Maternal Teaching in the Zone of Proximal Development: A Comparison of Low- and High-Risk Dyads.

Abstract

Maternal teaching interactions that may facilitate adult transfer of task responsability, as demonstrated by children's improved independent task performance after a teaching session, were examined. Fifty-one 3-year-olds and their mothers participated. Twenty-seven dyads were recruited from local day-care centers (low risk), and 24 were recruited from a therapeutic preschool that services families identified as high risk for child abuse and/or neglect