Effects of increased teacher support on young children's learning.
6 groups of middle-class children (N = 116) received training in a motor skill, skipping, and a cognitive task, conservation of substance, under 2 conditions of teacher supportive behavior. Children in 3 treatment groups received instruction under the condition of increased teacher support, while instruction was given with nonvaried teacher support to 3 control groups. Experimental and control group gain scores on the 2 learning tasks were compared. Findings suggested that preschool children, especially girls, benefit significantly by increased teacher support in learning a motor skill, but greater gain was made in the cognitive area when receiving training under the condition of nonvaried teacher support.
D000328:Adult; D000367:Age Factors; D002652:Child Behavior; D002675:Child, Preschool; D003071:Cognition; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D009048:Motor Skills; D012737:Sex Factors; D013663:Teaching