Nancy L. Quisenberry

Play: A Necessity for All Children.

(1988). Play: A Necessity for all Children. Childhood Education: Vol. 64, No. 3, pp. 138-145.

Developing Language Fluency in the Gifted Culturally Different Child.

development that I am concerned today. Oral language development is basic to the development of other communication skills. For too many children, particularly those who fall into the classification of disadvantaged or culturally different, oral language practice and development is closed off when they enter school. The quiet, traditional classroom does not allow for continuous development of this vital skill. To talk about the language of the disadvantaged I must define the terms I use. When I talk of non-standard English, I am referring to any dialect or bilingual practice that deviates from the so called &dquo;standard English&dquo; that one finds in most school texts. When I talk of the culturally different or the disadvantaged, again I am thinking of children who are for the most part low socioeconomic or whose families deviate from the main stream enough that the differences cause difficulties when the child enters school. One must realize that a child’s language is a critical aspect of his life. His language is his orientation to the world. It is his way of communicating and interacting with those who live around him. The language that a child brings to school is the language of his family and those who are especially important to his life. To fail to use this language in the school is to fail the

Research: The Relationship of Infant Stimulation to Cognitive Development

Abstract This research article focuses on infant development, an area in which knowledge has grown greatly during the past decade. It provides a review of the research on infant stimulation and cognitive development specifically and details implications for infant caregivers. Parents and infant caregivers will find the article helpful in planning programs and space for infants in homes and caregiving environments.

Research: The Development of Writing in Young Children: A Review of the Literature

Abstract For the past several years, the schools have been criticized for the lowered achievement level of students. The ability to write clearly is one of the skills that have received criticism. This criticism affects teachers at all levels including those who teach beginning writing skills. Vukelich and Golden have provided the readers of CHILDHOOD EDUCATION with a review of studies that have considered all aspects of how beginning writing skills develop. They see in this research implications for teachers of beginning writing.—N.L.Q.

Research: Creativity and Intelligence

Abstract Along with the current concern for assuring the development of basic skills in academic subjects should be an equal concern for encouraging development of creativity in children. This article reviews the literature on the relationship of creativity to intelligence as well as studies on creative teaching. Parents and educators concerned with fostering creativity in children will find some directions for their work in this review.—N.L.Q.

Giftedness and Creativity in Young Children: an Annotated Bibliography

Abravanel,Eugene Intersensory integration of spatial position during spatial position during early childhood. Perceptual and Motor Skills, 1968, 26, 251-256. Studying perceptions of spatial position, 96 subjects ranging in age from 3-6 were used. Subjects aged 3-4 showed little accuracy in sameness-difference judgments, whereas, significant increases in accuracy were found by ages 5 and 6. Biller, Henry B. Singer, David L. and Fullerton, Mary Ellen. &dquo;Sex’ Role Development and Creative Potential in Kindergarten-Age Boys.&dquo; Developmental Psychology 1. 291-296. 1969. Creativity was unrelated to IQ across ten different measures of creativity. Creativity was not significantly associated with sex-role orientalism or preference; but boys with mixed sex-role patterns demonstrated higher creativity than those with a consistent pattern. Cathcart, W. George. &dquo;The Relationship Between Primary Student’s Rationalization of Conservation and Their Mathematical Achievement. ’Child Development, September 1971, 42, 755-C5. Primary aged children who use several rationalizations; instead of one for conservation tasks based on Piagets task have higher mathematical achievement. Davis, F. B., Lesser, G. S., French, E. G., and others, Identification and Classroom Behavior of Gifted Elementary School Children. THE GIFTED STUDENT, U.S. Department of HEW Monograph, 2, 1970, 19-32. Intellectual abilities can be accurately measured in children as young as four and five in at least five areas. Dreyer, Albert S. and Wells, Mary Beth. &dquo;Parental Values, Parental Control, and Creativity in Young Children.&dquo; Journal of Marriage and the Family 28. 83-88. February, 1966. ’