Author(s): Fuertes, Marina ; Sousa, Otília ; Łockiewicz, Marta ; Nunes, Clarisse ; Lino, Dalila
Date: 2018
Persistent ID: http://hdl.handle.net/10400.21/9147
Origin: Repositório Científico do Instituto Politécnico de Lisboa
Subject(s): Parents; Educators; adult-child activity; IPL/2016/Tandem4_ESELx; Parents; Parents; Educators; Educators; adult-child activity; adult-child activity; IPL/2016/Tandem4_ESELx; IPL/2016/Tandem4_ESELx
Involving children in collaborative tasks supports their cognitive, motor and social development. This study, performed in Portugal, aims to describe and compare early childhood educators and parents regarding their collaborative and interactive behavior when working with children. For that purpose, 55 educators (of both genders) with a child from their class and 45 parents (of both genders) with their children, participated in an everyday-like quasi-experimental situation for 20 minutes. The participants were invited to build an object of their choice, using a range of available materials and tools. The children included 47 boys and 48 girls, between 3 and 5 year-old. In comparison with the parents, the educators encouraged the children more to explore and find their own solutions. Conversely, the parents helped their children by offering demonstrations and directions. When the educators and the parents were grouped by gender ("men" versus "women"), different opportunities were offered to boys and girls by male and female adults. Our study suggests that educators and parents serve as diverse, but complementary educational role models and provide different learning opportunities.
