Maternal Scaffolding Strategies and Early Development of Self-Regulation in Chinese Preschoolers

Autor/inn/en	Sun, Jin; Tang, Yixuan
Titel	Maternal Scaffolding Strategies and Early Development of Self-Regulation in Chinese Preschoolers
Quelle	In: Early Child Development and Care, 189 (2019) 9, S.1525-1537 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sun, Jin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1395874
Schlagwörter	Mothers; Scaffolding (Teaching Technique); Preschool Children; Child Development; Kindergarten; Foreign Countries; Problem Solving; Parent Child Relationship; Feedback (Response); Executive Function; Cultural Context; Positive Reinforcement; Criticism; Middle Class; Personal Autonomy; Parent Responsibility; Child Responsibility; China + Suchen Sie Ihr Suchwort? Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Ausland; Problemlösen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kritik; Mittelschicht; Individuelle Autonomie
Abstract	This study examined the relationship between aspects of maternal scaffolding and Chinese preschoolers' self-regulation. Thirty-three children aged 3-5 (12 boys and 21 girls) and their mothers from one kindergarten in Nanning, China, participated in 2 dyadic problem-solving tasks. The children's self-regulation was assessed using the tapping task either before or after a dyadic problem-solving session on the same day. All mother-child joint problem-solving sessions were videotaped and transcribed. Maternal scaffolding was coded in terms of cognitive assistance (elaborative/directive), emotional feedback (positive/negative), and transfer of responsibility (adult's/child's responsibility) in interaction turns. The results of a hierarchical regression analysis indicated that maternal elaborative cognitive assistance and positive feedback positively predicted children's self-regulation, while neither the adult's nor the child's bearing of responsibility in interaction turns significantly predicted children's self-regulation. Reasons for these results and implications for further studies and practitioners are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01