Parent–child learning interactions
A review of the literature on scaffolding
Bibliographic Data
| ID | 14061237 |
|---|---|
| Authors | Roni Mermelshtine (0000-0003-4111-5456, Birkbeck University of London UK, corresponding author) |
| Year | 2017 |
| Volume | 87 |
| Issue | 2 |
| Pages | 241-254 |
| Publication date | 2017-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12147 |
| PMID | 28220477 |
| OpenAlex | W2590787318 |
| Language | EN |
| Citations received | 48 |
| References cited | 72 |
BACKGROUND: Scaffolding can be observed during learning-based interactions, when interventions by parents are adjusted according to children's observed abilities, with the main goal of enabling the child to work independently (Wood et al., 1976, Journal of child psychology and psychiatry, 17, 89). Such contingent instruction behaviours occur from infancy, and are said to be relevant for children's development of executive function, language acquisition, and cognitive and academic abilities. Scaffolding behaviours are considered a product of the family and the wider context, a process affected by parent and child characteristics, and the environment they inhabit. Over 40 years of scaffolding research has produced an abundance of findings. Early investigations were concerned with the conceptualization of scaffolding, whereas more recent studies build upon the theory, testing its correlates and relevance for child development. AIMS: This article offers an overview of the literature, focusing on the relevance of scaffolding for child developmental outcomes, and the factors associated with individual differences in the process. STRUCTURE: The article is structured such that the origins of the theory and its definitions are discussed first, followed by an overview of the correlates of scaffolding. The review concludes with a critical evaluation of the literature, proposing novel avenues for future research
Child development · Cognition · Conceptualization · Context (archaeology) · Developmental psychology · Psychological intervention · Relevance (law) · Scaffold · Educational and Psychological Assessments · Family and Disability Support Research · Parental Involvement in Education · Psychology
Valor predictivo sobre el rendimiento de estrategias de aprendizaje, metas académicas, estilos educativos y expectativas parentales en ESO
Parental Structuring in Response to Toddler Negative Emotion Predicts Children’s Later Use of Distraction as a Self-Regulation Strategy for Waiting
Scaffolding in the engineering lab
Family Context Assessment in Middle Childhood
Maternal stimulation and early child development in sub-saharan Africa
Child Weight Status
Evaluation of a Program to Help Low-Income, Latina Mothers Help Their Children Cope With Stress
Parenting Influences on Frontal Lobe Gray Matter and Preterm Toddlers’ Problem-Solving Skills
Parental homework-help profiles throughout grades 6 – 9
Triangulating Multi-Method Assessments of Parental Support for Early Math Skills
Child-player and mother-spectator
Autism Spectrum Disorder and Remote Learning
Exploring children’s perceptions of family relationships in China through kinetic family drawing
“You Have to Do It Like the Duckies Hatch Their Egg”
Enhancing home visits to promote parents’ sensitive scaffolding among families living in poverty
Measuring teacher scaffolding in game-based learning
Identifying creative and participatory approaches to respond to existing challenges for Irish language teaching and learning at English-medium primary school level
Parental involvement in STEM
The influence of deprivation on cortical development and psychotic symptoms in youth
Parent‐child interaction at age 5 months
Explaining and exploring the dynamics of parent–child interactions and children's causal reasoning at a children's museum exhibit
An Illusion of Self-Sufficiency for Learning About Artifacts in Scaffolded Learners, But Not Observers
Low-Income Latina Mothers’ Scaffolding of Preschoolers’ Behavior in A Stressful Situation and Children’s Self-Regulation
Maternal education, home environment and chinese primary school children’s academic performance
Prosodic features of maternal input to children with sex chromosome trisomies
Enhancing the emotion regulation of preschool children through the EmoPlay Pals App
A culturally grounded analytical framework for children’s rights
A unified framework of parental socialization of executive function development
Neural hyperscanning in caregiver-child dyads
A joint future for cultural evolution and developmental psychology
Integrating self-determination theory and collaborative problem solving to improve parent-child relationships
Parental consideration of children's experiences
Routines and child development
Maternal Emotional Availability Supports Child Communicative Development Regardless of Child Temperament—Findings From the FinnBrain Birth Cohort Study
Not all babies are in the same boat
Maternal scaffolding and children's mathematical ability
Chinese mother’s scaffolding of young children’s responses to stress and children’s depressive symptoms during the first year of primary school
Identifying Emotional Expressions During Family Science Engagement at Home—A Case Study From a Parent's Perspective
An early parenting intervention focused on enriched parent–child interactions improves effortful control in the early years of school
Playful activities mitigate relations between parental mental health difficulties and child verbal outcomes
Quality of both parents’ cognitive guidance and quantity of early childhood education
Training of parental scaffolding in high‐socio‐economic status families
Scaffolding
The relationship between involvement in household chores and problem-solving abilities among preschool children and the moderating role of parental scaffolding
Bridging home and school
How Parents Play
Beyond the Interview Guide
Scaffolding for motivation by parents, and child homework motivations and emotions
Apprenticeship in Thinking
Guided Participation in Cultural Activity by Toddlers and Caregivers
Socioeconomic status and executive function
From External Regulation to Self-Regulation
Why Is Infant Language Learning Facilitated by Parental Responsiveness?
Early Maternal and Child Influences on Children's Later Independent Cognitive and Social Functioning
Nature-nurture reconceptualized in developmental perspective
The Role of Tutoring in Problem Solving
From Social Interaction to Higher Psychological Processes. A Clarification and Application of Vygotsky’s Theory
Learning by Observing and Pitching In to Family and Community Endeavors
Current activity for the future
How do families help or hinder the emergence of early executive function
Maternal Depression and Parenting
Determinants of Dyadic Scaffolding and Cognitive Outcomes in First Graders
Stability of Maternal Autonomy Support between Infancy and Preschool Age
Young girls’ spatial and arithmetic performance
L. S. Vygotsky and contemporary developmental psychology
Responsive parenting
Maternal scaffolding behavior
Balancing for weaknesses and challenging developmental potential
The effects of parental scaffolding on preschoolers' executive function
Mothers and fathers teaching 3-year-olds
Applying an observational lens to identify parental behaviours associated with children's homework motivation
School readiness
The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity
A Study of Assisted Problem-solving
| Unique citing works | 48 |
|---|---|
| Citations per year | 6 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 46 |