Abstract
The role of family influences on preschool and school age cognitive development has received considerable empirical attention from cognitive developmental psychology researchers in the last few decades. As a result of the interest, investigators have focused their attention on developing coding/observational systems to capture the interactions occurring between mothers and their young children. This paper reviews a select body of research on parent–child cognitive learning interactions with the goal of determining how the researchers have operationalized the behaviors that occur within learning interactions. The paper concludes with a discussion of the suggestions on next steps for conducting parent–child cognitive learning interaction research in the future.
Highlights
The role of family influences on preschool and school age cognitive development has occupied the discourse and the research of cognitive developmentalists for more than half a century (Hunt, 1961; Bloom, 1964)
The goal of this paper was to present a selected review of research conducted on PCCLI in the last 20 years
(1) How do the researchers operationalize and define parent strategies and children strategies? (2) What critical cognitive skills might children “learn” as a result of interacting with their parents? (3) Lastly, what are the gaps in the research and what are steps?
Summary
The role of family influences on preschool and school age cognitive development has occupied the discourse and the research of cognitive developmentalists for more than half a century (Hunt, 1961; Bloom, 1964). One reason for this interest is the realization by scholars of the primacy of the family environment in shaping, facilitating or constraining immediate and long term cognitive and intellectual competencies in young children.
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