Cognitive socialization of 4‐year‐old children in nursery school

摘要

SummaryUsing a test—observe—test design with a sample of 29 4‐year‐old children, this exploratory study investigated associations between activity choices in a typical progressive nursery school and IQ, socio‐economic status (SES) and sex. Over the 4‐month period of the study the group as a whole displayed enhanced intellectual capacity though several children failed to show improvement. These losers spent more time on physical and non‐play activity and more time unoccupied. The low SES group spent more time alone, more time on social—personal activity, more passive time with adults and more time in solitary play. Clear sex differences in activity ch