Maternal teaching talk within families of Mexican descent: Influences of task and socioeconomic status
Maternal teaching talk within families of Mexican descent: Influences of task and socioeconomic status
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DOI：
10.1177/0739986302024002006
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发表时间：
2002-05-01
影响因子：
1.4
通讯作者：
Eisenberg, AR
中科院分区：
文献类型：
--
作者：
Eisenberg, AR
本研究探讨了社会经济地位（SES）和任务对母亲和墨西哥裔儿童之间的教学互动的影响。20名中产阶级和20名工人阶级的母亲和他们4岁的孩子在学校类型的建设任务（积木）和家庭式的建设任务（烤饼干）的互动过程中进行了录音。任务和社会地位对母亲和儿童的行为都有显着的影响，母亲在积木时问更多的问题，但在烘焙时讨论更复杂的概念。孩子们问更多的问题，讨论更复杂的概念，在烘焙比积木。中产阶级的母亲比工人阶级的母亲讨论更复杂的概念，但工人阶级的孩子比中产阶级的孩子更有指导性，问更多的问题。研究结果表明，未来的研究，墨西哥裔家庭内的亲子对话应考虑儿童的贡献，学习环境，并应研究在更广泛的任务互动。
This study examined the influences of socioeconomic status (SES) and task on teaching interactions between mothers and children of Mexican descent. Twenty middle-class and 20 working-class mothers and their 4-year-old children were audiotaped during interaction in a school-type construction task (block building) and a homelike construction task (baking biscuits). There were significant effects of task and SES for both mothers' and children's behavior Mothers asked more questions during block building but discussed more complex concepts during baking. Children asked more questions and discussed more complex concepts in baking than in block building. Middle-class mothers discussed more complex concepts than did working-class mothers, but working-class children were more directive and asked more questions than did middle-class children. The results suggest that future studies of parent-child conversation within families of Mexican descent should consider children's contributions to the learning environment and should examine interaction in a greater variety of tasks.