Scaffolding interaction in parent-child dyads: Multimodal analysis of parental scaffolding with task and non-task oriented children

Salonen, Pekka; Lepola, Janne; Vauras, Marja

doi:10.1007/bf03173690

Cited by 30 publications

(30 citation statements)

References 65 publications

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“…Woythaler and colleagues (2011) believe that lack of support in childhood is associated with detrimental life outcomes for people (born prematurely) -school underachievement, unemployment, poor psychological and social well-being. Salonen, Lepola and Vauras (2007) indicate the importance of parenting practices for a child's problem-solving skills and academic achievements. Moreover, it is thought that parenting practices are of great importance for the socio-emotional and motivational development.…”

Section: Health Psychology Reportmentioning

confidence: 99%

Hot and cool executive functions in very and extremely preterm preschool children

Walczak¹,

Chrzan-Dętkoś²

2017

Health Psychology Report

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Background In most countries, premature deliveries constitute 5% to 18% of births. Some preterm children, especially those born before 32 weeks of pregnancy, experience serious medical complications, which can affect their subsequent development and functioning. Even those who have an IQ within the normal range can be at risk of worse functioning. This study aimed to investigate the differences in development of hot and cool aspects of executive functions in children born prematurely in comparison to those born on time. It is also focused on evaluating relationships between executive functions in premature children and their socio-emotional competences. Participants and procedure All children participating in the study were preschoolers. The sample consisted of 20 children born before 32 weeks of gestation and 28 term controls (children born on time). Hot and cool aspects of executive functions were examined in both groups using tasks extracted from the Preschool Self-Regulation Assessment (PSRA). Parents of children born prematurely also completed the Strengths and Difficulties Questionnaire (SDQ), which is a brief behavioral screening questionnaire that consists of five scales: emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems and prosocial behavior. Results Premature children scored lower for both hot and cool executive functions in comparison to the children born at term in two of the five tasks. In addition, an association between worse executive functioning and more severe problems was found in the preterm group. This link applies to both general and specific problems, such as hyperactivity/inattention and behavioral problems. Conclusions Prematurely born children may have larger deficits both in hot and cool aspects of executive functions compared to their peers born at term. Deficits in hot aspect may be reflected in hyperactivity/inattention symptoms and conduct problems, whereas difficulties in cool aspect may be more related to the general picture of problems in prematurely born children.

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Section: Health Psychology Reportmentioning

confidence: 99%

Hot and cool executive functions in very and extremely preterm preschool children

Walczak¹,

Chrzan-Dętkoś²

2017

Health Psychology Report

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“…Cognitive stimulation and emotional support have been found to uniquely predict child motivation and related outcomes, such as academic skills. Two studies to date that examined both cognitive stimulation and emotional support as they relate to motivation in early childhood suggest that emotional support but not cognitive stimulation predict child task orientation in early childhood (Salonen et al, ; Young & Hauser‐Cram, ). Studies that focused on academic outcomes indicated that cognitive stimulation and parental emotional support tend to be positively and independently associated with young children's early academic skills (e.g., Bradley, Corwyn, Burchinal, McAdoo, & Garica‐Coll, ; Hubbs‐Tait, Culp, Culp, & Miller, ; Leerkes, Calkins, O'Brien, & Marcovitch, ), their level of attention (Barocas et al, ), and early school success (Mokrova, O'Brien, Calkins, Leerkes, & Marcovitch, ; Neitzel & Stright, ).…”

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confidence: 99%

Links between Family Social Status and Preschoolers' Persistence: The Role of Maternal Values and Quality of Parenting

Mokrova

O’Brien

Calkins

et al. 2012

Infant and Child Development

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Children who develop persistence in the preschool years are likely to function more effectively during the transition into school. In this study of 231 3-year-old children and their mothers, we examined the relations among family social status, maternal values of self-direction, and quality of parenting and children’s persistence in challenging tasks. Results of SEM path analysis indicated that family social status was related to maternal values of self-direction, which in turn were associated with the quality of maternal cognitive stimulation and emotional support and child persistence at preschool-age. Family social status and maternal values were indirectly related to child persistence through emotional support. Focusing on parental values of self-direction and provision of support during challenging tasks may help to reduce the gap in school success between children from lower and higher social status families.

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“…As crianças tenderam também a envolver-se menos com a história que estavam a contar quando as mães impunham o seu ponto de vista. Um nível elevado de intrusividade parece violar os princípios subjacentes ao optimal-scaffolding previamente descritos (Salonen et al, 2007), uma vez que não possibilita a autonomia necessária à criança para realizar a tarefa e se associa negativamente à mudança comportamental e sensibilidade materna. As mães que apresentaram maior intrusividade parecem responsabilizar-se pela realização da tarefa, daí assumirem, por vezes, o papel de narradoras, tentando impor a sua perspetiva da história.…”

Section: Discussionunclassified

Scaffolding Verbal Materno e Coerência Estrutural Narrativa da Criança em Idade Pré-escolar

Carvalho¹,

Osório

Martins

et al. 2013

Análise Psicológica

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O scaffolding assume um papel importante no desenvolvimento das capacidades narrativas das crianças. O objetivo deste estudo foi analisar qual a relação entre o scaffolding verbal materno e a coerência estrutural narrativa da criança. Quarenta e uma crianças (24 rapazes, 58.5%) com 4 anos e suas mães realizaram uma tarefa de elicitação narrativa, utilizando um livro de imagens. O scaffolding foi analisado segundo a Grelha de Cotação de Comportamentos Verbais Promotores da Narrativa nas Crianças em Idade Pré-escolar, enquanto a narrativa foi avaliada com o Sistema de Codificação da Coerência Estrutural Narrativa. Os resultados mostram que os comportamentos maternos que dirigem a atenção e o interesse da criança para o livro e as questões que direccionam o discurso da criança para determinados pontos da história se correlacionam negativamente com alguns aspectos da coerência estrutural narrativa. Em contraste, níveis reduzidos de intrusividade materna a par com níveis elevados de sensibilidade e de capacidade para modificar e ajustar o seu comportamento verbal encontram-se associados a uma elevada coerência estrutural narrativa. Estes resultados sugerem que o momento no qual a mãe decide intervir e a forma como o faz são questões relevantes para o desenvolvimento da narrativa da criança, com possíveis repercussões na coerência estrutural narrativa. Palavras-chave:Idade pré-escolar, Livro de imagens, Narrativa, Scaffolding. INTRODUÇÃOAs interações familiares desempenham um papel crucial no que diz respeito ao desenvolvimento da competência narrativa da criança (Larrea, 1994). Na interação com as figuras parentais, a criança tem a possibilidade de participar em inúmeras práticas narrativas do dia-a-dia (por exemplo, na descrição de episódios do quotidiano, relatos de acontecimentos passados, leitura de contos infantis...), nas quais aprende a contar e a organizar as suas histórias, que tipos de acontecimentos são comunicáveis e que tipo de relações se pode estabelecer entre eles, de acordo com a cultura vigente (Göncü & Jain, 2000).Neste sentido, o scaffolding pode ser entendido como o suporte temporário que pais, professores ou outros adultos ou pares mais competentes proporcionam à criança numa dada tarefa, até que esta a consiga executar sozinha com alguma mestria (Wood, Bruner, & Ross, 1976), sendo que no scaffolding verbal o adulto auxilia e promove verbalmente o discurso da criança (Otto, 2006). Os pais intervêm nas produções narrativas das crianças para as encorajar a construir novas narrativas e a desenvolver partes específicas das suas histórias, contribuindo com ideias, utilizando questões e elaborando as respostas das crianças. Dessa forma, fornecem informação orientadora ou pedem essa 269A correspondência relativa a este artigo deverá ser enviada para:

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Scaffolding interaction in parent-child dyads: Multimodal analysis of parental scaffolding with task and non-task oriented children

Cited by 30 publications

References 65 publications

Hot and cool executive functions in very and extremely preterm preschool children

Hot and cool executive functions in very and extremely preterm preschool children

Links between Family Social Status and Preschoolers' Persistence: The Role of Maternal Values and Quality of Parenting

Scaffolding Verbal Materno e Coerência Estrutural Narrativa da Criança em Idade Pré-escolar

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