Structured Task versus Free Play: The Influence of Social Context on Parenting Quality, Toddlers' Engagement with Parents and Play Behaviors, and Parent-Toddler Language Use

Autor/inn/en	Kwon, Kyong-Ah; Bingham, Gary; Lewsader, Joellen; Jeon, Hyun-Joo; Elicker, James
Titel	Structured Task versus Free Play: The Influence of Social Context on Parenting Quality, Toddlers' Engagement with Parents and Play Behaviors, and Parent-Toddler Language Use
Quelle	In: Child & Youth Care Forum, 42 (2013) 3, S.207-224 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-013-9198-x
Schlagwörter	Parent Child Relationship; Play; Child Language; Child Rearing; Mothers; Fathers; Toddlers; Social Environment; Correlation; Parenting Skills; Middle Class; Language Usage; Child Behavior + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Spiel; 'Children''s language'; Kindersprache; Kindererziehung; Mother; Mutter; Infant; Infants; Toddler; Kleinkind; Soziales Umfeld; Korrelation; Mittelschicht; Sprachgebrauch
Abstract	Background: Little empirical research examines relations among the quality of both mothers' and fathers' social emotional and linguistic support of toddlers across multiple parent-child interaction contexts. Objective: The current study investigated the influence of parent gender (mother vs. father) and activity setting (structured task vs. free play) on parenting quality, toddlers' engagement and play behaviors, and parent-toddler language use. Methods: Sixty predominantly middle-class, two-parent families with toddlers participated. Mother-child and father-child dyads were observed in a laboratory setting during structured and free play sessions. Results: There were significant main effects, controlling for child age, of activity setting on parenting quality (cognitive scaffolding and negative behaviors), children's engagement with parents, play behaviors, and parent and child language use. There was no main effect of parent gender on the parent and child variables, except for parent language variables. Conclusion: Overall, free play rather than the structured task setting was associated with more favorable child and parent interactions, play, and language use. Implications for future research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10