How different are parents and educators? A comparative study of interactive differences between parents and educators in a collaborative adult-child activity.

Autor/Urheber	Fuertes, Marina; Sousa, Otília; Łockiewicz, Marta; Nunes, Clarisse; Lino, Dalila Maria Brito Cunha
Institution	Public Library of Science (PLOS)
Titel	How different are parents and educators? A comparative study of interactive differences between parents and educators in a collaborative adult-child activity.
Quelle	In: PTDC/MHC-PED/1424/2014; Fuertes M, Sousa O, Łockiewicz M, Nunes C, Lino D (2018) How different are parents and educators? A comparative study of interactive differences between parents and educators in a collaborative adult-child activity. PLoS ONE 13(11): e0205991. https://doi.org/10.1371/journal.pone.0205991; 1932-6203; doi:10.1371/journal.pone.0205991; 30427856(2018) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.1371/journal.pone.0205991
Schlagwörter	Adult; Behavior; Child; Preschool; Fathers; Female; Humans; Male; Mothers; Portugal; Child Development; Parents; Social Behavior; Science & Technology
Abstract	Data are available from the Tandem Portuguese Studies (including "How different are parents and educators? A comparative study of interactive differences between parents and educators in a collaborative adult-child activity") is available APA URL (https://osf.io/r9j4k/?view_only=baf7c703cdaa4ae8b64ad055b8fb1770). ; Involving children in collaborative tasks supports their cognitive, motor and social development. This study, performed in Portugal, aims to describe and compare early childhood educators and parents regarding their collaborative and interactive behavior when working with children. For that purpose, 55 educators (of both genders) with a child from their class and 45 parents (of both genders) with their children, participated in an everyday-like quasi-experimental situation for 20 minutes. The participants were invited to build an object of their choice, using a range of available materials and tools. The children included 47 boys and 48 girls, between 3 and 5 year-old. In comparison with the parents, the educators encouraged the children more to explore and find their own solutions. Conversely, the parents helped their children by offering demonstrations and directions. When the educators and the parents were grouped by gender ("men" versus "women"), different opportunities were offered to boys and girls by male and female adults. Our study suggests that educators and parents serve as diverse, but complementary educational role models and provide different learning opportunities. ; The first author was funded by Fundacao para a Ciencia e a Tecnologia (PTDC/MHC-PED/1424/2014). This research was funded by CIED/ESELX and Anual para Projetos de Investigacao, Desenvolvimento, Inovacao e Criacao Artistica do IPL-2016.The first author was funded by Fundacao para a Ciencia e a Tecnologia (PTDC/MHC-PED/1424/2014). This research was funded by CIED/ESELX and Anual para Projetos de Investigacao, Desenvolvimento, Inovacao e Criacao Artistica do IPL-2016 & 2018. We gratefully acknowledge the Holger Brandres and Markus Andrae guidance in starting this project. This paper is dedicated to all Portuguese Tandem team http://tandemforfour.weebly.com/sobrenoacutes.html ; Financial Support by CIEC (Research Centre on Child Studies, IE, UMinho; FCT R&D unit 317, Portugal) by the Strategic Project UID/CED/00317/2013, with financial support of National Funds through the FCT (Foundation for Science and Technology) and co-financed by European Regional Development Funds (FEDER) through the COMPETE 2020 - Competitiveness and Internationalization Operational Program (POCI) with the reference POCI-01-0145-FEDER-007562
Erfasst von	BASE - Bielefeld Academic Search Engine