ERIC Number: EJ1131220
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
Reference Count: 45
Explicit Scaffolding Increases Simple Helping in Younger Infants
Dahl, Audun; Satlof-Bedrick, Emma S.; Hammond, Stuart I.; Drummond, Jesse K.; Waugh, Whitney E.; Brownell, Celia A.
Developmental Psychology, v53 n3 p407-416 Mar 2017
Infants become increasingly helpful during the second year. We investigated experimentally whether adults' explicit scaffolding influences this development. Infants (N = 69, 13-18 months old) participated in a series of simple helping tasks. Half of infants received explicit scaffolding (encouragement and praise), whereas the other half did not. Among younger infants (below 15 months), infants who received explicit scaffolding helped twice as often as infants in the control group, and also helped more on several subsequent trials when no scaffolding was provided. As predicted, older infants were not affected by explicit scaffolding. These results demonstrate the influence of social experiences in early helping, but also how the effects of scaffolding may depend on the developmental level of the child. Less explicit forms of scaffolding may be effective when children are older.
Descriptors: Helping Relationship, Infants, Scaffolding (Teaching Technique), Child Development, Age Differences, Gender Differences, Eye Movements
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: email@example.com; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Grant or Contract Numbers: 1R03HD07715501