Show simple item record

dc.contributor.authorNeumann, Michelle
dc.contributor.authorNeumann, David
dc.contributor.editorK. Alvarez
dc.date.accessioned2018-04-22T21:30:57Z
dc.date.available2018-04-22T21:30:57Z
dc.date.issued2016
dc.identifier.isbn9781634844253en_US
dc.identifier.urihttp://hdl.handle.net/10072/143448
dc.description.abstractPositive parent-child interactions play an important role in fostering the development of pre-schoolers’ knowledge and understandings of their world. Due to the relatively recent launch of touch screen tablets (e.g., iPads) little is known about how parents scaffold their children’s learning with tablets. A mother and her two young children were observed interacting during a joint iPad activity and their verbal utterances were recorded and analysed. A coding system was designed to measure cognitive, affective, and technical scaffolding (CATs) strategies the mother used to support her children’s interactions with a literacy app. The findings showed the mother made more utterances than each of the children. The mother used cognitive scaffolding most frequently, affective scaffolding second most frequently, and technical scaffolding least frequently. Maternal scaffolding provided to young children may be important to support early learning with iPads and other touch screen devices. Further research is needed using a larger participant sample to validate the CATs coding system and to examine the different ways that parents provide cognitive, affective, and technical scaffolding to their children.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherNova Science Pubishersen_US
dc.publisher.placeUnited Statesen_US
dc.publisher.urihttps://www.novapublishers.com/catalog/product_info.php?products_id=56981en_US
dc.relation.ispartofbooktitleParent-Child Interactions and Relationships: Perceptions, Practices and Developmental Outcomesen_US
dc.relation.ispartofchapter7en_US
dc.relation.ispartofpagefrom133en_US
dc.relation.ispartofpageto148en_US
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchEducational Psychologyen_US
dc.subject.fieldofresearchcode139999en_US
dc.subject.fieldofresearchcode170103en_US
dc.titleAn analysis of mother-child interactions during an iPad activityen_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Book Chapters (HERDC)en_US
dc.type.codeB - Book Chaptersen_US
dc.description.versionPost-printen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyright© 2016 Nova Science Publishers Inc. This is the author-manuscript version of this paper. It is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.en_US
gro.hasfulltextFull Text
gro.griffith.authorNeumann, Michelle M.
gro.griffith.authorNeumann, David L.


Files in this item

This item appears in the following Collection(s)

  • Book chapters
    Contains book chapters authored by Griffith authors.

Show simple item record