The effects of children's communicative status and task on parents' teaching strategies |
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| Institution: | 1. Beijing Computational Science Research Center, Hai-Dian District, Beijing 100094, China;2. Department of Mathematics & Statistics, Old Dominion University, Norfolk, VA 23529, USA;3. Research Institute of Tsinghua University in Shenzhen, Shenzhen 518057, China;1. Department of Mental Health, Spedali Civili Hospital, Brescia, Italy;2. University of Brescia, School of Medicine, Brescia, Italy;3. Hospital Istituti Ospitalieri, Cremona, Italy;1. Neurophysiology Unit, Cardiac Electrophysiology Research and Training Center, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand;2. Department of Physiology, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand;3. Department of Oral Biology and Diagnostic Sciences, Faculty of Dentistry, Chiang Mai University, Chiang Mai, Thailand;1. Department of Pharmacology and Toxicology, Pharmaceutical Sciences Research Center, Faculty of Pharmacy, Tehran University of Medical Sciences, Tehran, Iran;2. Neuroscience Research Center, Shahid Beheshti University of Medical Sciences, Tehran, Iran;3. Department of Neuroscience, Faculty of Advance Science and Technology in Medicine, Tehran University of Medical Sciences, Tehran, Iran |
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| Abstract: | The two goals of the study were to examine factors affecting parents' teaching strategies with their children and to identify the effectiveness of different teaching strategies for engaging children in tasks. It was hypothesized that teaching strategies would vary as a function of parent status (mother/father), children's communicative status (nonhandicapped-NCH/handicapped-CH) and different tasks (origami/book reading). Each of the 120 families included a target child (M = 4.5 years old), a mother, and a father; 60 families had a CH child and 60 matched families had an NCH child. Each parent engaged in book-reading and origami tasks with their target child. Parents' teaching strategies were recorded and categorized according to levels of cognitive demand. In addition, children's level of task engagement was rated. Results indicated that parents varied their teaching strategies according to both task and children's communicative status. Generally, they were more demanding and less directive of the more competent, NCH, children than of the CH children. Further, parents used different strategies with their NCH and CH children in both tasks to keep them engaged. Results are discussed in terms of Vygotsky's theory of the zone of proximal development. |
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