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

• Pekka Salonen ^[1] ; Janne Lepola ^[1] ; Marja Vauras ^[1]
  1. [1] University of Turku

     University of Turku

     Turku, Finlandia

     
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 22, Nº 1, 2007, págs. 77-96
• Idioma: inglés
• DOI: 10.1007/BF03173690
• Texto completo no disponible (Saber más ...)
• Resumen

  • In this exploratory study we conceptualized and explored socio-cognitive, emotional and motivational regulatory processes displayed in scaffolding interaction between parents and their non-task and taskoriented children. Based on the dynamic systems view and findings from developmental research, we assumed that parents with non-task oriented and task-oriented children have formed differential multimodal interaction patterns which have been stabilized during repeated parent-child scaffolding episodes. We hypothesized that, in comparison with task-oriented parent-child dyads, parents with non-task oriented children would show more non-optimal patterns in socio-cognitive, motivational, and emotional realms of scaffolding regulation. The sample consisted of 11 task-oriented and 12 non-task oriented (extremely task-avoidant or socially dependent) 7-year-old children with their parents. The children worked on picture arrangement and brick construction tasks. The quality of parent-child regulation was assessed both by global rating scales and by a micro-analytic procedure focused on dyadic coordinations (e.g., parental intrusiveness, directiveness, modulation of emotions and expectations). Global ratings and micro-analyses did reveal group level differences in socio-emotional regulation but not in socio-cognitive and motivational regulation.

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