title: Parent-child learning interactions: A review of the literature on scaffolding.
abstract: BACKGROUND
  Scaffolding can be observed during learning-based interactions, when interventions by parents are adjusted according to children's observed abilities, with the main goal of enabling the child to work independently (Wood et al., 1976, Journal of child psychology and psychiatry, 17, 89). Such contingent instruction behaviours occur from infancy, and are said to be relevant for children's development of executive function, language acquisition, and cognitive and academic abilities. Scaffolding behaviours are considered a product of the family and the wider context, a process affected by parent and child characteristics, and the environment they inhabit. Over 40 years of scaffolding research has produced an abundance of findings. Early investigations were concerned with the conceptualization of scaffolding, whereas more recent studies build upon the theory, testing its correlates and relevance for child development.
  
  
  OBJECTIVE
  This article offers an overview of the literature, focusing on the relevance of scaffolding for child developmental outcomes, and the factors associated with individual differences in the process.
  The article is structured such that the origins of the theory and its definitions are discussed first, followed by an overview of the correlates of scaffolding. The review concludes with a critical evaluation of the literature, proposing novel avenues for future research.
authors.affiliation: Birkbeck, University of London, UK.|Good&Co, London, UK.
authors.forename: Roni
authors.identifier: http://orcid.org/0000-0003-4111-5456
authors.initials: R
authors.lastname: Mermelshtine
mesh_terms: D001076:Aptitude; D002648:Child; D002657:Child Development / Q000502:physiology*; D003071:Cognition / Q000502:physiology; D004644:Emotions / Q000502:physiology; D006801:Humans; D007398:Interpersonal Relations; D007858:Learning; D010287:Parent-Child Relations
keywords: contingent response; individual differences; parent-child interactions; scaffolding