There is a plethora of research on environmental effects on the development of
infants and young children, and a general consensus regarding several basic requirements
for quality of early education and care. However, there are still many questions that remain
relatively unanswered, particularly in relation to parental teaching behavior, which
is one of the major objectives of adult-child interactions. Three main types of such questions
are as follows:
1. What are the specific processes within adults’ teaching (mediation) behavior in interactions
with young children that may have an effect on their potential to learn
from new experiences?
2. How do these processes affect children’s flexibility of mind (readiness to learn)?
3. What are the differential expressions and potential effects of these components on
children with special needs and with populations of children and families in different
cultures?
Possible answers to these questions are suggested in this paper from the theoretical
perspective of a developmental mediation approach, focusing on the quality of adult-child
interaction and on ways to understand and enhance it. Implications for early education
policy are discussed in light of current research. |