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Teaching Everyday and School Related Tasks: by Robert P. Moreno August 2000 Abstract: The following study examines the teaching behaviors of Mexican-American
mothers using an "everyday" and "school related" task.
The study focuses on 1) What are the differences in teaching behaviors
among Mexican Americans across tasks, 2) instruction changes over time,
3) changes in teaching behavior relate to children's performance and the
influence of maternal education on instruction. The sample consisted of
37 Mexican-American mother-child dyads. The children's mean age was 50.8
months (SD = 6.1). The results indicate that Mexican-American mothers
alter their instruction across time and according to the task at hand.
Under everyday conditions, the mothers' relied primarily on the use of
various verbal utterances such as commands, labeling, directives and verbal
corrections to guide and maneuver children's activity. Under the school
task condition, the mothers relied on the use of non-verbal behaviors,
particularly visual cues and physical corrections. The mothers also instruct
their children in a "complementary" fashion, altering their
general strategy with respect to the demand on the child. Regardless of
the task, however, mothers tended to follow an overall instructional pattern
that is consistent with that proposed by a Vygotskian framework. Finally,
the study found the mothers' education level was associated with her teaching
behaviors under the everyday task, but not the school task. Hardcopy Price: $3.00
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