Scaffolding Interactions with Preschool Children: Comparisons between Chinese Mothers and Teachers across Different Tasks

Autor/inn/en	Sun, Jin; Rao, Nirmala
Titel	Scaffolding Interactions with Preschool Children: Comparisons between Chinese Mothers and Teachers across Different Tasks
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 58 (2012) 1, S.110-140, Artikel 5 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Mothers; Professional Training; Preschool Children; Adults; Problem Solving; Task Analysis; Play; Scaffolding (Teaching Technique); Comparative Analysis; Teachers; Interaction + Suchen Sie Ihr Suchwort? Mother; Mutter; Berufliche Fachbildung; Berufliche Fortbildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Problemlösen; Aufgabenanalyse; Spiel; Lehrer; Lehrerin; Lehrende; Interaktion
Abstract	This study investigated how Chinese adults adjusted their scaffolding in interactions with children during problem-solving tasks. Fifty-seven 5-year-olds (from low and high socioeconomic status [SES] backgrounds) completed a playlike task (puzzle) and a school-like task (worksheet) with their mothers and teachers, respectively. Adult-child interactions were videotaped, and the analyses focused on how adults adjusted their scaffolding as a function of children's responses. Results indicated that teachers adjusted their scaffolding more appropriately than mothers, and that adults' sensitivity to children's understanding was associated with more appropriate scaffolding. Children from middle or upper SES families received more optimal scaffolding than those from lower SES families, and both mothers and teachers provided more skilled scaffolding in the school-like task than in the playlike task. Findings suggest that family SES, adults' professional training, and task characteristics, as well as adults' understanding of children's mastery, should be considered in the analysis of dyadic problem solving. (Contains 3 figures and 4 tables.) (As Provided).
Anmerkungen	Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10