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Roeper Review Volume 26, 2003 - Issue 1
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The young gifted child

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

Martha J. Morelock Program manager for the Stepping Stones Adolescent Day Treatment Program, The Guidance Center, Murfreesboro, TN E-mail: mmore‐[email protected]
,
P. Margaret Brown Senior lecturer in the Deafness Studies Unit, University of Melbourne, E-mail: [email protected]
&
Anne‐Marie Morrissey Teaches in graduate and undergraduate programs on giftedness, early childhood education, and early intervention, University of Melbourne, E-mail: [email protected]
Pages 41-51 | Received 02 Dec 2002, Accepted 27 Jan 2003, Published online: 20 Jan 2010

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Jeesun Jung & Susan Recchia. (2013) Scaffolding Infants’ Play Through Empowering and Individualizing Teaching Practices. Early Education and Development 24:6, pages 829-850.
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Craig S. Bailey, Susanne A. Denham & Timothy W. Curby. (2013) Questioning as a component of scaffolding in predicting emotion knowledge in preschoolers. Early Child Development and Care 183:2, pages 265-279.
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Dorota Maria Jankowska, Izabela Lebuda & Jacek Gralewski. (2024) Creating home: Socioeconomic status and home environment as predictors of family climate for creativity. Thinking Skills and Creativity 52, pages 101511.
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Anne C. Stuart, Camilla O. Roos, Johanne Smith‐Nielsen, Ida Egmose & Mette S. Væver. (2023) Four‐year‐old children's pretend play complexity during free play and story stem play and associations with maternal sensitivity. Scandinavian Journal of Psychology 64:5, pages 644-651.
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Filiz KARADAĞ & Vesile YILDIZ DEMİRTAŞ. (2022) EARLY LITERACY SKILLS OF GIFTED CHILDREN IN PRESCHOOL. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi:53, pages 212-223.
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Selvihan EROĞLU GARİP, Filiz KARADAĞ & Vesile YILDIZ DEMİRTAŞ. (2022) ÖZEL YETENEKLİ ÇOCUKLARIN EBEVEYNİ OLMAK VE ERKEN ÇOCUKLUKTA ÖZEL YETENEKLİ OLMAK: EBEVEYN GÖRÜŞLERİPARENTING OF GIFTED CHILDREN AND BEING GIFTED IN EARLY CHILDHOOD: PARENTAL VIEWS. Trakya Üniversitesi Sosyal Bilimler Dergisi 24:1, pages 197-226.
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Dincer Saral & Burcu Ulke-Kurkcuoglu. (2020) Using Least-To-Most Prompting to Increase the Frequency and Diversity of Pretend Play in Children with Autism. Topics in Early Childhood Special Education 42:1, pages 33-49.
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Martina Curtin, Evelien Dirks, Madeline Cruice, Rosalind Herman, Lauren Newman, Lucy Rodgers & Gary Morgan. (2021) Assessing Parent Behaviours in Parent–Child Interactions with Deaf and Hard of Hearing Infants Aged 0–3 Years: A Systematic Review. Journal of Clinical Medicine 10:15, pages 3345.
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Jonathan A. Plucker, Jacob McWilliams & Jiajun Guo. 2021. Conceptions of Giftedness and Talent. Conceptions of Giftedness and Talent 295 316 .
Dorit Aram & Shira Besser-Biron. (2016) Parents’ support during different writing tasks: a comparison between parents of precocious readers, preschoolers, and school-age children. Reading and Writing 30:2, pages 363-386.
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Rachel Karniol. (2016) A language-based, three-stage, social-interactional model of social pretend play: Acquiring pretend as an epistemic operator, pretending that, and pretending with (the P–PT–PW model). Developmental Review 41, pages 1-37.
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Anne-Marie Morrissey. (2014) Scaffolding, analysis and materials: Contributing factors in an unexpected finding of advanced infant/toddler pretend play?. Journal of Early Childhood Research 12:2, pages 195-213.
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Carol A. Carman. (2013) Comparing Apples and Oranges. Journal of Advanced Academics 24:1, pages 52-70.
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Jeesun Jung. (2013) Teachers’ roles in infants’ play and its changing nature in a dynamic group care context. Early Childhood Research Quarterly 28:1, pages 187-198.
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S. W. Russ, K. K. Fehr & J. A. Hoffmann. 2013. Creatively Gifted Students are not like Other Gifted Students. Creatively Gifted Students are not like Other Gifted Students 49 67 .
Paulo A. Graziano, Susan D. Calkins & Susan P. Keane. (2011) Sustained attention development during the toddlerhood to preschool period: associations with toddlers' emotion regulation strategies and maternal behaviour. Infant and Child Development 20:6, pages 389-408.
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John Tee & Cheryl Dissanayake. (2011) Can 15-month-old infants understand pretence? An investigation using the ?violation-of-expectation? paradigm. Acta Psychologica 138:2, pages 316-321.
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Anne-Marie Morrissey. (2011) Maternal Scaffolding of Analogy and Metacognition in the Early Pretence of Gifted Children. Exceptional Children 77:3, pages 351-366.
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Kristin M. Perrone, Tracy M. Ksiazak, Stephen L. Wright, Aarika Vannatter, Amy L. Crane & Angela Tanney. (2010) Multigenerational Giftedness: Perceptions of Giftedness across Three Generations. Journal for the Education of the Gifted 33:4, pages 606-627.
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Michele Zaccario, K. Mark Sossin & Jacqueline Degroat. 2009. Evidence‐Based Practice in Infant and Early Childhood Psychology. Evidence‐Based Practice in Infant and Early Childhood Psychology 91 127 .
Anne-Marie MorrisseyP. Margaret Brown. (2009) Mother and Toddler Activity in the Zone of Proximal Development for Pretend Play as a Predictor of Higher Child IQ. Gifted Child Quarterly 53:2, pages 106-120.
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Judy L. Lupart & Royal E. Toy. 2009. International Handbook on Giftedness. International Handbook on Giftedness 507 525 .
Erin E. Barton & Mark Wolery. (2008) Teaching Pretend Play to Children With Disabilities. Topics in Early Childhood Special Education 28:2, pages 109-125.
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Scott A. Chamberlin, Michelle Buchanan & Dana Vercimak. (2007) Serving Twice-Exceptional Preschoolers: Blending Gifted Education and Early Childhood Special Education Practices in Assessment and Program Planning. Journal for the Education of the Gifted 30:3, pages 372-394.
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Kimberly McGlonn-Nelson. (2016) Looking Outward: Exploring the Intersections of Sociocultural Theory and Gifted Education. Journal of Secondary Gifted Education 17:1, pages 48-55.
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