How different are parents and educators? A comparative study of interactive differences between parents and educators in a collaborative adult-child activity
Marina Fuertes , Otília Sousa , Marta Łockiewicz , Clarisse Nunes , Dalila Lino
AbstractInvolving children in collaborative tasks supports their cognitive, motor and social development. This study, performed in Portugal, aims to describe and compare early childhood educators and parents regarding their collaborative and interactive behavior when working with children. For that purpose, 55 educators (of both genders) with a child from their class and 45 parents (of both genders) with their children, participated in an everyday-like quasi-experimental situation for 20 minutes. The participants were invited to build an object of their choice, using a range of available materials and tools. The children included 47 boys and 48 girls, between 3 and 5 year-old. In comparison with the parents, the educators encouraged the children more to explore and find their own solutions. Conversely, the parents helped their children by offering demonstrations and directions. When the educators and the parents were grouped by gender (“men” versus “women”), different opportunities were offered to boys and girls by male and female adults. Our study suggests that educators and parents serve as diverse, but complementary educational role models and provide different learning opportunities.
|Journal series||Plos One, ISSN 1932-6203, (A 35 pkt)|
|Publication size in sheets||0.7|
|License||Journal (articles only); published final; ; with publication|
|Score|| = 35.0, 15-11-2018, ArticleFromJournal|
= 40.0, 15-11-2018, ArticleFromJournal
|Publication indicators||: 2017 = 2.766 (2) - 2017=3.352 (5)|
* presented citation count is obtained through Internet information analysis and it is close to the number calculated by the Publish or Perish system.