Deafness and mother–child interaction: Scaffolded instruction and the learning of problem‐solving skills

Abstract

Abstract This study examines the effects of maternal teaching style on the developing problem‐solving abilities of deaf and hearing pre‐school children. Mothers and children from three matched groups, hearing mother‐deaf child, hearing mother‐hearing child, and deaf mother‐deaf child, were videotaped while the mother instructed the child on a block construction task and again when the child attempted the task independently. Dependent measures were maternal instructional style and child performance. The mothers in the deaf mother‐deaf child and hearing mother‐hearing child dyads used appropriate scaffolding behaviour and their children were more likely to exhibit adept and independent problem‐solving abilities than the deaf children of hearing mothers. The findings of this study support Vygotsky's notion of the ‘zone of proximal development’ and the concept of adult scaffolding of children's learning.

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