"How do we solve this task?" Parental scaffolding with full- and preterm toddlers.

Autor/inn/en	Erdmann, Kim Angeles; Vetter, Verena Clara; Schäferling, Michaela; Reuner, Gitta; Hertel, Silke
Titel	"How do we solve this task?" Parental scaffolding with full- and preterm toddlers.
Quelle	In: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 51 (2020) 3, S. 135-149Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0049-8637; 2190-6262
DOI	10.1026/0049-8637/a000215
Schlagwörter	Metakognition; Problemlösen; Frühe Kindheit; Eltern-Kind-Kommunikation; Kind; Kleinkind; Lernstruktur; Entwicklung
Abstract	The study examines (a) whether gestational age relates to parental scaffolding (SCA), when controlling for child cognitive development, parenting stress, and socioeconomic status, and (b) how SCA links to parent-child problem-solving performance. The sample included 142 parents with a full-term or preterm 2-year-old toddler (corrected age). Parents' SCA during one of two (randomly assigned) problem-solving tasks was rated on five scales (use of SCA means, cognitive support, metacognitive support, transfer or responsibility, contingency management). The results suggest that gestational age is positively related to parents' transfer of responsibility and metacognitive support. The effects decrease, however, once covariates are controlled for. Regarding the problem-solving performance, direct effects were observed from parents' cognitive and metacognitive support, transfer of responsibility, and contingency management. The data also confirm an indirect effect of parents' use of SCA means on the problem-solving performance, partially mediated via parents' cognitive support. Implications for the design of interventions are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2021/2