Mothers' and fathers' scaffolding of their 2-year-olds during problem-solving and literacy interactions
Mothers' and fathers' scaffolding of their 2-year-olds during problem-solving and literacy interactions
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DOI：
10.1111/j.2044-835x.1997.tb00524.x
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发表时间：
1997-09-01
影响因子：
2.3
通讯作者：
Cross, DR
中科院分区：
文献类型：
--
作者：
Conner, DB;Knight, DK;Cross, DR
以Wood & Middleton（1975）的父母脚手架概念为基础，研究了亲子互动对儿童在若干任务中的能力的影响。32名2岁的孩子参观了我们的实验室两次，一次是和他们的母亲一起，一次是和他们的父亲一起。在每次会议中，孩子们参加了解决问题和识字的任务，随后是独立的儿童表演任务。尽管父母在互动过程中表现出的偶然行为存在细微差异，但在全球范围内，父母在培养孩子的新兴技能方面同样有效。具体来说，父母的脚手架行为与儿童在互动期间和独立（即在互动之后）测量的成功有关。这些结果对解释比较母亲和父亲的研究具有启示意义，并支持脚手架可以是一种有效的教学策略的说法。
Building upon Wood & Middleton's (1975) concept of parental scaffolding, the influence of parent-child interactions on children's competence within several tasks was investigated. Thirty-two 2-year-old children visited our lab twice, once with their mothers and once with their fathers. During each session dyads participated in problem-solving and literacy tasks, followed by independent child performance tasks. Although subtle differences were found between mothers' and fathers' contingent behaviours displayed during the interactions, at a global level, parents were equally effective in their ability to scaffold their children's emerging skills. Specifically, parental scaffolding behaviours were associated with children's success measured both during the interaction and independently (i.e. following the interactions). These results have implications for the interpretation of research comparing mothers and fathers, and lend support to the claim that scaffolding can be an effective instructional strategy.