The Relationship between Parental Distancing Strategies and the Child’s Cognitive Behavior

Sigel, Irving E.

doi:10.1007/978-1-4684-4172-7_2

Cited by 173 publications

(113 citation statements)

References 14 publications

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“…Parents provide the groundwork for metacognitive development prior to the child's entry into school (McCombs, 1986). They influence school achievement by providing important learning experiences and encouraging their children's use of strategies (Sigel, 1982). Parents respond flexibly to their children's developing skills; for instance, they decrease the amount of on-task instruction as their children develop and internalize metacognitive information (Moore, Mullis, & Mullis, 1986;Wertsch, McNamee, McLane, & Budwig, 1980).…”

Section: University Of Notre Damementioning

confidence: 99%

Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development.

Carr¹,

Kurtz²,

Schneider³

et al. 1989

Developmental Psychology

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This study explored the differential effects of strategy training on German and American elementaryschool children and assessed the role of parents in the development of their children's strategic behavior and metacognition. 184 German and 161 American children were pretested on memory and metamemory tasks. Children were then assigned to either an organizational strategy training condition or a control condition. All children were tested on the maintenance and far-transfer of the strategy and task-related metamemory 1 week following training. Parents completed questionnaires about strategy instruction in the home. Strategy maintenance and metacognition were reassessed 6 months following training. German children were more strategic than American children. Instructed children performed better than control children. German parents reported more instruction of strategies in the home. These data suggest that formal education is responsible for aspects of cognitive development that have sometimes been viewed as a function of age.

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Section: University Of Notre Damementioning

confidence: 99%

Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development.

Carr¹,

Kurtz²,

Schneider³

et al. 1989

Developmental Psychology

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“…We begin with a study of 120 families in which the target child was 4 years of age (McGillicuddy-DeLisi 1982;Sigel 1982). Family variables included SES (middle vs. working class) and single-child versus three-child families.…”

Section: Influence Of Parental Beliefs and Behavior On Representationmentioning

confidence: 99%

“…In the first part (McGillicuddyDeLisi 1982), the influence of the demographic variables, SES and family constellation, on parental beliefs was examined, and in turn the influence of parental beliefs for their prediction of overt parental behaviors in a teaching situation was explored. The second part, the child's representational competence, was treated separately in the Sigel (1982) chapter. Note that the assessment of beliefs was focused exclusively on the parents' views of how a preschool child acquired concepts and abilities, hence making such beliefs relevant to the parental strategies employed in facilitating the child's performance in a teaching context.…”

Section: Influence Of Parental Beliefs and Behavior On Representationmentioning

confidence: 99%

“…The missing link, the child's cognitive performance, was examined in the Sigel (1982) chapter, where it was specifically related to parental teaching behaviors. The child's responses to the storytelling and paper-folding tasks were considered (e.g., extent of engagement and problem solutions), as was the child's performance on tasks independent of parental instructions.…”

Section: Influence Of Parental Beliefs and Behavior On Representationmentioning

confidence: 99%

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Research on Developmental Psychology

Kogan

Stricker

Lewis

et al. 2017

Methodology of Educational Measurement and Assessment

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“…Classic studies suggested that stimulating teacher-child language included engaging children in conversations that required them to develop higher order cognitive skills (Siegel 1982(Siegel , 1993. According to Siegel, these skills were nurtured and developed as teachers used cognitive demands in their talk.…”

Section: Cognitively Challenging Talkmentioning

confidence: 99%

Teacher‐involved conversations with young children during small group activity

Durden

Dangel

2008

Early Years

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, "Teacher-involved conversations with young children during small group activity" (2008 AbstractThis qualitative study examines the conversations of two preschool teachers with two-and three-year-old children during small-group activity settings in two highquality child development centers. Using interviews, observations and videotaping of small-group activities, the conversations are characterized in terms of the kind and function of language, the usage of cognitive demands and the reciprocal nature of these conversations. The findings indicate that teachers use declarative statements primarily to manage instruction and encourage language development. While teachers control most conversations, teacher-child reciprocity is evident and more genuine in authentic, teacher-guided activities. In both classrooms, the language during small-group activities is characterized as having low cognitive demands. Teachers and teacher educators need to be more cognizant of their language, including its purpose and opportunities to facilitate cognitively challenging conversations with young children. Recommendations for practice are provided.

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The Relationship between Parental Distancing Strategies and the Child’s Cognitive Behavior

Cited by 173 publications

References 14 publications

Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development.

Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development.

Research on Developmental Psychology

Teacher‐involved conversations with young children during small group activity

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