This study examines the effects of maternal teaching style on the developing problem-solving abilities of deaf and hearing preschool children. Mothers and children from three matched groups, hearing mother-deaf child, hearing mother-hearing child, and deaf mother-deaf child, were videotaped while the mother taught the child to construct a small pyramid from 21 interlocking blocks and again when the child attempted the task independently. The tapes were coded and analyzed to examine maternal instructional style and subsequent independent child performance. The mothers in the deaf mother-deaf child and hearing mother-hearing child dyads used appropriate scaffolding behavior significantly more often than the other mothers; their children were significantly more adept and independent problem-solvers than the deaf children of hearing mothers. The more contingent the mother's instructions, the more independent and successful child. Scaffolding is discussed in terms of its benefits for instructing deaf children.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.75921 |
| Date | January 1988 |
| Creators | Jamieson, Janet Ruth |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy (Department of Educational Psychology and Counselling.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 000914302, proquestno: AAINL52314, Theses scanned by UMI/ProQuest. |
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