Abstracts - Earli

hierarchical models were fitted to estimate school and district effects in EQAO Literacy and Mathscores, and to examine the school and district variance with variables assessing studentcharacteristics. Three-level linear regression models were applied to the four data sets describedabove. The dependent variables were the literacy and Math achievement levels, reported on a scalethat runs from 0 to 4. Characteristics examined included student mobility; school/district size;gender; special education, and school/district SES status.N 231 August 2007 16:00 - 17:20Room: 2.54 NovobátzkyPaper SessionAssesment of competenceChair:Gyöngyvér Molnár, University of Szeged, HungaryDo babies play make-believe? An examination of symbolic ability in infancy according to level ofcomplexity of the actionEdna Orr, Bar Ilan University, IsraelRivka Glaubman, Bar Ilan University, IsraelPerformance of full action schemata served until the past decade as the exclusive measure forexamining symbolic ability, and based on this measure it was concluded that symbolic abilityappeared towards the middle of the child’s second year. During the past decade, the improvementof research tools and their adaptation to the abilities of babies led to new insights regardinginfants’ cognitive and mental abilities. The present study examined symbolic ability in infancyaccording to the developing physiological abilities of babies aged 6-18 months, using a researchinstrument that was constructed for this purpose. In order to discern the physiologicaldevelopmental components that are essential for play, the full action schema was divided into foursub-categories: simple actions on two levels (1 and 2) and complex actions on two levels (1 and 2).The examination of symbolic ability according to these levels led us to identify symbolic playfrom the age of six months, expressed mainly in simple level 1 actions, and towards the age of 18months we detected simple level 2 actions. Complex actions at levels 1 and 2 are infrequent duringthis period. A statistically significant relationship was found between holding ability and thedifferent levels of action. The theoretical and research implications of these findings are discussed,and it is recommended to follow up this study, adding further components to the research tool inorder to identify intention to perform symbolic action and thus enhance the ability to identifysymbolic abilities independently of motor performance.– 726 –