Cooperation and instruction in practical problem solving. Differences in interaction styles of mother-child dyads as related to socio-economic background and cognitive development

Paul P.M. Leseman; Frances F. Sijsling

doi:10.1016/S0959-4752(96)00018-7

Cooperation and instruction in practical problem solving. Differences in interaction styles of mother-child dyads as related to socio-economic background and cognitive development

Paul P.M. Leseman^*, Frances F. Sijsling

^*Corresponding author for this work

Chair Leseman

Erasmus University Rotterdam

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

This article addresses the role of parents and children in the social construction of children's cognitive competence. A discussion of four approaches (i.e. Sigel, Wertsch, Wood, Diaz et al.) leads to the hypothesis that both the level of instruction content and the degree of cooperation in joint problem solving interactions with adults are related to children's cognitive development. This was tested in a study of 40 mothers and three-year-old children solving a practical problem. Coding videotaped interactions on a content and cooperation dimension yielded moderate to strong correlations with family's socio-economic status and children's cognitive level.

Original language	English
Pages (from-to)	307-323
Number of pages	17
Journal	Learning and Instruction
Volume	6
Issue number	4
DOIs	https://doi.org/10.1016/S0959-4752(96)00018-7
Publication status	Published - Dec 1996

Funding

Acknowledgements-The studyr eportedi n this articlei s part of a largerr esearchp rojectc arriedo ut with grants madet o thef irst authorb y the NetherlandsO rganizationfo r ScientificR esearcha nd the RoyalD utchA cademyo f Arts and SciencesW. e would like to thank our colleagueS . Sahin for assistingin the codingw ork.

Funders
NetherlandsO rganizationfo r ScientificR esearcha nd the RoyalD utchA cademyo f Arts

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10.1016/S0959-4752(96)00018-7

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title = "Cooperation and instruction in practical problem solving. Differences in interaction styles of mother-child dyads as related to socio-economic background and cognitive development",

abstract = "This article addresses the role of parents and children in the social construction of children's cognitive competence. A discussion of four approaches (i.e. Sigel, Wertsch, Wood, Diaz et al.) leads to the hypothesis that both the level of instruction content and the degree of cooperation in joint problem solving interactions with adults are related to children's cognitive development. This was tested in a study of 40 mothers and three-year-old children solving a practical problem. Coding videotaped interactions on a content and cooperation dimension yielded moderate to strong correlations with family's socio-economic status and children's cognitive level.",

author = "Leseman, \{Paul P.M.\} and Sijsling, \{Frances F.\}",

year = "1996",

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language = "English",

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journal = "Learning and Instruction",

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Cooperation and instruction in practical problem solving. Differences in interaction styles of mother-child dyads as related to socio-economic background and cognitive development. / Leseman, Paul P.M.; Sijsling, Frances F.
In: Learning and Instruction, Vol. 6, No. 4, 12.1996, p. 307-323.

Research output: Contribution to journal › Article › Academic › peer-review

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Cooperation and instruction in practical problem solving. Differences in interaction styles of mother-child dyads as related to socio-economic background and cognitive development

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