Patterns of Play Behaviors and Learning Center Choices Between High Ability and Typical Children

Wilson, Hope E.

doi:10.1177/1932202x15577954

Cited by 17 publications

(25 citation statements)

References 36 publications

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“…This is known as "parallel play" [6]. Children this age prefer an ordered, more predictable routine, but they can adjust to change with minimum protest [7]. They want independence but need the security of their parents or caregiver, and they can become distressed if the caregiver becomes separated from them.…”

Section: Typicalmentioning

confidence: 99%

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Relationships and Resources: Supporting Exceptional Learners from Birth through Primary School

Munger¹,

Murray²,

Claussen³

2019

Early Childhood Education

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Bringing a child into your family is an emotional experience. New parents are excited to begin a new chapter with their new little ones but also apprehensive about what the future may bring. The hopes, joys, and anxieties of parenthood are unparalleled. When a child has any kind of special need, those emotions can be more pronounced and all-encompassing as parents and caregivers struggle to adjust to the unknown. This chapter will outline common milestones of young children, challenges experienced by parents and caregivers of young children with exceptionalities, and strategies and resources designed to support families on their journeys. The information is designed to be presented in a way to help set families and their little ones up for success. The content provided in this chapter is built on the premise that knowledge is power, that all children can learn, and that parent-professional partnerships are central to the growth of all learners.

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Section: Typicalmentioning

confidence: 99%

“…They want independence but need the security of their parents or caregiver, and they can become distressed if the caregiver becomes separated from them. During this age span, children begin to show empathy toward other children [7].…”

Section: Typicalmentioning

confidence: 99%

Relationships and Resources: Supporting Exceptional Learners from Birth through Primary School

Munger¹,

Murray²,

Claussen³

2019

Early Childhood Education

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“…Play helps the child express and address his/her needs and problems with the help of natural materials and tools, which can be extremely useful for children with behavioral and emotional disorders (Willson, 2015). That is why treatment that incorporates play is considered a valuable method of investigating all aspects of a child's life, including social, cultural, and personal.…”

Section: Child-centred Play Therapymentioning

confidence: 99%

“…The discussions on creativity among children appear to be polarized. Some theories base their assumptions on the view that creativity is a cultural and social phenomenon that involves art, imagination, and play, the activities that start to develop in preschool years (Willson, 2015;Saracho, 2012;Garaigordobil & Berrueco, 2011). This approach requires an educational system and pedagogic staff to think of creativity first as a cognitive phenomenon, which belongs to the individual and develops during school years, requiring training of logical reasoning and divergent thinking (Russ & Fiorelli, 2010).…”

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confidence: 99%

Creativity In Psychotherapy: The Possibilities Of Its Utilization

Shubina¹

2017

European Proceedings of Social &Amp; Behavioural Sciences

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“…This, according to Fromberg and Bergen (2012) is not surprising considering pretend play is a significant play form during childhood. Wilson (2015) conducted research whereby 34 children's play patterns were noted. Although aged between three and six years of age which is slightly younger than the children in the current study, Wilson noted gifted children to spend more time involved in dramatic, functional and solitary play than their peers.…”

Section: Phase Twomentioning

confidence: 99%

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

Wright-Scott¹

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Research suggests that social-emotional well-being (SEWB) is a fundamental building block for the healthy development of all children (Colangelo & Davis, 2003;Durlak, Dymnicki, Taylor, Weissberg & Schellinger, 2011;Peterson & Morris, 2010;Schonert-Reichl & Hymel, 2007;Shechtman & Silektor, 2012;Silverman & Golon, 2008). As such, educational policy within Australia calls for a whole school approach to meet the educational and social-emotional needs of all students (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).However, research comparing intellectually gifted children to their chronological age peers as well as their mental age peers note differences in functioning, but the results are inconsistent. Gifted children may behave similarly to either their chronological age or mental age peers in specific domains yet entirely differently to either in others (Lehman & Erdwins, 2004). In light of this inconclusiveness, it is difficult to determine whether gifted children are hindered or helped by their giftedness, and indeed individual differences are likely to be experienced by individual children.However, it can be concluded that gifted children as a group may experience unique social-emotional challenges related to their giftedness which could thwart their optimal development and require support from their parents and teachers in coping with stressors.Despite research that highlights the needs of gifted children, Australian empirical research has focused mainly on the cognitive needs of gifted primary school children and differentiation of the curriculum, as has the majority of international research (Cross, 2011;Kennedy, 1995;Lamont, 2012;Moon, Kelly, & Feldhusen, 1997;Tieso, 2007). However, as humans, we are both thinking and feeling beings; empirical research is therefore needed to explore the social-emotional needs of gifted primary school-aged children. Due to the limited contexts in which primary school-aged children find themselves, the unique social-emotional needs of gifted children are predominantly supported by parents and teachers (Wellisch, Brown, & Knight, 2012). As a result, this study explored the factors which influence a child's social-emotional well-being, and the social support parents and teachers provide to foster the social-emotional needs of gifted children both individually and iii through their partnership, through exploration of the perspectives of the parent, teacher, and gifted child.This study used a mixed methods approach, comprised of two phases, to achieve these outcomes. A sample of 76 parents, 32 primary school aged children, and 19 teachers participated in phase one. Children in this study were considered gifted if they had been assessed as such through psycho-educational assessment, were performing in the top 10% of similar age peers or were engaged in extension opportunities. Furthermore, gifted children who were underachieving were also considered. Parents and teachers within Australia completed a demographic form as well as the Strength...

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Patterns of Play Behaviors and Learning Center Choices Between High Ability and Typical Children

Cited by 17 publications

References 36 publications

Relationships and Resources: Supporting Exceptional Learners from Birth through Primary School

Relationships and Resources: Supporting Exceptional Learners from Birth through Primary School

Creativity In Psychotherapy: The Possibilities Of Its Utilization

The Social-Emotional Well-Being of The Gifted Child and Perceptions of Parent and Teacher Social Support

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