Pochinki Nicole, Reis Dakota, Casasola Marianella, Oakes Lisa M, LoBue Vanessa
Department of Psychology, Rutgers University, Newark, NJ, United States.
Department of Psychology, Cornell University, Ithaca, NY, United States.
Front Psychol. 2021 Sep 16;12:733895. doi: 10.3389/fpsyg.2021.733895. eCollection 2021.
Here, we observed 3- to 4-year-old children (=31) and their parents playing with puzzles at home during a zoom session to provide insight into the variability of the kinds of puzzles children have in their home, and the variability in how children and their parents play with spatial toys. We observed a large amount of variability in both children and parents' behaviors, and in the puzzles they selected. Further, we found relations between parents' and children's behaviors. For example, parents provided more scaffolding behaviors for younger children and parents' persistence-focused language was related to more child attempts after failure. Altogether, the present work shows how using methods of observing children at a distance, we can gain insight into the environment in which they are developing. The results are discussed in terms of how variability in spatial toys and spatial play during naturalistic interactions can help us contextualize the conclusions we draw from lab-based studies.
在这里，我们观察了3至4岁的儿童（共31名）及其父母在Zoom会议期间在家玩拼图的情况，以深入了解儿童家中拼图种类的多样性，以及儿童及其父母玩空间玩具的方式的多样性。我们观察到儿童和父母的行为以及他们选择的拼图都存在很大差异。此外，我们发现了父母与儿童行为之间的关系。例如，父母为年幼的孩子提供了更多的支架式行为，并且父母专注于坚持的语言与孩子失败后更多的尝试有关。总的来说，目前的研究表明，通过使用远距离观察儿童的方法，我们可以深入了解他们成长的环境。我们从自然互动中空间玩具和空间游戏的多样性如何帮助我们将基于实验室研究得出的结论置于具体情境中这一角度来讨论这些结果。
