Parental Behaviors in a Memory Relevant Setting: How Parents "Teach" Children to Remember.

Autor/inn/en	Justice, Elaine M.; Coley, Denise D.
Titel	Parental Behaviors in a Memory Relevant Setting: How Parents "Teach" Children to Remember.
Quelle	(1983), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Attention; Behavior Patterns; Early Childhood Education; Memory; Mothers; Nonverbal Communication; Parent Child Relationship; Parent Influence; Performance Factors; Preschool Children + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gedächtnis; Mother; Mutter; Non-verbal communication; Nonverbale Kommunikation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Leistungsindikator; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	The behavior of mothers interacting with their preschoolers in a memory-relevant situation was examined. Ten 3-year-olds and their mothers were videotaped playing a game requiring memory for the location of hidden pictures. Frequency of nine categories of parental behavior was scored: naming, verbal orienting, physical orienting, physical description, functional description, questioning, instruction, verbal praise, and physical praise. The relationship between parental behaviors and the child's performance and study behaviors on a subsequent memory task was also investigated, and parents completed a questionnaire on ways they used to help their child remember. Analysis of the videotaped interactions indicated that instructions, questions, and physical orienting were the most frequent parental behaviors; however, significant correlations among physical and verbal orienting and physical and functional description suggested that behaviors designed to focus the child's attention were characteristic of some mothers. This finding was supported by questionnaire data, in which mothers reported that they encouraged looking, naming, pointing, and manipulation as mechanisms for increasing recall. No relationship was found between maternal behaviors in the game and recall or study behaviors on the memory task. (Author/MP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01