Observations and parental ratings of social behaviors of gifted and average preschool children in a laboratory school setting

Typescript (photocopy).The purpose of this investigation was to compare the social behaviors of preschool children identified as intellectually gifted to the social behaviors of preschool children not identified as intellectually gifted. In order to provide perspective on the social development of gifted preschool children, an overview of prior research on the social development of average preschool children was presented, with an emphasis on play, prosocial behavior, and aggression. Research conducted on the social development of gifted children, in particular gifted preschool children, was also described. Subjects for the comparative, descriptive study were 35 children ages three, four, and five, who were participants in two university laboratory school programs. Children in the first group were participants in a program for intellectually gifted preschoolers while children in the second group were participants in a day care program. Parents of all children in the study completed the Social Development Scale of the Development Profile II. Intelligence of the children was assessed using the Kaufman Assessment Battery for Children. Children's videotaped classroom behaviors were scored by observers using a social observation instrument based on Parten's levels of play as well as information on prosocial behavior and aggression. No significant differences were found between the two groups when comparing their scores on the Social Development Scale. However, the differences between the groups were significant in terms of types of play exhibited. The gifted group showed cooperative play to a much greater extent than the day care group did. The relationship between intelligence, as measured by the K-ABC, and social behaviors, as measured by the Social Development Scale and the social observation instrument, was not significant. Further examination of the data revealed that a nonlinear model may be used to explain the relationship between intelligence and social development. Future research may help clarify this relationship. Finally, the relationship between the two measures of social behavior was not significant. This discrepancy may be due to a number of factors. First, the two types of instruments may measure different aspects of social development. Second, children may exhibit different behaviors at home and at school. Third, parents, teachers, and observers may perceive these behaviors differently