Find the difference: Parent–child interactions at Ankara University Toy Museum

Museums are founded on the preservation, classification and exhibition of artifacts collected from rare cabinets to imperial treasures. The aim of this study was to examine how arrangements in museum differentiate parental scaffolding behaviour. This research was carried out in Ankara University Toy Museum, and 50 parent–child couples participated. It was investigated how the situation of playing ‘find the difference’ game differentiates parental scaffolding behaviour. Interactions between parents and children in the museum were videotaped and speeches were transcribed. Speeches were divided into scaffolding categories and frequencies were calculated. As a result of the analysis, 20 parents played the game with their children. According to the results of the research, museums can support parents’ scaffolding behaviour. In Turkey, there is limited information on how parents are using museums for their children. Studies carried out in this field can provide more information about how practices can be conducted in this field. Keywords: Scaffolding behaviours, cognitive development, early childhood, museum, informal education.

Parental scaffolding during book-sharing predicts child general intelligence

While much variance in general intelligence or g is genetic, a substantial environmental component suggests a possible role for parent-child interaction. In particular, previous evidence suggests the importance of parental scaffolding, or provision of cognitive structure to shape child behaviour. A role for scaffolding is consistent with the proposal that, in adult cognition, a critical aspect of g is decomposition of complex problems into a structure of simpler parts. Building on previous work, we recruited 164 parents attending Children’s Centres with a child aged 2-4 years, and examined parental scaffolding during a book-sharing activity. Scaffolding was measured as the first principal component of a variety of parental behaviours, including sensitivity, focusing attention, extending comprehension, and promoting child participation. Child g was measured as the first principal component of a broad cognitive battery, including language, attention, working memory, and executive function. Importantly, we assessed contributions of the parent’s own intelligence, education, and family income. Though these variables were all associated with child g, their links to parental scaffolding were weaker, and scaffolding remained predictive of child g even once the influence of these variables was removed. In contrast to the correlation with cognitive proficiency, scaffolding did not predict child pro-social behaviour. We suggest that parental scaffolding supports the child’s development of a broad skill of attentional structuring, promoting the across-the-board cognitive proficiency that is reflected in g.

Development of an Observational Parental Scaffolding Measure for Youth with Spina Bifida

Objective To examine the reliability and validity of a new observational measure of parental scaffolding, as well as the impact of parental scaffolding on academic and social outcomes among youth with spina bifida (SB). Methods As part of a larger study, 137 families of youth with SB participated in family interaction tasks and self-report questionnaires at the baseline assessment. Teachers also reported on youth’s academic independence and competence, as well as social skills. Guided by previous research and theoretical formulations, a rational approach to measure development was employed whereby maternal and paternal scaffolding composites were created using the Family Interaction Macro-coding System (Holmbeck, Zebracki, Johnson, Belvedere, & Hommeyer (2007). Parent-child interaction macro-coding manual. Unpublished coding system. Chicago: Loyola University Chicago). Results The scaffolding measure demonstrated acceptable interrater and scale reliabilities. Additionally, both the maternal and paternal scaffolding composites were significantly associated with scores from self-report questionnaires of parenting behaviors in the expected directions. Maternal scaffolding was positively associated with IQ, academic competence, academic independence, and social self-control in youth with SB, whereas paternal scaffolding was positively associated with social cooperation and social self-control. Differences in scaffolding emerged between mothers and fathers, as well as across demographic variables. Conclusion Initial findings support the use of the scaffolding measure. Future research should continue to examine the utility of this scaffolding measure in families of youth with SB.

“How Do We Solve This Task?”

The study examines (a) whether gestational age relates to parental scaffolding (SCA), when controlling for child cognitive development, parenting stress, and socioeconomic status, and (b) how SCA links to parent–child problem-solving performance. The sample included 142 parents with a full-term or preterm 2-year-old toddler (corrected age). Parents’ SCA during one of two (randomly assigned) problem-solving tasks was rated on five scales (use of SCA means, cognitive support, metacognitive support, transfer or responsibility, contingency management). The results suggest that gestational age is positively related to parents’ transfer of responsibility and metacognitive support. The effects decrease, however, once covariates are controlled for. Regarding the problem-solving performance, direct effects were observed from parents’ cognitive and metacognitive support, transfer of responsibility, and contingency management. The data also confirm an indirect effect of parents’ use of SCA means on the problem-solving performance, partially mediated via parents’ cognitive support. Implications for the design of interventions are discussed.