Daily routine, problem-solving, development, communication, guided participation
Communication Sciences and Disorders | Psychology | Social and Behavioral Sciences
This study is a focus on the everyday routines of table-setting that are learned in context to guide and further develop children's problem-solving skills. According to sociocultural theories it has been supported consistently that children learn most effectively in the contexts of guided participation and apprenticeship. Mothers were observed in the context of table-setting, demonstrating different methods of guided participation and supporting themes surrounding the context of everyday routines. Results indicated that mothers engages in different strategies of apprenticeship based on maternal style, a child's ability, and environmental influences. Discussion focuses on the differences found in apprenticeship and the implications of everyday routines for understanding problem-solving skills.
Department 1 Awarding Honors Status
McKnight, A. (1996). Understanding Daily Routines: Table-Setting as an example of Problem-Solving in Mother-Child Dyads (Undergraduate honors thesis, University of Redlands). Retrieved from https://inspire.redlands.edu/cas_honors/691