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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.isbn9781634844253
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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherNova Science Pubishers
dc.publisher.placeUnited States
dc.publisher.urihttps://www.novapublishers.com/catalog/product_info.php?products_id=56981
dc.relation.ispartofbooktitleParent-Child Interactions and Relationships: Perceptions, Practices and Developmental Outcomes
dc.relation.ispartofchapter7
dc.relation.ispartofpagefrom133
dc.relation.ispartofpageto148
dc.subject.fieldofresearchEducation not elsewhere classified
dc.subject.fieldofresearchEducational Psychology
dc.subject.fieldofresearchcode139999
dc.subject.fieldofresearchcode170103
dc.titleAn analysis of mother-child interactions during an iPad activity
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
dc.description.versionPost-print
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
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.
gro.hasfulltextFull Text
gro.griffith.authorNeumann, David L.
gro.griffith.authorNeumann, Michelle M.


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