Parental scaffolding and problem-solving skills in early childhood: a systematic literature review
Parental scaffolding in socio-cultural contexts was found to promote the development of children’s problem-solving skills. However, there’s been a lack of systematic reviews exploring how parental scaffolding influences problem-solving skills among children during their early years. The current arti...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
ACS Publisher
2024
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| Online Access: | http://psasir.upm.edu.my/id/eprint/118784/ http://psasir.upm.edu.my/id/eprint/118784/1/118784.pdf |
| _version_ | 1848867786960404480 |
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| author | Ismail, Nellie Dahamat Azam, Mohamad Naqiuddin Daud, Mohd Najmi Arshat, Zarinah Juhari, Rumaya Madon, Zainal |
| author_facet | Ismail, Nellie Dahamat Azam, Mohamad Naqiuddin Daud, Mohd Najmi Arshat, Zarinah Juhari, Rumaya Madon, Zainal |
| author_sort | Ismail, Nellie |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | Parental scaffolding in socio-cultural contexts was found to promote the development of children’s problem-solving skills. However, there’s been a lack of systematic reviews exploring how parental scaffolding influences problem-solving skills among children during their early years. The current article seeks to examine the existing research on the influence of parental scaffolding on problem-solving skills in early childhood. Following the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) review method, a systematic review of the Scopus and Google Scholar databases identified five relevant studies. A comprehensive analysis of these articles resulted in the identification of two primary themes-verbal instructions and contingent scaffolding. The reviewed studies revealed that early childhood problem-solving skills are much improved when parents use verbal explanations. It seems that employing verbal instructions offers a multimodal approach that is effective for young children, facilitating a better grasp and applying problem-solving techniques. Understanding the influence of parental scaffolding on early childhood problem-solving skills has implications for parenting education programs, early childhood interventions, and the design of family-oriented interventions aimed at optimizing cognitive development during this critical developmental stage. |
| first_indexed | 2025-11-15T14:42:02Z |
| format | Article |
| id | upm-118784 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T14:42:02Z |
| publishDate | 2024 |
| publisher | ACS Publisher |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-1187842025-07-23T07:45:10Z http://psasir.upm.edu.my/id/eprint/118784/ Parental scaffolding and problem-solving skills in early childhood: a systematic literature review Ismail, Nellie Dahamat Azam, Mohamad Naqiuddin Daud, Mohd Najmi Arshat, Zarinah Juhari, Rumaya Madon, Zainal Parental scaffolding in socio-cultural contexts was found to promote the development of children’s problem-solving skills. However, there’s been a lack of systematic reviews exploring how parental scaffolding influences problem-solving skills among children during their early years. The current article seeks to examine the existing research on the influence of parental scaffolding on problem-solving skills in early childhood. Following the PRISMA Statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) review method, a systematic review of the Scopus and Google Scholar databases identified five relevant studies. A comprehensive analysis of these articles resulted in the identification of two primary themes-verbal instructions and contingent scaffolding. The reviewed studies revealed that early childhood problem-solving skills are much improved when parents use verbal explanations. It seems that employing verbal instructions offers a multimodal approach that is effective for young children, facilitating a better grasp and applying problem-solving techniques. Understanding the influence of parental scaffolding on early childhood problem-solving skills has implications for parenting education programs, early childhood interventions, and the design of family-oriented interventions aimed at optimizing cognitive development during this critical developmental stage. ACS Publisher 2024 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/118784/1/118784.pdf Ismail, Nellie and Dahamat Azam, Mohamad Naqiuddin and Daud, Mohd Najmi and Arshat, Zarinah and Juhari, Rumaya and Madon, Zainal (2024) Parental scaffolding and problem-solving skills in early childhood: a systematic literature review. Library Progress International, 44 (3). pp. 6072-6081. ISSN 0970-1052; eISSN: 2320-317X https://bpasjournals.com/library-science/index.php/journal/article/view/1564 |
| spellingShingle | Ismail, Nellie Dahamat Azam, Mohamad Naqiuddin Daud, Mohd Najmi Arshat, Zarinah Juhari, Rumaya Madon, Zainal Parental scaffolding and problem-solving skills in early childhood: a systematic literature review |
| title | Parental scaffolding and problem-solving skills in early childhood: a systematic literature review |
| title_full | Parental scaffolding and problem-solving skills in early childhood: a systematic literature review |
| title_fullStr | Parental scaffolding and problem-solving skills in early childhood: a systematic literature review |
| title_full_unstemmed | Parental scaffolding and problem-solving skills in early childhood: a systematic literature review |
| title_short | Parental scaffolding and problem-solving skills in early childhood: a systematic literature review |
| title_sort | parental scaffolding and problem-solving skills in early childhood: a systematic literature review |
| url | http://psasir.upm.edu.my/id/eprint/118784/ http://psasir.upm.edu.my/id/eprint/118784/ http://psasir.upm.edu.my/id/eprint/118784/1/118784.pdf |