TY - JOUR
T1 - Caregiver involvement in infant peer interactions
T2 - Scaffolding in a social context
AU - Williams, Shannon Tierney
AU - Mastergeorge, Ann M.
AU - Ontai, Lenna L.
N1 - Funding Information:
Support for this research has come from multiple sources including the University of California, Davis Jastro Shields Research Award and the University of California, Davis Cota Robles Fellowship, both awarded to the first author. The authors acknowledge the cooperation of the families, faculty, and staff of the Center for Child and Family Studies in the Department of Human and Community Development at the University of California, Davis in conducting this study. The authors would also like to thank Rebecca King and Deanna Dalby for assistance in coding the videotapes employed in this study.
PY - 2010/6
Y1 - 2010/6
N2 - Establishing positive peer relationships is integral to children's social development and is linked to a variety of long-term outcomes and life skills. The present study provides an in-depth examination of the ways in which child care providers guide young children in their early social experiences with peers during infancy, when social competence with peers is first being developed. Findings documented multiple avenues through which child care providers help to scaffold infants' naturally occurring social encounters with their peers, including creating opportunities for peer interaction, preventing and interrupting peer interaction, communicating to children about their peers and peer relations, providing direct instructions and rules for peer interaction, and modeling social behavior during group interactions. Scaffolding strategies were categorized as adult-centered, child-centered, and group-based. Results also revealed some specific effects of scaffolding on infant social competence with peers over a 6-month time period.
AB - Establishing positive peer relationships is integral to children's social development and is linked to a variety of long-term outcomes and life skills. The present study provides an in-depth examination of the ways in which child care providers guide young children in their early social experiences with peers during infancy, when social competence with peers is first being developed. Findings documented multiple avenues through which child care providers help to scaffold infants' naturally occurring social encounters with their peers, including creating opportunities for peer interaction, preventing and interrupting peer interaction, communicating to children about their peers and peer relations, providing direct instructions and rules for peer interaction, and modeling social behavior during group interactions. Scaffolding strategies were categorized as adult-centered, child-centered, and group-based. Results also revealed some specific effects of scaffolding on infant social competence with peers over a 6-month time period.
KW - Child care
KW - Infancy
KW - Peer interaction
KW - Scaffolding
UR - http://www.scopus.com/inward/record.url?scp=77449084489&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=77449084489&partnerID=8YFLogxK
U2 - 10.1016/j.ecresq.2009.11.004
DO - 10.1016/j.ecresq.2009.11.004
M3 - Article
AN - SCOPUS:77449084489
SN - 0885-2006
VL - 25
SP - 251
EP - 266
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
IS - 2
ER -