This Research Topic is the
second volume of the Research Topic 'How Children Learn from Parents and Parenting Others in Formal and Informal Settings: International and Cultural Perspectives'. Please see the first volume
here?.
For several decades, parent-child cognitive interaction researchers have acknowledged that children learn cognitive skills in the context of their social and early environments. These cognitive skills are often imparted to the children by parents or parenting others in formal or informal settings. Thus for example, such informal settings as dinner table conversations, walks through grocery stores, museums, or neighborhoods become rich laboratories for children to learn varied cognitive skills ranging from numeracy, concepts, and language. The way in which those learning opportunities are provided by parents, structured by parents and scaffolded by parents may well vary depending on culture, and other socio-demographic variables; and may well vary depending on formal or informal settings.
The aim of this Research Topic is to bring together scholarship from both global north and global south contexts which explores how children learn via parental involvement in formal and informal settings. To this end, we are soliciting manuscripts from researchers which focus on examining the strategies that parents use as they engage their children in learning interactions; address how they scaffold those interactions; and consider how children participate in those interaction and move beyond laboratory observations to more naturalistic contexts for children learning through parent interaction.
Please note contributions can be of many different article types including, Original Research, Methods, Opinion Hypothesis & Theory, etc.
This Research Topic is the
second volume of the Research Topic 'How Children Learn from Parents and Parenting Others in Formal and Informal Settings: International and Cultural Perspectives'. Please see the first volume
here?.
For several decades, parent-child cognitive interaction researchers have acknowledged that children learn cognitive skills in the context of their social and early environments. These cognitive skills are often imparted to the children by parents or parenting others in formal or informal settings. Thus for example, such informal settings as dinner table conversations, walks through grocery stores, museums, or neighborhoods become rich laboratories for children to learn varied cognitive skills ranging from numeracy, concepts, and language. The way in which those learning opportunities are provided by parents, structured by parents and scaffolded by parents may well vary depending on culture, and other socio-demographic variables; and may well vary depending on formal or informal settings.
The aim of this Research Topic is to bring together scholarship from both global north and global south contexts which explores how children learn via parental involvement in formal and informal settings. To this end, we are soliciting manuscripts from researchers which focus on examining the strategies that parents use as they engage their children in learning interactions; address how they scaffold those interactions; and consider how children participate in those interaction and move beyond laboratory observations to more naturalistic contexts for children learning through parent interaction.
Please note contributions can be of many different article types including, Original Research, Methods, Opinion Hypothesis & Theory, etc.