Mothers' and fathers' scaffolding of their 2‐year‐olds during problem‐solving and literacy interactions

Building upon Wood & Middleton's (1975) concept of parental scaffolding, the influence of parent—child interactions on children's competence within several tasks was investigated. Thirty‐two 2‐year‐old children visited our lab twice, once with their mothers and once with their fathers. During each session dyads participated in problem‐solving and literacy tasks, followed by independent child performance tasks. Although subtle differences were found between mothers' and fathers' contingent behaviours displayed during the interactions, at a global level, parents were equally effective in their ability to scaffold their children's emerging skills. Specifically, parental scaffolding behaviours were associated with children's success measured both during the interaction and independently (i.e. following the interactions). These results have implications for the interpretation of research comparing mothers and fathers, and lend support to the claim that scaffolding can be an effective instructional strategy.