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

: Salonen Pekka, Lepola Janne, Vauras Marja

Publisher: INST SUPERIOR PSICOLOGIA APLICADA

: 2007

: European Journal of Psychology of Education

: EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION

: EUR J PSYCHOL EDUC

: 22

: 1

: 77

: 96

: 20

: 0256-2928

DOI: https://doi.org/10.1007/BF03173690

: https://link.springer.com/article/10.1007/BF03173690

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 task-oriented 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.