Chinese Parents' Scaffolding and Children's Initiative in Mother-Child and Father-Child Interactions across Different Types of Problem-Solving Activities

Autor/inn/en	Huang, Qi; Sun, Jin; Tang, Yixuan
Titel	Chinese Parents' Scaffolding and Children's Initiative in Mother-Child and Father-Child Interactions across Different Types of Problem-Solving Activities
Quelle	In: Early Education and Development, 32 (2021) 2, S.249-271 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sun, Jin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1752591
Schlagwörter	Foreign Countries; Scaffolding (Teaching Technique); Parent Child Relationship; Mothers; Fathers; Problem Solving; Metacognition; Persistence; Preschool Children; Learning Activities; Numeracy; Cognitive Processes; Emotional Development; Personal Autonomy; China + Suchen Sie Ihr Suchwort? Ausland; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Problemlösen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausdauer; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernaktivität; Rechenkompetenz; Cognitive process; Kognitiver Prozess; Gefühlsbildung; Individuelle Autonomie
Abstract	Research Findings: This study examined the characteristics of mothers' and fathers' scaffoldings that facilitate Chinese children's initiative-taking in different types of problem-solving activities. A sample of 96 Chinese children together with their mothers and fathers participated in this study. All children completed a worksheet, a game, and an application activity with their mothers and fathers separately. The process of parent-child interactions was videotaped. For each parent-child dyadic activity, the parent's scaffolding behaviors were coded in terms of cognitive, emotional, and autonomy support. Occurrences of children's self-starting, metacognition, and persistence behaviors were considered instances of the children's initiative. Results indicated that children exhibited more initiative in the game and application activities than in the worksheet activity. More initiative was also observed among children in father-child interactions than in mother-child interactions. Only mothers' emotional support positively predicted children's initiative in the mother-child application activity. Notably, fathers' cognitive and autonomy support in worksheet activity, autonomy support in game activity and cognitive support in application activity significantly predicted children's initiative in corresponding activities. Practice or Policy: This study enriches the evidence on the important roles that mothers and fathers play in child initiative-taking and has the potential to promote programs for improving quality parenting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01