SYNOPSIS

Objective. The context of play has changed dramatically over the past decade with the ubiquitous presence of mobile technologies available to children in and outside the home. Despite increasing use of interactive technological devices at home, the quality of parental interactions in these 2D digital play contexts, relative to traditional 3D play contexts, remains relatively unexplored, especially in the domain of geometry. Design. The present study examines parental support and scaffolding of 32 parent–child dyads (16 girls, 16 boys; M_age = 51.16 months) engaged in interactive play during two home visits, one involving 3D physical blocks and puzzles and the other with 2D virtual blocks and puzzles presented through apps on a tablet. Parental interactions were assessed for four scaffolding qualities (i.e., affection, encouragement, responsiveness, and teaching) and two interactional styles (i.e., child-directed and parent-directed) for 10 min of each play session. Results. Overall, parents actively scaffolded children with varied positive supports in both play contexts using a predominantly child-directed interactional style. Differences were found for the quality of parental interactions across 3D and 2D play contexts. Fewer parental scaffolds involving responsiveness and teaching were provided in the 2D context. Conclusions. Effective, yet differing, supportive parental scaffolding occurs when parents engage in both traditional and virtual spatial play. Through joint play with their children, parents can support the acquisition of foundational concepts in geometry.

概要

目标。在过去十年中，随着移动技术无处不在，儿童可以在家里和外面使用，游戏的环境发生了巨大变化。尽管在家中越来越多地使用交互式技术设备，但相对于传统的 3D 游戏环境，这些 2D 数字游戏环境中的父母互动质量仍然相对未开发，尤其是在几何领域。设计。本研究调查了 32 位亲子二人组（16 名女孩，16 名男孩； M_岁 = 51.16 个月）在两次家访期间参与互动游戏，一次涉及 3D 物理积木和拼图，另一次涉及通过平板电脑上的应用程序呈现的 2D 虚拟积木和拼图。在每个游戏时段 10 分钟内，评估了父母互动的四种支架品质（即，喜爱、鼓励、反应和教学）和两种互动方式（即，儿童导向和父母导向）。结果。总体而言，父母在两种游戏环境中都使用主要以儿童为导向的互动方式，积极地为儿童提供各种积极支持。发现 3D 和 2D 游戏环境中父母互动的质量存在差异。在 2D 环境中提供的涉及响应和教学的父母支架较少。结论. 当父母参与传统和虚拟空间游戏时，就会出现有效但不同的支持性父母脚手架。通过与孩子的共同游戏，父母可以支持几何基本概念的获得。