The effects of parental scaffolding on preschoolers' executive function.

Abstract

The present study explores the effects of parental scaffolding of children's problem solving on the development of executive function (EF). Eighty-two children were assessed at 2, 3, and 4 years of age on a variety of EF tasks and, at ages 2 and 3, on a problem-solving puzzle with which parents offered structured assistance (i.e., scaffolding). Unlike previous studies of parental scaffolding, children's EF was examined at each time point. Scaffolding at age 3 was found to have a direct effect on EF at age 4. Furthermore, scaffolding at age 2 had an indirect on EF at age 4 through the child's verbal ability at age 3.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 335 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.