Problem-Solving Interactions between Greek Mothers and Children

摘要: Fifty-four Greek mothers, with primary-, secondary-, and tertiary-education backgrounds, interacted their second-grade children on block design, toy assembly, dressing tasks. Results indicated more intervention instruction by mothers of lower educational levels the first two tasks but not third. In addition, task elicited higher positive affect from all mothers. Overall, these results support research findings American children, although they also point to need consider context in studies social status mother-child interaction.