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ERIC Number: EJ1143974
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1522-7227
EISSN: N/A
The Moderation Role of Self-Perceived Maternal Empathy in Observed Mother-Child Collaborative Problem Solving
de Oliveira, Eben├ęzer A.; Jackson, Emily A.
Infant and Child Development, v26 n3 May-Jun 2017
Based on L. S. Vygotsky's sociocultural theory, previous scaffolding studies have examined some factors associated with adjustment of parental support during collaborative problem solving. However, a factor that remains unexplored in the literature is the potential relationship between parental empathy and parental support in collaborative problem solving. The present study addresses this question through the observation of 45 preschool children and their mothers cooperating in a problem-solving task with two levels of difficulty. Teachers rated the children's fine motor skills, and sampled mothers reported their empathy levels towards their children. Consistent with the notion of scaffolding, negative correlations were found between observed maternal verbal support (cognitive, autonomy, and emotional) and child age, and between observed maternal cognitive support and teacher reports of child motor skills. An analysis of covariance revealed significant empathy-by-difficulty interactions for physical and cognitive support after controlling for the effect of child motor skills. Implications of these findings are discussed in terms of the role of child motor skills and the importance of parental empathy in collaborative problem solving.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A