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

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.

Mother and toddler activity in the zone of proximal development for pretend play as a predictor of higher child IQ

This study investigated the pretend play of mother—toddler dyads in relation to later child IQ. Twenty-one toddlers were videotaped in monthly play sessions with their mothers, from age 8 to 17 months, and later assessed at 5 years of age on the Stanford-Binet IV. Children's and mothers' pretend play levels and frequencies were measured using Brown's (1997) Pretend Play Observation Scale. Dyadic play activity was analyzed using the conceptual frameworks of scaffolding and Vygotsky's Zone of Proximal Development (ZPD). Toddlers later assessed as having higher IQ demonstrated more rapid learning in the ZPD for pretend play and experienced earlier maternal transfer of responsibility for play. These findings support other evidence on the differential early development of high ability or gifted children and the role of caregiver interactions in that development.

Putting the Research to Use: This study provides evidence that gifted children show differential development, in this case more rapid learning, from the first year of life. It also demonstrates how responsive parental interactions can support this advanced development. For family and professional caregivers, the findings imply that optimum caregiving for the young gifted child involves interactions that are both responsive to individual potential and appropriately challenging. In regard to the methodological challenges of researching early giftedness, the study demonstrated that the constructs of the ZPD and scaffolding were useful frameworks for investigating early gifted development and caregiver influences on that development. Pretend play activity was also shown to be an effective measure and a useful context for the study of gifted development in infants and toddlers. It would be valuable for future researchers in this area to utilize similar approaches that are grounded in the unique developmental characteristics of young children, and that aim to account for the interactive contexts that are so important in children's lives. The field of gifted education, in general, would also benefit from an increased awareness and exploration of the role of play in the development of intellect, imagination and creativity.

The validity and reliability of an instrument to assess children's outdoor play in various locations

The aim of this study was to develop and test the reliability and validity of survey items that examine the frequency with which primary school-aged children play in particular outdoor locations. Parents reported the number of days their child spent playing in specified outdoor locations (i.e., yard at home, own street/court/footpath, and park/playground) out-of-school hours on weekdays and weekend days during a typical week. To test the reliability of these items, the survey was administered on two occasions, 2 weeks apart, to a sample of 53 parents of children attending primary schools located in metropolitan Melbourne. The validity study involved the completion of a log book by 46 parents of primary school children over a 1-week period. Two weeks later, the same sample of parents completed the survey items. The test–retest reliability of individual items was determined using intra-class correlation coefficients (ICC). The kappa statistic and percent agreement between responses were used to assess validity by comparing the information provided in the log book with that provided in the survey. Results from the two studies suggest that the survey was generally a reliable and valid instrument for assessing the frequency with which children play in particular locations especially at home or in the street. Evidence of the reliability and validity of items assessing where children play is novel and important considering the need to promote children's physical activity in a variety of settings.

Fowl play and the price of petrel: long-living Procellariiformes have peroxidation-resistant membrane composition compared with short-living Galliformes

The membrane pacemaker hypothesis predicts that long-living species will have more peroxidation-resistant membrane lipids than shorter living species. We tested this hypothesis by comparing the fatty acid composition of heart phospholipids from long-living Procellariiformes (petrels and albatrosses) to those of shorter living Galliformes (fowl). The seabirds were obtained from by-catch of commercial fishing operations and the fowl values from published data. The 3.8-fold greater predicted longevity of the seabirds was associated with elevated content of peroxidation-resistant monounsaturates and reduced content of peroxidation-prone polyunsaturates and, consequently, a significantly reduced peroxidation index in heart membrane lipids, compared with fowl. Peroxidation-resistant membrane composition may be an important physiological trait for longevous species.

Play it again, Sam : How journalists cashed in on Youtube's favourite koala

The world was captivated when footage of a badly burnt koala drinking water from a Victorian firefighter's bottle was uploaded to You Tube in February 2009. When the story of "Sam the Koala" was adopted by the mainstream media, recombinant themes were used to construct her story - from heroism and patriotism to villain vs victim and romance. While scholars have examined the changing role of the journalist in a converged world and the rise of "soft" news, this paper focuses on the way journalists create disjointed narratives around You Tube footage to extend a story s lifespan. We call these new narrative forms "fractured fairy tale news" to describe this emerging phenomenon of convergence culture. Further, we suggest that news media exploit the YouTube community for their own commercial gain and conclude that the fractured fairy tale style is a poor vehicle for the future of news.

From play to poetics

An expedient approach towards organizing ideas and drafting at the sentence-level, play with phrase structures in the Vygotskyan tradition demonstrates the often unexploited possibilities afforded to composition students through creative experiential learning; circumvents prescriptive pedagogies; and makes explicit a student's tacit awareness of standard grammars and more valued rhetorical conventions.

An investigation of the influences on children's active free-play

This research examined the influences on children's (6-12 years) active free-play. The findings suggest that there are a number of strategies that focus on individual, social and physical environmental factors that have the potential to be successful in creating opportunities for children to be physically active in their free-time.

State of play in early childhood teacher training in Victoria

The study explores the varying changes in emphasis on play within early childhood teacher training. Differing interpretations as to the importance of play are identified as well as the factors impacting on the future of a play-based curriculum.