Child-player and mother-spectator: mother–child interactions and maternal scaffolding during computer games
Parent–child interactions during joint play usually involve parental scaffolding, with the more skilled parent playing a more competent role by supporting the child’s learning and goal achievements. Parental scaffolding can promote children’s learning skills and contribute to their development in ma...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-03-01
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| Series: | Frontiers in Communication |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fcomm.2025.1469168/full |
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| author | Michal Alon Tirosh David Ben Chitrit |
| author_facet | Michal Alon Tirosh David Ben Chitrit |
| author_sort | Michal Alon Tirosh |
| collection | DOAJ |
| description | Parent–child interactions during joint play usually involve parental scaffolding, with the more skilled parent playing a more competent role by supporting the child’s learning and goal achievements. Parental scaffolding can promote children’s learning skills and contribute to their development in many areas. However, in the unique context of computer games, children are frequently more skilled or feel more skilled than their parents. This situation raises the question of whether a parent–child joint computer game interaction can still be viewed in terms of parental scaffolding of any type; and if not, to understand the nature of the parent–child interaction in the context of this medium. Observations of 20 dyads of mothers and elementary school-aged children playing computer games yielded a three phase model describing the interaction: (1) initial interaction, wherein they assume the roles of the child-player and mother-spectator; (2) struggles between mother and child; and (3) ultimate resolution through various forms of cooperation and participation. The findings indicate that the nature of the medium and mothers’ feelings of having lower skill and competence than their children often prevented them from scaffolding the specific task (the computer game played). This study demonstrates the conditions required for maternal scaffolding and expands our understanding of this developmental process in the context of computer games. |
| format | Article |
| id | doaj-art-e34afeece41d4f0b9577a745f4bee58e |
| institution | OA Journals |
| issn | 2297-900X |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Communication |
| spelling | doaj-art-e34afeece41d4f0b9577a745f4bee58e2025-08-20T02:10:42ZengFrontiers Media S.A.Frontiers in Communication2297-900X2025-03-011010.3389/fcomm.2025.14691681469168Child-player and mother-spectator: mother–child interactions and maternal scaffolding during computer gamesMichal Alon Tirosh0David Ben Chitrit1Department of Behavioral Sciences, The Max Stern Yezreel Valley College, Jezreel Valley, IsraelDepartment of Communication, The Max Stern Yezreel Valley College, Jezreel Valley, IsraelParent–child interactions during joint play usually involve parental scaffolding, with the more skilled parent playing a more competent role by supporting the child’s learning and goal achievements. Parental scaffolding can promote children’s learning skills and contribute to their development in many areas. However, in the unique context of computer games, children are frequently more skilled or feel more skilled than their parents. This situation raises the question of whether a parent–child joint computer game interaction can still be viewed in terms of parental scaffolding of any type; and if not, to understand the nature of the parent–child interaction in the context of this medium. Observations of 20 dyads of mothers and elementary school-aged children playing computer games yielded a three phase model describing the interaction: (1) initial interaction, wherein they assume the roles of the child-player and mother-spectator; (2) struggles between mother and child; and (3) ultimate resolution through various forms of cooperation and participation. The findings indicate that the nature of the medium and mothers’ feelings of having lower skill and competence than their children often prevented them from scaffolding the specific task (the computer game played). This study demonstrates the conditions required for maternal scaffolding and expands our understanding of this developmental process in the context of computer games.https://www.frontiersin.org/articles/10.3389/fcomm.2025.1469168/fullmaternal scaffoldingcomputer gamesmother–child interactionsschool-aged childrengrounded theory |
| spellingShingle | Michal Alon Tirosh David Ben Chitrit Child-player and mother-spectator: mother–child interactions and maternal scaffolding during computer games Frontiers in Communication maternal scaffolding computer games mother–child interactions school-aged children grounded theory |
| title | Child-player and mother-spectator: mother–child interactions and maternal scaffolding during computer games |
| title_full | Child-player and mother-spectator: mother–child interactions and maternal scaffolding during computer games |
| title_fullStr | Child-player and mother-spectator: mother–child interactions and maternal scaffolding during computer games |
| title_full_unstemmed | Child-player and mother-spectator: mother–child interactions and maternal scaffolding during computer games |
| title_short | Child-player and mother-spectator: mother–child interactions and maternal scaffolding during computer games |
| title_sort | child player and mother spectator mother child interactions and maternal scaffolding during computer games |
| topic | maternal scaffolding computer games mother–child interactions school-aged children grounded theory |
| url | https://www.frontiersin.org/articles/10.3389/fcomm.2025.1469168/full |
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