Questioning as a Component of Scaffolding in Predicting Emotion Knowledge in Preschoolers

Autor/inn/en	Bailey, Craig S.; Denham, Susanne A.; Curby, Timothy W.
Titel	Questioning as a Component of Scaffolding in Predicting Emotion Knowledge in Preschoolers
Quelle	In: Early Child Development and Care, 183 (2013) 2, S.265-279 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2012.671815
Schlagwörter	Prediction; Emotional Response; Preschool Children; Emotional Development; Mothers; Parent Child Relationship; Socialization; Gender Differences; Coding; Role; Longitudinal Studies; Story Reading; Questioning Techniques; Scaffolding (Teaching Technique); Statistical Analysis; Puppetry; Regression (Statistics) + Suchen Sie Ihr Suchwort? Vorhersage; Emotionales Verhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Gefühlsbildung; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Socialisation; Sozialisation; Geschlechterkonflikt; Codierung; Programmierung; Rollen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Befragungstechnik; Fragetechnik; Statistische Analyse; Puppenspiel; Regression; Regressionsanalyse
Abstract	The following study expands Denham and Auerbach's (1995, "Mother-child dialogue about emotions and preschoolers' emotional competence." "Genetic, Social, and General Psychology Monographs," 121, 313-337) findings, demonstrating a link between mothers' talk about emotions and preschoolers' knowledge of emotions. We investigate the maternal language and child emotion knowledge association by analysing all maternal questioning, not just questions specifically about emotions, during a mother-child interaction task. Questions are functionally different from other features of language because questions push children to think and formulate their own thoughts about the content, in our case, emotions, in order to generate an appropriate response. Twenty-eight transcripts of mother-child dialogue during a wordless storybook task with emotionally salient content were coded for mothers' use of questions. Results show that mothers' use of questions was associated with emotion knowledge, but only for girls. Our findings show how emotions are socialised differently for boy and girls and the potential importance that questions play in scaffolding girls' attainment of emotion knowledge and overall emotional competence. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10