Caregiver involvement in infant peer interactions: Scaffolding in a social context

Williams, Shannon Tierney; Mastergeorge, Ann M.; Ontai, Lenna

doi:10.1016/j.ecresq.2009.11.004

Cited by 50 publications

(51 citation statements)

References 58 publications

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“…The aforementioned findings are in agreement with Williams et al (2010). They also believe that peer-peer interaction in developing social connection networks plays a crucial role in increasing cognitive skills and strategies.…”

Section: Resultssupporting

confidence: 81%

“…As Pentimonti and Justice (2010) state, a range of scaffolds can be utilized, especially in preschool levels. Williams et al (2010) suggest that "establishing a positive peer relationship is integral to children's social development and is linked to a variety of long-term outcomes and life skills". Of course the discussion boils down to the fact that many of the activities that are performed by the instructors are not supposed to be considered as a positive support for children; therefore, they should not be classified under the instructional scaffolding category.…”

Section: American Research Journal Of English and Literature (Arjel)mentioning

confidence: 99%

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Instructional Scaffolding, Socioeconomic Status and Oral Performance: A Case of Iranian Preschoolers

2017

American Research Journal of English and Literature

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IntroductionChild language acquisition has gained a surprisingly fast momentum in recent years. One of the important issues in this field is the zone of proximal development which is affected by various elements among which instructional scaffolding plays a positive role. Probably one of the primary skills which is noticeable in teaching children is oral proficiency which is of course very limited at the early stages. It is axiomatic that most of the utterances produced by children at the early stages are replete with irrelevant speech. Although the child can understand the tacit concept of interaction, it has trouble using utterances relevantly. Naturally, it is roughly impossible to draw a clear-cut border-line between relevant and irrelevant utterances produced by children in their oral production; however, getting children involved in proficiency-oriented games can guide children to produce more to-the-point utterances on the basis of the materials presented in the process of oral interaction under the supervision of the teacher, who may act as a facilitator to foster scaffolding.Over the past two decades, there have been numerous investigations into instructional scaffolding; however, the bulk of the research that has been carried out has focused on reading and writing skills. Some studies suggest that the use of instructional scaffolding has a vital impact on the improvement of reading and writing skills in children. This paper mainly focuses on activating the oral production by scaffolding children in terms of relevance maxim. Among three types of scaffolding; namely, vertical, sequential, and instructional, the third one is utilized in this study due to its direct connection with educational settings. Consequently, the present study tries to investigate whether instructional scaffolding can help students to produce more relevant utterances in their interactions and to what extent and how games coupled with graphics can produce a relaxing atmosphere in which a teacher-child interaction or peer-peer interaction may be activated. Reza BiriaDepartment of English Language, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran biria_reza@yahoo.com Abstract: This study focused on the analysis of instructional scaffolding and socioeconomic status (SES) on the articulation of English utterances in Iranian preschoolers' English classes. For garnering the relevant corpora, two kindergartens from both High and Low SESs were randomly selected. They were then scrutinized based on preschoolers' portfolio and two classes from each kindergarten were selected as experimental and control groups respectively. During the course of studies, preschoolers in experimental groups were exposed to instructional scaffolding techniques while the presence of such a treatment for control groups was limited to textbook. As such, at the end of the course, preschoolers' English oral performances in each SES strata were compared by administrating only a post-test. The results indicated that scaffolding techniques regardless o...

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Section: Resultssupporting

confidence: 81%

Section: American Research Journal Of English and Literature (Arjel)mentioning

confidence: 99%

Instructional Scaffolding, Socioeconomic Status and Oral Performance: A Case of Iranian Preschoolers

2017

American Research Journal of English and Literature

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“…Some researchers summarize improvements (Girolametto, et al, 2004;Hay, et al, 2004) and some summarize no effects (Howes & Clements, 1994;Howes, Hamilton, & Matheson, 1994;Howes & Tonyan, 1999). But several researchers agree that the effect depends on how caretakers involve themselves in relationships between toddlers (Girolametto, et al, 2004;Pramling Samuelsson & Fleer, 2010;Williams, et al, 2010). A brief summery is that mediation that seems to work well for toddler's peer-relations is characterized by sensitivity combined with a positive and supervising approach.…”

Section: Mediation Of Peer-relationsmentioning

confidence: 99%

“…File, 1994;Hay, Payne, & Chadwick, 2004;Howes & Tonyan, 1999;Kontos, 1999;Nash & Hay, 2003;Os, 2007;Williams, Mastergeorge, & Ontai, 2010). But as Marianne Gullestad (1994) claims: There is not, and should not be, a Chinese wall between the world of peers and world of adults.…”

mentioning

confidence: 99%

Opportunities knock: Mediation of peer-relations during meal-time in toddler groups

2013

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According to socio-cultural perspectives, adults are seen as mediators of cultural believes, values and practices. Qualitative analyses of teachers’ mediation of peer relations based on video-recordings in 9 toddler-groups indicate that meal-time represents opportunities for teachers to facilitate togetherness and peer-relations between toddlers. The teachers might facilitate sharing, passing food, routinized practices such as singing, and conversations. The results indicate variations between child- and group-oriented approaches, and accomplishing meals in an effective way. The child- and group-oriented approaches are marked by encouragement of toddlers’ initiatives and teachers supporting peer-interactions. Raising teachers’ consciousness about their contributions to children’s development of peer-relations and togetherness in group settings might contribute to enhance reflected practices in working with toddlers in groups.

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“…In addition to these direct benefits to the children it is possible to affirm that the presence of prosocial behavior between peers act in the sense of preventing aggressive and stressful situations towards education, care, and child sheltering (Williams, Mastergeorge, & Ontai, 2010;Wolff & Fesseha, 1999). An example is the massive broadcast by the medias of bullying scenes and aggression episodes for frivolous reasons that involve the relations between peers inside the school surroundings.…”

mentioning

confidence: 99%

Profile of prosocial behaviors of institutionalized children at a school yard

2016

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Prosocial behavior refers to actions directed to the welfare of the others and it is influenced by physical and social aspects of the environment. This study objected to investigate chiefly the occurrences of care behavior among institutionalized children. Four boys and one girl took part in this study, with ages between four and six years old, who were observed in the yard of the school. A total of ten sessions of twenty-five-minute were recorded for each focal subject, summing 250 minutes of recordings. At total, 26 behavioral events which denoted care with the others were identified and organized into the following categories: Helping, Care-taking playing, Establishing affectionate contact, and Entertaining. The results indicate that while participants are at the school yard, the most demonstrated behavior subcategory involves cooperation attitudes (Helping subcategory). The data also show that male focal subjects who were older than five years old and were at school for less than 15 months would emit more care behaviors. Concerning receivers, it was found that the girls who were studying at school, younger children and the ones who had less time in the institution received more prosocial behavior. It is expected that the results of this study may contribute to future researches while investigating prosocial behavior in educational settings, especially when they involve special populations, such as children who live in shelter institutions. Similarly, studies like this can encourage the development of (pedagogic-political and other) projects in institutions for children in order to stimulate prosocial behavior among peers. Current studies about the patterns of interaction in environments for the children (e.g., Barnett, Burns, Sanborn, Bartel, & Wilds, 2004;Carrus, Fornara, & Bonnes, 2005;Carvalho, 2000;Fernandes, 2006;Sager, Sperb, Roazzi, & Martins, 2003;Sebanc, 2003;Wolff & Fesseha, 1999) show that the social behavior of children is influenced by physical characteristics of the environment (dimension, structure and space setting) as well as social characteristics (characteristics of the subjects that attend such space). Therefore, interactions and behaviors of children have been studied, taking into consideration the influence of aspects related to the context in which these children interact with adults and groups of peers in the daily life activities.Environmental Psychology among other areas that value the influence of the institutional and family environment on the children's behavior presents today several perspectives of analysis (Carrus et al., 2005). Among them, there is the investigation centered on the understanding of the ecological context that regulates social behaviors, in an attempt to show how the physical and social characteristics of the environment have influence on the relationship between people and vice-versa. In other words, the human interactions that take place on their ecological environment may contribute for the development of the child and its peers, a perspective share...

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Caregiver involvement in infant peer interactions: Scaffolding in a social context

Cited by 50 publications

References 58 publications

Instructional Scaffolding, Socioeconomic Status and Oral Performance: A Case of Iranian Preschoolers

Instructional Scaffolding, Socioeconomic Status and Oral Performance: A Case of Iranian Preschoolers

Opportunities knock: Mediation of peer-relations during meal-time in toddler groups

Profile of prosocial behaviors of institutionalized children at a school yard

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