Parental guidance in preschoolers' understanding of spatial-graphic representations

被引：62

作者：

Szechter, LE ^{[1
]}

Liben, LS ^{[1
]}

机构：

[1] Penn State Univ, Dept Psychol, University Pk, PA 16802 USA

来源：

CHILD DEVELOPMENT | 2004年 / 75卷 / 03期

关键词：

D O I：

10.1111/j.1467-8624.2004.00711.x

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This research was designed to observe whether parents guide their children's understanding of spatial-graphic representations and, if so, to describe the quality of the strategies they use. Parents read a picture book to their preschoolers (3 or 5 years, N = 31) and children completed spatial-graphic comprehension tasks. Observational data revealed a range of creative behaviors used to address the book's spatial-graphic challenges. The incidence and quality of parental spatial-graphic behaviors were significantly related to 5-year-old children's performance on spatial-graphic measures. These findings, as well as the paucity of parent attention to aesthetics or graphic production techniques, are discussed in relation to representational development and educational practice.

引用

页码：869 / 885

页数：17

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