ERIC Number: ED320664
Record Type: RIE
Publication Date: 1990-Apr
Reference Count: 0
Toddler Play in Relation to Social and Cognitive Competence.
Roggman, L. A.; And Others
This study tested the hypothesis that social competence of mother-infant play reflects both secure mother-infant attachment and more advanced cognitive development. Subjects were 58 toddlers between 16 and 19 months of age and their mothers. Two general methods were used: observation and maternal report. Standardized developmental assessments were used to ascertain toddlers' cognitive abilities. Suggesting that cognitive and social influences on the development of play are not parallel, findings indicated that the toddlers' shift in attention from dropped object to mother was related not to security but to cognitive development. Organization of attention during play was related to the play context that the infant created by dropping toys from the high chair tray. The shift in attention to the mother showed that the toddler's goal in the game was getting the mother to respond. The infants who were more securely attached were more likely to attain their goal. Their mothers responded by returning the toys more quickly. Perhaps because the more secure toddlers were more certain of their mothers' responsiveness they were less likely to use their object play to test it. They played with the toys longer before dropping them and paid more attention to the toys than did the less secure toddlers. The organizatiion of attention in toy-mother-toy sequences, particularly the likelihood of attention to toys being embedded in such sequences, was associated primarily with cognitive ability. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the International Conference on Infant Studies (7th, Montreal, Quebec, Canada, April 19-22, 1990).