Maternal scaffolding during children's attempts at solving quantity comparison problems in a game context

This study examined the support that mothers provided to their children as they were attempting to solve quantity comparison problems while playing a board game. Specific types of support and feedback that the mothers provided were examined. Furthermore, the types of support and feedback during the game context were compared to children's performance and mothers' self-report data of numerical activities in the home. Thirty-six mothers and their children participated in the study. The dyads were divided into a younger and older group so development differences in regards to maternal support could be examined.; Mother-child dyads were videotaped while they played a board game specifically designed to assess children's counting skills and their understanding of number concepts. The mother and the child took turns while playing this game. In addition to the board game, mothers completed a questionnaire designed to assess children's and parent-child number-related activities at home. Children were also interviewed individually to assess their understanding of number skills and concepts.; The results showed that mothers provided their children various types of support and feedback based on the specific needs of the children. This study also found that the younger and older groups of children required different types of support from their mothers while attempting to solve the quantity comparison problems. The support mothers provided during the game context had some relation to children's performance, both during the game and on a mathematical test of their knowledge. Maternal support was also related to what mothers reported doing at home with their children. These results have implications for how parents and preschool teachers interact with their children during play contexts.