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Article: Scaffolding interactions with preschool children: Comparisons between Chinese mothers and teachers across different tasks

TitleScaffolding interactions with preschool children: Comparisons between Chinese mothers and teachers across different tasks
Authors
Issue Date2012
PublisherWayne State University Press. The Journal's web site is located at http://www.asu.edu/mpq
Citation
Merrill-Palmer Quarterly, 2012, v. 58 n. 1, p. 110-140 How to Cite?
AbstractThis 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. © 2012 by Wayne State University Press.
Persistent Identifierhttp://hdl.handle.net/10722/175527
ISSN
2015 Impact Factor: 1.333
2015 SCImago Journal Rankings: 0.790
References

 

DC FieldValueLanguage
dc.contributor.authorSun, Jen_US
dc.contributor.authorRao, Nen_US
dc.date.accessioned2012-11-26T08:59:04Z-
dc.date.available2012-11-26T08:59:04Z-
dc.date.issued2012en_US
dc.identifier.citationMerrill-Palmer Quarterly, 2012, v. 58 n. 1, p. 110-140en_US
dc.identifier.issn0272-930Xen_US
dc.identifier.urihttp://hdl.handle.net/10722/175527-
dc.description.abstractThis 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. © 2012 by Wayne State University Press.en_US
dc.languageengen_US
dc.publisherWayne State University Press. The Journal's web site is located at http://www.asu.edu/mpqen_US
dc.relation.ispartofMerrill-Palmer Quarterlyen_US
dc.rightsMerrill - Palmer Quarterly. Copyright © Wayne State University Press-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleScaffolding interactions with preschool children: Comparisons between Chinese mothers and teachers across different tasksen_US
dc.typeArticleen_US
dc.identifier.emailSun, J: sunjin16@hku.hken_US
dc.identifier.emailRao, N: nrao@hku.hk-
dc.identifier.authorityRao, N=rp00953en_US
dc.description.naturepublished_or_final_versionen_US
dc.identifier.doi10.1353/mpq.2012.0000en_US
dc.identifier.scopuseid_2-s2.0-84862918731en_US
dc.identifier.hkuros200194-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84862918731&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume58en_US
dc.identifier.issue1en_US
dc.identifier.spage110en_US
dc.identifier.epage140en_US
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridSun, J=8734512600en_US
dc.identifier.scopusauthoridRao, N=7401628868en_US
dc.customcontrol.immutablesml 140625-

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