Fifteen preschool children, designated gifted by standard intelligence testing procedures, were matched with a nongifted preschool sample. The children were observed and rated on the degree of composite playfulness they established as well as on five constituent play dimensions. Results indicated the gifted children demonstrated higher degrees of physical, social, and cognitive play styles but were equivalent to the nongifted group in sense of humor and manifest joy. Significant sex differences were also obtained, with boys demonstrating more physical exuberance, active play patterns, teasing and joking during play, and less variety. Findings were discussed as they reflect on developmental changes through childhood and point to accelerated distributions for gifted children.
ASJC Scopus subject areas
- Developmental and Educational Psychology