Parental guidance as children learn to use cultural tools: The case of pictorial plans

Abstract

This study examines how social interaction with more experienced partners may help children learn about cultural tools that aid thinking. Thirty-two children between the ages of 4 and 7 years and their mothers were observed as they constructed a toy made up of multiple pieces using a pictorial, step-by-step plan of construction. Before and after the interaction, children participated in a similar activity on their own. Results indicate that with increasing age, children referred to the plan more often, and these references were both anticipatory and confirmatory. Working with mother was related to greater anticipatory use of plans during the posttest for younger but not older children. Results are discussed in relation to how the social context may assist children as they learn about the meaning and use of cultural tools for representing knowledge that supports cognitive activity.