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

Abstract

Using 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 through 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 on solitary play. Clear sex differences in activity choice were found.