About this Research Topic
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.
Keywords: Parental Involvement, Parent-Child Learning Interaction, Cognitive Development
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.