The aim of the study was to investigate maternal verbal strategies in the process of scaffolding their children to complete cognitive tasks in the zone of proximal development, and to examine whether ...mothers used different verbal strategies with children of different sex. The study was conducted with mothers (N = 80) and their children (41 boys and 39 girls) aged 5 to 7. The dyads were video recorded during interaction on problem-solving tasks and the recordings were analyzed. The analysis of maternal verbal reactions was conducted after childs correct and after childs incorrect answer when children provided first incorrect and, later, correct answers. In this study there were no significant differences between maternal verbal strategies used either in the process of scaffolding children of different sex on problem-solving tasks or after the children solved the problem correctly. When children offered an incorrect answer, the most frequent maternal strategy was to encourage girls to re-think and to use the technique of scaffolding for boys. When the correct answer was given after one or a number of failed attempts, the most frequent maternal verbal strategy for boys and girls was to confirm its correctness.
The changed sentence: The aim of this study was to investigate the reliability and validity of the Emotion Matching Task (EMT) in a sample of Croatian preschool children. The Croatian version of the ...EMT was applied to 198 children (52% female), together with measures of verbal ability and social competence. The internal structure of the test, as well as its reliability, was confirmed. Simultaneous regression analysis showed that children with higher verbal abilities, older children, and girls had higher results on the EMT. The results of a hierarchical regression analysis related to the explanation of the variance of social competence with regard to age, sex, verbal ability, and EMT variables and showed that only the contribution of sex was significant. In conclusion, the EMT showed good reliability and adequate construct validity, while criterion validity was not confirmed. However, further research is needed using broader samples and other behavioural outcomes measures.
Attachment is a permanent emotional bond activated in children by signals that they perceive as frightening, dangerous or stressful, while in the parents' attachment system of care, it is activated ...by the goal of satisfying children's needs. The aim of this research was to determine which strategies mothers use in their interaction with children, aged 5 to 7 (N = 80) during their cognitive problem solving. More specifically, the goal was to ascertain if there is a difference in the sensitivity to children's cognitive needs on the part of mothers of securely and mothers of insecurely attached children. Compared to mothers of insecurely attached children, mothers of securely attached children more often help their child by giving it appropriate instructions (scaffolding). Mothers of insecurely attached children, in situations when the child's solution is incorrect, more often help their children by giving them long explanations, regardless whether the child listens or understands what is been said (a monologue).
The aim of the study was to investigate maternal verbal strategies in the process of scaffolding their children to complete cognitive tasks in the zone of proximal development, and to examine whether ...mothers used different verbal strategies with children of different sex. The study was conducted with mothers (N = 80) and their children (41 boys and 39 girls) aged 5 to 7. The dyads were video recorded during interaction on problem-solving tasks and the recordings were analyzed. The analysis of maternal verbal reactions was conducted after child's correct and after child's incorrect answer when children provided first incorrect and, later, correct answers. In this study there were no significant differences between maternal verbal strategies used either in the process of scaffolding children of different sex on problem-solving tasks or after the children solved the problem correctly. When children offered an incorrect answer, the most frequent maternal strategy was to encourage girls to re-think and to use the technique of scaffolding for boys. When the correct answer was given after one or a number of failed attempts, the most frequent maternal verbal strategy for boys and girls was to confirm its correctness.
Igračke potiču razvoj različitih kognitivnih, socijalnih i motoričkih dječjih vještina. Cilj je istraživanja bio ispitati preferencije rodno tipiziranih i rodno neutralnih igračaka kod djece ...predškolske dobi. Istraživanje je provedeno na uzorku od 93 predškolske djece u dobi od 4 do 5 godina (N=93). Djeca su za 30 igračaka koje su prethodno navela kao omiljene igračke, procjenjivala su jesu li te igračke „za djevojčice“, „za dječake“ ili „za djevojčice i dječake“. U ispitivanju preferencija rodno tipiziranih i rodno neutralnih igračaka kod djece upotrebljavale su se one igračke koje su najviše puta odabrane kao rodno tipizirane igračke, tri za djevojčice i tri za dječake te tri rodno neutralne igračke. Djeca su većinom preferirala rodno tipizirane igračke. Najviše su to činile djevojčice za djevojčice (94.12%), a najmanje dječaci za dječake (71.43%) što nije konzistentno ostaloj literaturi. Odabrane igračke za djevojčice bile su vezane uz ljepotu i njegu, te pastelnih i ružičastih boja, a za dječake vezane uz uzbuđenje i nasilje, plavih i crnih boja.
The aim of the study was to investigate maternal verbal strategies in the process of scaffolding their children to complete cognitive tasks in the zone of proximal development, and to examine whether ...mothers used different verbal strategies with children of different sex. The study was conducted with mothers (N = 80) and their children (41 boys and 39 girls) aged 5 to 7. The dyads were video recorded during interaction on problem-solving tasks and the recordings were analyzed. The analysis of maternal verbal reactions was conducted after child's correct and after child's incorrect answer when children provided first incorrect and, later, correct answers. In this study there were no significant differences between maternal verbal strategies used either in the process of scaffolding children of different sex on problem-solving tasks or after the children solved the problem correctly. When children offered an incorrect answer, the most frequent maternal strategy was to encourage girls to re-think and to use the technique of scaffolding for boys. When the correct answer was given after one or a number of failed attempts, the most frequent maternal verbal strategy for boys and girls was to confirm its correctness. Keywords: mother-child teaching strategies, zone of proximal development, scaffolding, mothers, pre-schoolers, boys, girls Cilj rada bio je utvrditi verbalne strategije koje rabe majke prilikom pomaganja djeci u dobi od 5 do 7 godina u rjesavanju kognitivnih zadataka u zoni iducega razvoja te utvrditi rabe li majke razlicite verbalne strategije s obzirom na djetetov spol. U istrazivanju su sudjelovale majke (N = 80) i njihova djeca (41 djecak i 39 djevojcica). Majke i djeca snimani su videokamerom tijekom rjesavanja kognitivnih zadataka, a potom su snimke analizirane. Analizirane su verbalne reakcije majki nakon netocnoga i nakon tocnoga djetetova odgovora kad su prvi odgovori ili vise djetetovih odgovora bili netocni. Majke se ne razlikuju s obzirom na spol djece po strategijama pomaganja u rjesavanju kognitivnih zadataka, kao ni u verbalnim strategijama kad bi djeca tocno rijesila zadatak. Djevojcicama su majke najcesce pomagale rijesiti zadatke tako da su ih poticale na razmisljanje, dok su kod pomaganja djecacima majke najcesce primjenjivale tehniku gradenja skela. Kada bi djeca tocno rijesila zadatak, posto su prvi ili vise djetetovih odgovora bili netocni, najcesca strategija majki i za djecake i za djevojcice bila je da daju povratnu informaciju o tocnom rjesenju. Kljucne rijeci: strategije poucavanja djece, zona iduceg razvoja, gradenje skela, majke, djeca predskolske dobi, djecaci, djevojcice
Igračke potiču razvoj različitih kognitivnih, socijalnih i motoričkih dječjih vještina. Cilj je istraživanja bio ispitati preferencije rodno tipiziranih i rodno neutralnih igračaka kod djece ...predškolske dobi. Istraživanje je provedeno na uzorku od 93 predškolske djece u dobi od 4 do 5 godina (N=93). Djeca su za 30 igračaka koje su prethodno navela kao omiljene igračke, procjenjivala su jesu li te igračke „za djevojčice“, „za dječake“ ili „za djevojčice i dječake“. U ispitivanju preferencija rodno tipiziranih i rodno neutralnih igračaka kod djece upotrebljavale su se one igračke koje su najviše puta odabrane kao rodno tipizirane igračke, tri za djevojčice i tri za dječake te tri rodno neutralne igračke. Djeca su većinom preferirala rodno tipizirane igračke. Najviše su to činile djevojčice za djevojčice (94.12%), a najmanje dječaci za dječake (71.43%) što nije konzistentno ostaloj literaturi. Odabrane igračke za djevojčice bile su vezane uz ljepotu i njegu, te pastelnih i ružičastih boja, a za dječake vezane uz uzbuđenje i nasilje, plavih i crnih boja.
Cilj rada bio je utvrditi razlikuju li se majke sigurno privržene djece i majke nesigurno privržene djece u dobi od 5 do 7 godina pri osjećaju vlastite tuge i intenzivne ljutnje, svjesnosti vlastitih ...i dječjih emocija tuge i intenzivne ljutnje te postupanja s dječjim emocijama. U ispitivanju je sudjelovalo 80 djece u dobi od 5 do 7 godina s njihovim majkama. Primijenjene su: Tehnika za procjenu vrste privrženosti djece u dobi od 5 do 7 godina (Manchester Child Attachment Story Task – MCAST), (Green, Stanley, Smith i Goldwyn, 2000) i upitnik Struktura roditeljskih metaemocija (Brajša-Žganec, 2002). MCAST polustrukturirana je tehnika za procjenu privrženosti, u kojoj se koristi igra lutkama, a sastoji se od 5 priča koje dijete treba završiti. Struktura roditeljskih metaemocija upitnik je koji je prilagođen prema Intervjuu o metaemocijama (Gottman, Katz i Hooven, 1996) te sadrži tvrdnje koje se odnose na emocije tuge i ljutnje.
Dobiveni rezultati pokazuju da nema razlika između majki sigurno privržene djece i majki nesigurno privržene djece pri osjećaju vlastite tuge i intenzivne ljutnje, svjesnosti vlastitih i dječjih emocija tuge i intenzivne ljutnje te postupanja s dječjim emocijama. Na uzorku djevojčica dobivena je razlika između majki sigurno privrženih
djevojčica i majki nesigurno privrženih djevojčica na skali Osjećaj vlastite tuge i intenzivne ljutnje. Majke sigurno privrženih djevojčica imaju viši rezultat od majki nesigurno privrženih djevojčica.
S obzirom na nedostatak istraživanja privrženosti kod djece predškolske dobi u našoj kulturi, potrebno je raditi daljnja istraživanja karakteristika skrbnika i djece povezanih s razvojem privrženosti. Time se omogućava i trijaža skrbnika koji su u riziku da razviju nesigurnu privrženost sa svojom djecom te daje mogućnost uključivanja u ranu intervenciju.
Attachment is a permanent emotional bond activated in children by signals that they perceive as frightening, dangerous or stressful, while in the parents' attachment system of care, it is activated ...by the goal of satisfying children's needs. The aim of this research was to determine which strategies mothers use in their interaction with children, aged 5 to 7 (N = 80) during their cognitive problem solving. More specifically, the goal was to ascertain if there is a difference in the sensitivity to children's cognitive needs on the part of mothers of securely and mothers of insecurely attached children. Compared to mothers of insecurely attached children, mothers of securely attached children more often help their child by giving it appropriate instructions (scaffolding). Mothers of insecurely attached children, in situations when the child's solution is incorrect, more often help their children by giving them long explanations, regardless whether the child listens or understands what is been said (a monologue). Key words: attachment, preschool children, mothers, social interactions, strategy use Vzt'ahova vazba je ustalena emocna vazba aktivovana signalmi, ktore deti vnimaju ako strasidelne, nebezpecne alebo stresujuce, zatial' co v systeme rodicovskej starostlivosti je aktivovana ciel'om uspokojit potreby deti. Zamerom vyskumu bolo urcit, ake strategie vyuzivaju matky pri kontakte s detmi vo veku 5 az 7 rokov (n = 80) pocas riesenia kognitivnych problemov. Presnejsie povedane, cielom vyskumu bolo zistit, ci existuje rozdiel v citlivosti na kognitivne potreby diet'at'a u matiek s pevnou a so slabou vzt'ahovou vazbou. V porovnani s matkami, ktore maju so svojimi det'mi slabu vzt'ahovu vazbu, matky s pevnou vzt'ahovou vazbou diet'at'u Casto pomahaju prostrednictvom vhodnych instrukcii ("stavba lesenia"). V situaciach ked' dieta dospeje k nespravnemu rieseniu, matky so slabou vztahovou vazbou casto poskytnu detom siahodlhe vysvetlenia, bez ohl'adu na to, Ci dieta pocuva alebo rozumie, co sa mu hovori (monolog).
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