Abstract
The social behaviors of preschool children identified as intellectually gifted and children not identified as intellectually gifted were compared. Subjects were 35 children ages three through five who participated in a university laboratory school day care or gifted program. The social behaviors of the children were assessed using the Social Development Scale and a social observation instrument based on Parten ‘s (1932) levels of play. No significant differences were found between the two groups when comparing their Social Development Scale scores. Differences were significant in terms of type of play observed, with the gifted group exhibiting cooperative play to a much greater extent. The relationship between the two measures of social behavior was not significant. The article summarizes research conducted at Texas A&M University. The author wishes to thank her doctoral committee members, William R. Nash, Patricia A. Alexander, Michael J. Ash, and James F. McNamara for their assistance and encouragement.
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