Class
Article
Department
School of Teacher Education and Leadership
Faculty Mentor
Lori Roggman
Presentation Type
Poster Presentation
Abstract
The act of teaching, although seemingly commonplace, is often more complex than it appears. Teaching requires an understanding of the learner’s thinking to best support progress and development (Ball & Forzani, 2009). Research increasingly points to the role of parents and informal environments in fostering young children’s learning (Crowley et al., 2001; Tamis-LeMonda & Rodriguez, 2008). While these types of research have outlined steps parents can take, none have explored the extent to which parents are thinking about their child’s understanding. Similarly, parental reflective functioning (PRF), defined as parents’ ability to understand their child’s mental state, has been extensively studied in relation to social and emotional development (Luyten et al., 2017; Nijssens et al., 2020). However, research has not explored whether this factor is associated with teaching and learning. This project seeks to explore whether a relationship exists between reflective functioning and teaching in parents of 3-5 year-old children. We will be using data from the third time point of the Home Observations of Parenting in Relation to Early Development (HOPED) project, a longitudinal research project investigating early parenting practices from infancy to early childhood. The Parental Reflective Functioning Questionnaire (PRFQ; Luyten et al., 2017), a parent-report measure, was used to measure the ways parents think about their child’s thinking. Ten-minute play interactions between the parent and child were video-recorded and then coded using the Teaching domain in the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO; Roggman et al., 2013). The Teaching domain revolves around parent-guided actions that foster language, cognitive, and social development. These data will be analyzed to determine whether a relationship exists between PRF and teaching. We anticipate that parents with higher PRF scores will also have higher scores in the PICCOLO Teaching domain.Presentation Time: Thursday, 10-11 a.m.
Location
Logan, UT
Start Date
4-11-2021 12:00 AM
Included in
Teaching at Home: Exploring the Relationship Between Reflective Functioning and Teaching Practices in Preschoolers’ Caregivers
Logan, UT
The act of teaching, although seemingly commonplace, is often more complex than it appears. Teaching requires an understanding of the learner’s thinking to best support progress and development (Ball & Forzani, 2009). Research increasingly points to the role of parents and informal environments in fostering young children’s learning (Crowley et al., 2001; Tamis-LeMonda & Rodriguez, 2008). While these types of research have outlined steps parents can take, none have explored the extent to which parents are thinking about their child’s understanding. Similarly, parental reflective functioning (PRF), defined as parents’ ability to understand their child’s mental state, has been extensively studied in relation to social and emotional development (Luyten et al., 2017; Nijssens et al., 2020). However, research has not explored whether this factor is associated with teaching and learning. This project seeks to explore whether a relationship exists between reflective functioning and teaching in parents of 3-5 year-old children. We will be using data from the third time point of the Home Observations of Parenting in Relation to Early Development (HOPED) project, a longitudinal research project investigating early parenting practices from infancy to early childhood. The Parental Reflective Functioning Questionnaire (PRFQ; Luyten et al., 2017), a parent-report measure, was used to measure the ways parents think about their child’s thinking. Ten-minute play interactions between the parent and child were video-recorded and then coded using the Teaching domain in the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO; Roggman et al., 2013). The Teaching domain revolves around parent-guided actions that foster language, cognitive, and social development. These data will be analyzed to determine whether a relationship exists between PRF and teaching. We anticipate that parents with higher PRF scores will also have higher scores in the PICCOLO Teaching domain.Presentation Time: Thursday, 10-11 a.m.