ERIC Number: EJ1169496
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Maternal Scaffolding of Preschoolers' Writing Using Tablet and Paper-Pencil Tasks: Relations with Emergent Literacy Skills
Neumann, Michelle M.
Journal of Research in Childhood Education, v32 n1 p67-80 2018
Mothers play a key role in scaffolding children's writing using traditional tools, such as paper and pencil. However, little is known about how mothers scaffold young children's writing using touch-screen tablets (e.g., iPads) and the associations between maternal scaffolding and emergent literacy. Mother-child dyads (N = 47; M child age = 3.43 years) were video recorded as they wrote words using an iPad and a paper and pencil. Maternal print and grapho-phonemic mediation behaviors were measured. Children were assessed on letter name and letter-sound knowledge, letter writing and name writing, and print concepts. No significant differences were found in the level of maternal mediation provided in the tablet or paper-pencil condition. Maternal print mediation was positively associated with letter name and letter-sound knowledge and emergent writing in the tablet and paper-pencil conditions. Grapho-phonemic mediation was significantly related to children's understanding of letter-sound correspondence and print concepts in the paper-pencil condition, but not the tablet condition. Supporting parents in using grapho-phonemic mediation during tablet use to foster early literacy learning should be considered in future research.
Descriptors: Scaffolding (Teaching Technique), Mothers, Preschool Children, Emergent Literacy, Parent Child Relationship, Phoneme Grapheme Correspondence, Handheld Devices, Foreign Countries, Handwriting, Writing Instruction, Comparative Analysis, Correlation, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia