The Role of Previous Mother-Child Scaffolding in Head Start Children's Structuring of Problem-Solving Tasks with a Peer

Autor/in	Hustedt, Jason T.
Titel	The Role of Previous Mother-Child Scaffolding in Head Start Children's Structuring of Problem-Solving Tasks with a Peer
Quelle	In: Journal of Research in Childhood Education, 29 (2015) 3, S.287-304 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2015.1040902
Schlagwörter	Parent Child Relationship; Mothers; Preschool Children; Scaffolding (Teaching Technique); Early Childhood Education; Problem Solving; Experimental Groups; Control Groups; Task Analysis; Verbal Ability; Interpersonal Competence; Measures (Individuals); Tutors; Prior Learning; Novices; Nonverbal Communication; Predictor Variables; Play; Observation; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Problemlösen; Aufgabenanalyse; Mündliche Leistung; Interpersonale Kompetenz; Messdaten; Förderlehrer; Lehrender; Tutor; Vorkenntnisse; Non-verbal communication; Nonverbale Kommunikation; Prädiktor; Spiel; Beobachtung
Abstract	This study further extends scaffolding research to mother-child dyads (N = 51) in poverty, examining relationships between maternal scaffolding and 4-year-old Head Start children's own later scaffolding behaviors. At Time 1, experimental group children received maternal scaffolding during problem-solving tasks, whereas control group children carried out the tasks without assistance. At Time 2, all children provided scaffolding to a novice adult who acted as a peer unfamiliar with the task. Verbal and nonverbal scaffolding strategies were coded, and children's verbal skills and social competence were measured. The simple presence or absence of earlier scaffolding did not differentiate child tutors. However, tutoring strategies used by experimental group children during the child-novice problem-solving task were similar to those used earlier by their mothers. After controlling for children's verbal skills and social competence, mothers' use of active nonverbal strategies (but not active verbal strategies) was predictive of similar behaviors in their children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01