of adolescents are at risk for development delays primarily because of their mothers’ lack of understanding of normal infant development. In the present study a comparison of never pregnant teenagers, adolescent and older mothers was undertaken in order to determine if there were differences among the three groups: (a) on an overall test of infant development; (b) on a test of motor, cognitive, social and language infant abilities; and (c) on a test of first and second year infant abilities. Eighty females (20 adolescent mothers, 20 older mothers, 40 never pregnant teenagers) were given a 56 item test to determine their understanding of the emergence of specific infant behaviors. Analysis of variance indicated that older mothers were better at predicting the emergence of these behaviors, overall, and for each of the behavioral domains. No differences were found between the other two groups. Older mothers also were better at predicting first year behaviors, but there were...
TL;DR: This paper found that most children defined war by describing the aggressive actions of fighting, shooting, and blowing up, and an attitude of rejection of war existed at these ages, increasing with age and stronger for females.
Abstract: Forty‐nine prekindergarten, kindergarten, and first‐grade children were interviewed and asked eight questions directed at their understandings and attitudes about war and peace. The children were also asked to select, from a box of small toys, four toys they would use to play war. Most children defined war by describing the aggressive actions of fighting, shooting, and blowing‐up. How wars begin and end was less understood. An attitude of rejection of war existed at these ages, increasing with age and stronger for females. Most of the children who felt they had viewed wars identified television as their source. Toys selected for war play consisted of figures who can be seen in aggressive, war‐like actions. Peace was understood primarily as a state of quietness or privacy. Implications of this study for peace education curricula are discussed.
TL;DR: In this paper, the authors discuss the changing beliefs about play and handicapped children in early childhood development and care, and discuss the role of play in the development of children with disabilities.
Abstract: (1985). Changing beliefs about play and handicapped children. Early Child Development and Care: Vol. 19, CHILDREN'S PLAY, pp. 79-94.
TL;DR: The relationship between developmental placement as a result of preschool and kindergarten developmental testing and children's later cognitive achievement and social emotional growth was examined in this article, where two hundred twenty-three children were coded as Traditional, Overplaced, or Buy a Year depending on their scores on the Gesell Screening Test and subsequent school placement.
Abstract: The relationship between developmental placement as a result of preschool and kindergarten developmental testing and children's later cognitive achievement and social‐emotional growth was examined. Two hundred twenty‐three children were coded as Traditional, Overplaced, or “Buy a Year” depending on their scores on the Gesell Screening Test and the subsequent school placement. Their performancs on the full Gesell Developmental Test, 3rd grade New York State PEP Tests in reading and math, the Otis Lennon Mental Ability Test, and the Stanford Achievement Test (SAT) were compared. Those children who scored as immature on the Gesell Screening Test and who were retained a year according to the Gesell Developmental Placement Program, had the lowest scores on all measures even though they were almost a year older than the other two groups of children at the time of the PEP and SAT testing. In addition, referrals for special services and counselling were examined and there were no significant differences between t...
TL;DR: A content analysis of toys and materials found in the homes of preschool age children was done to determine what items were most predictive of various cognitive abilities as mentioned in this paper, using play material scales, SES, age, and sex as predictor variables.
Abstract: A content analysis of toys and materials found in the homes of preschool age children was done to determine what items were most predictive of various cognitive abilities. The home items were classified on the play categories of physical, microsymbolic, macrosymbolic, structured, and fluids and then scaled. Using play‐material scales, SES, age, sex as predictor variables, regression was performed against the subvariables of the McCarthy Scales of Children's Abilities of verbal, perceptual‐performance, quantitative, memory, and motor abilities. Structured was most predictive of verbal; structured, fluids, and microsymbolic predictive of perceptual‐performance; structured for quantitative; macrosymbolic, microsymbolic, and structured for memory; and physical for motor abilities. SES was predictive of verbal, quantitative, memory, and motor while age was predictive of perceptual‐performance.
TL;DR: In this paper, a synthesis of the extensive literature on social comparison in young children is presented, whose writings provide a conceptual framework for the study of social comparison, and the practical implications for teaching are drawn.
Abstract: The paper represents a synthesis of the extensive literature on social comparison in young children. Several theorists are reviewed, whose writings provide a conceptual framework for the study of social comparison. Then, the paper overviews research pertaining to the following issues: What motivates children to engage in social comparison? With whom do children seek to compare? At what age does social comparison appear? Does it follow a developmental progression? What are the effects upon subsequent behavior? Are there sex‐related differences in social comparison activity? By way of conclusion, practical implications for teaching are drawn.