POSSESSION AND USE OF TOYS AMONG GIFTED BOYS AND GIRLS

Based on the importance of play for children's intellectual development, this study investigates the question of whether gifted children differ from children of average ability regarding their play interests and behavior in reference to both quantity and quality (and that they exhibit less gender-specific play behaviors). This opinion is often expressed by parents and is frequently found in the literature on giftedness. The parents of 286 fourth-grade elementary school students (151 intellectually gifted children [IQ greater-than-or-equal-to 130] and 135 children of average intelligence and equal age) taking part in the Marburg Gifted Project responded to a list of 30 toy groups. it was assessed (a) which toys are present in the house-hold and (b) how often they are used by the child. Analyses of the five dimension-analytically derived scales ("Presence of Toys Typical for Girls', "Presence of Toys Typical for Boys", "Use of Toys Typical for Girls", "Use of Athletic Equipment and Group Games", and "Use of Toys Typical for Boys") revealed that only the scale "Use of Toys Typical for Boys" displayed a mildly significant effect for giftedness. In contrast, dramatic gender effects were found: both groups exhibited gender-specific play behaviors to an equal degree. Only on the scale "Use of Athletic Equipment and Group Games" were no gender differences evident.