scholarly journals Contingent responsivity in E-books modeled from quality adult-child interactions: Effects on children’s learning and attention.

2020 ◽  
Vol 56 (2) ◽  
pp. 285-297
Author(s):  
Cassondra M. Eng ◽  
Anthony S. Tomasic ◽  
Erik D. Thiessen
Keyword(s):  
Adult Child ◽  
Children’S Learning ◽  
Children's Learning

Adult-child interaction in children’s learning from “Sesame Street”

ECTJ ◽  
1984 ◽  
Vol 32 (4) ◽  
pp. 217-223
Author(s):  
Robert A. Reiser ◽  
Martin A. Tessmer ◽  
Pamela C. Phelps
Keyword(s):  
Adult Child ◽  
Sesame Street ◽  
Children’S Learning ◽  
Child Interaction ◽  
Children's Learning

Cultural variation in children's observation during a demonstration

2005 ◽  
Vol 29 (4) ◽  
pp. 282-291 ◽  
Author(s):  
Rebeca Mejía-Arauz ◽  
Barbara Rogoff ◽  
Ruth Paradise
Keyword(s):  
Secondary Analysis ◽  
Cultural Variation ◽  
Formal Schooling ◽  
Primary Analysis ◽  
Extensive Experience ◽  
Children’S Learning ◽  
Mexican Heritage ◽  
European Heritage ◽  
Us Children ◽  
Children's Learning

Ethnographic research indicates that in a number of cultural communities, children's learning is organised around observation of ongoing activities, contrasting with heavy use of explanation in formal schooling. The present research examined the extent to which first- to third-grade children observed an adult's demonstration of how to fold origami figures or observed the folding of two slightly older children who also were trying to make the figures, without requesting further information. In the primary analysis, 10 Mexican heritage US children observed without requesting additional information to a greater extent than 10 European heritage US children. Consistent with the ethnographic literature, these two groups differed in the extent of their family's involvement in schooling; hence, we explored the relationship with maternal schooling in a secondary analysis. An additional 11 children of Mexican heritage whose mothers had extensive experience in formal school (at least a high school education) showed a pattern more like that of the European heritage children, whose mothers likewise had extensive experience in school, compared with the Mexican heritage children whose mothers had only basic schooling (an average of 7.7 grades). The results suggest that a constellation of cultural traditions that organise children's learning experiences—including Western schooling—may play an important role in children's learning through observation and explanation.

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