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1.The study I chose was the one by Chavajay & Rogoff in 1990. The study was investigating how guided participation affects learning. This specific study asked mothers with different levels of formal education to help a group of children from 6-12 to complete a puzzle. They found that mothers with higher levels of education organized the group hierarchically while mothers with lower levels of education organized the group collaboratively, but both are important for learning.

2. If the study could’ve done anything differently, they could’ve also assessed the effects of formal education in guided learning participation in different areas like math problems, reading abilities, and writing abilities and then compared the results in each domain. Maybe also they could’ve investigated teaching styles (with real teachers), or individually worked with children because I think it’s possible that the group aspect might also influence things.

3. If I could design a study with no budget or timeline limitations I would examine 4 groups and their impacts: teachers with higher education, teachers with baseline education, parents with higher education and parents with lower education. I chose these because I would want to know the difference between structured guided learning participation (at school) and unstructured (at home), and I’m also curious if more education impacts teachers or if it doesn’t because their baseline education taught them how to educate. Then I’d see how they interact with kids 6-12 on a logical task (like a puzzle), a reading task, a writing task, and a mathematical task and compare all of the differences.

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1. The study I chose was done by Lev Vygotsky in 1930 that was published in 1978. In this study Vygotsky theorized that learning was best achieved when a subject was just out of reach. That with the help of scaffolding technique the gap of knowledge could be shared form one individual to another and aid in the understanding. That the social interaction of learning it than becomes internalized. This wasn't a study of set amounts of kids. It first originated from observations of his clinical studies of children.

2. If it were run as an actual study they could have challenged the affects of learning with in the Zone of Proximal Development. He would have had to select groups of kids in various ages. The only precursor is that they were of Identical twin with similar academic results prior to the experiment. That they would be placed in different learning environments and monitoring how they progressed through their academics and scored.

3. If I were to design a study about this theory. I would look for family's with Quadruplets. In the study I would have each child learn in a different environment. With the baseline being 4 different ways of learning. I would place one kid in a public setting, another in a private setting, another in a home school setting, and the last kid in a grade above his siblings. I would do this for all my studies, if I had more kids I would try to space them evenly among trials. I would mix and match them above in private, above in public, etc. In this study, if Vygotsky were correct than the children in the home school and at the higher grade would do better. That the scores would be higher than the kids in their normal level of learning in private and public. The reasoning for this is that the kid in home schooling would get individualized learning that is constantly challenging them. With the help of personalized scaffolding, they should be able to learn at a faster rate. Likewise the child that are placed in a higher grade will constantly feel pressure at not knowing enough. With the add of peers and teacher should utilize the scaffolding method to overcome that and learn at a faster rate. The last part of this would be a finalized test to show the difference in growth in the theory. After running the course for 12 years the ACT, and SAT would be a good indication of which outcome provides the best academic experience for learning.

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Higher order cognitive skills- Reasoning

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Higher order cognitive skills- Reasoning

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1. The study I chose was the study by Deanna Kuhn in 1977. This study was done with children ages 6-14 years old. This study was done to test conditional reasoning. The participants were asked classical reasoning questions and the rate at which they responded correctly was measured. The results were that the performance varied depending on the format of the question.

2. To further test this the study could have been extended to children that were younger as well as children who were older or adults. This would either help to support what the study concluded or prove it to not be true.

3. If I could design a study I would choose to gather participants that are 3-18 years old. I would ask the same types of questions to keep this variable the same. I would then evaluate if the performance still varies according to the format of the problem or if age plays a factor.

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1. In Chavajay and Rogoff's study in 1990, they evaluated the relationship between the level of formal education in mothers and how it affected their supervision in guided participation through puzzle construction with groups of children from ages 6-12. They discovered that the mothers with a higher level of formal education organized their groups hierarchically and gave different members different tasks. Then, in mothers with lower levels of formal education, they worked with the whole group in a collaborative effort. Though both groups of moms had different approaches, both forms are advantageous to learning new tasks.

2. This study could have been conducted differently by also working with mothers from different cultures and observing if the results are consistent throughout the cultures. Additionally, the study could have tested a range of age groups in the mothers as more years of experience could lead to different results.

3. Designing my own study exploring the same concept, I would have 3 groups of mothers with different age ranges, one ranging from 20-29, another from 30-39, and the third 40-49. These 3 groups would be given the same age group of children ages 6-12 as a constant to observe if the mother's age affects their chosen method. Additionally, keeping the same age groups, I would observe these ages in 3 different cultures like White, Hispanic, and Asian mothers and compare if the results are constant or if culture does influence the method of approach. I would assign them the task of assembling a project such as Legos since it is mostly a universal task that most mothers have been exposed to or something similar.

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1. The study i chose was the zone of proximal development by vygotsky. Vygotsky's Zone of Proximal Development (ZPD) is the space between what a learner can do independently and what they can acheive with guidance from a more knowledgeable other like a teacher or peer. Within this zone, learning occurs most effectively because tasks are challenging but achievable with support. The ZPD is a dynamic and evolving space, shifting as a learner's skills and understanding grow.

2. Is there anything else the authors could have explored? Yes children of different cultures with different skills may or couldve been used.

3. An experiment exploring Vygotsky's Zone of Proximal Development (ZPD) could involve a simple task, like building a structure with blocks, and comapring performance when done independently vs with guilded assistance. The ZPD is the space between what a learner can do on their own and what they can achieve with help.

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In the article by Mercado discusses a statistic that has been accumulated over time by data collection and analysis of trends, such as survey studies and reports from research firms. This research study was beneficial towards health and behavioral studies and parenting lifestyles, in which has been extremely helpful. Over 66% of the world's population are internet users, 5 billion on social media. Screen time among children aged 8-12 spend an average of 5.5 hours daily vs adults which is 2.5 hours, teens over 13, 8.5 hours outside of school hours. This statistical study has been the answer to a lot of questions and or speculation. The idea of this article was to gather information and simply present a comprehensive view of screen time trends and their effects.

This is a great study with a large amount of helpful insight and information but I personally would have added something more diverse. More diverse global perspectives. The article focuses on global average but it could benefit from a deeper dive into regional variations of screen time. Different countries and cultures might have different usage patterns based on technologies or even local regulations. In some countries screen time is heavily regulated, so what does this mean? What is done instead? Decreased screen time or same screen time, different platforms? Another study that would be interesting would be long-term effects. Does screen time effect children or adults negatively or positively? Could it be beneficial for your brain?

Very tricky- I would start off by not having a deadline because it would put too much stress and anxiety in the study. I feel like if I had a team or was was doing this solo, we wouldn't be able to preform with a clear mind if a deadline took place. As far as funding, I could as for grants or simply have wishful thinking and speak to experts on my own without much cost involved.

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1. The study I chose was the zone of proximal development by Vygotsky. In this study it is discussed that learners can do tasks outside of their current ability with the support of a skilled partner or teacher. This will help stretch learners current abilities and allow them to continue to grow.

2. To run an experiment to get this information Vygotsky would have had to use children of different ages, cultures and skill levels to see how quickly they learn new skills, test if they all learn at the same rate and if this teaching works for everyone across the board.

3. If I were to run my own experiment based on this theory I would like to add children with different disabilities and test their ability to learn skills outside of their current scope. I think if this is a teaching strategy being used then we need to test it will all different learners. For example, children on the Autism spectrum and others with developmental disabilities.

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Chavajay & Rogoff (1990): How a Mother’s Formal Education Affects the Nature of Guided Participation

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Chavajay & Rogoff (1990): How a Mother’s Formal Education Affects the Nature of Guided Participation

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1. In this post, I will be discussing the study done by Chavajay & Rogoff (1990) which took a closer look on guided participation and how the amount of a mother’s formal education can influence this learning process. For the study, Chavajay & Rogoff (1990) gave a task of completing a puzzle piece for Guatemalan Mayan mothers and a group of several children to complete. What they found in this study is that the mothers with high levels formal education tend to organize the group hierarchically and give different children a different task. The mothers with less formal education tend to engage with the group of children collaboratively to complete the task. Both type of guided learning are important learning processes for children.

2. While I am curious to see if this study holds universality where we can see this being replicated in groups of people with different cultural backgrounds, I am more interested to see if the results of this study will be the same if we look into how fathers conduct guided participation in completing a task and if a parent’s experience in teaching might show a different learning experience for children. From my own experience with my father, who is an engineer with no teaching experience, he tends to take charge in completing a task and will attempt to complete this on his own if I take a longer amount of time while doing my part of the task. Another anecdotal example, my husband and I differs in the way we help our child with his homework, where I am a SPED teacher and my husband is a machine operator. Though I know others might have a different experience in this, it is still interesting to see how a child's learning process might differ between each parent and if the parent’s teaching experience might influence this.

3. For that reason, I have designed a study where we test to see if a parents teaching experience might influence the learning process of children. I will conduct this study similarly to how Chavajay & Rogoff (1990) conducted theirs where I will take different parents, 15 mothers and 15 fathers. Five of the mothers and five of the fathers worked or are working as teachers, five of the mothers and five of the fathers work different jobs, and the rest are stay at home parents. I will assign 7 children (6-12) to each parent and give them the task to finish a lego piece and see what kind of teaching styles each parent will have.

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Vygotsky-Inspired Analysis and Experiment Design

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Vygotsky-Inspired Analysis and Experiment Design

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Prompt 1: Discussion of a Study from Module 6

Vygotsky’s Zone of Proximal Development (ZPD) suggests children learn best through guided tasks beyond their current abilities (Vygotsky, 1978). This can also apply to children’s eyewitness memory, showing how adult interactions shape recall. Children struggle to separate witnessed events from heard information in early childhood (3–5 years), needing significant guidance. Recall improves in middle childhood (6–10 years), but children still benefit from scaffolding to resist misleading questions. Results: Younger children rely heavily on adult support within their ZPD to report accurately, while older children progress toward independent recall, with guidance enhancing accuracy.

Prompt 2: What Else Could Have Been Explored?

ZPD Proximity: How close children are to independently mastering source-monitoring (distinguishing seen vs. heard events).

Feedback Impact: Whether corrective feedback during questioning improves accuracy by scaffolding within the ZPD.

Peer Scaffolding: How peer discussions, as collaborative learning, affect memory accuracy within the ZPD.

Prompt 3: Designing an Experiment

Experiment: Impact of ZPD Proximity and Feedback on Eyewitness Memory

Objective

To determine how ZPD proximity affects recall accuracy and whether guided feedback improves memory in children.

Participants

• 80 children: 40 aged 3–5 (preschool), 40 aged 6–8 (middle childhood).

Design

• Event: Children watch a storyteller describe a “lost” toy bird that never appears.

• Conditions (20 children each, 10 per age group):

o Heard: Overhear teacher say bird ate seeds in classroom (false).

o Peer: Discuss with “heard” group.

o Witness: See the bird eating seeds.

o Control: No bird exposure.

• ZPD Assessment: Pre-test source-monitoring (seen vs. heard story task) to classify as low, moderate, or high ZPD.

• Procedure:

o Day 1: Story session; apply conditions.

o Day 7: Interview (neutral: open-ended questions; or guided feedback: questions plus ZPD-tailored prompts like “Did you see or hear about the bird?”).

• Variables:

o Independent: Age, condition, interview type, ZPD proximity.

o Dependent: Recall accuracy, false reports.

• Hypotheses:

o High-ZPD children will recall more accurately.

o Feedback will improve accuracy, especially for moderate-ZPD children.

o Older children will benefit more from feedback.

• Analysis: ANOVA for group differences; regression for ZPD-accuracy link.

Expected Outcomes

Feedback will boost accuracy, especially for moderate-ZPD children, by scaffolding source-monitoring. Older children will show greater gains, being closer to mastery.

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Today I’m going to share one of those simple but foundational teaching ideas. It’s called The Zone of Proximal Development. It is Vygotsky’s concept that basically says that there are t…

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1. Study Selection and Summary (Deanna Kuhn, 1977):

I chose to discuss Deanna Kuhn’s 1977 study, which showed how children develop scientific reasoning skills. Results indicated that individuals gradually develop the ability to isolate variables in the natural experiment situation, and before its development, exhibit the same types of reasoning errors. Kuhn found that younger children struggled to design proper experiments or draw logical conclusions, while older children displayed higher reasoning abilities. This study is closely related to academic skills because scientific reasoning is crucial for success in subjects such as science, math, and writing.

2. What else could they have done?

Kuhn could have explored all of the different academic subjects, not just scientific, but also higher executive functioning skills to plan essays, or solve word problems in math, or organize arguments in social studies. She could have also examined different age groups to determine when specific types of academic reasoning develop, or compared students who had formal training in scientific methods and other academic subjects with those who hadn't.

3. New Study Design:

I would design a study where students are asked to plan and conduct a science experiment, use templates to form an argumentative essay in English, or solve a multi-step math problem. Some students would receive explicit instruction in reasoning strategies, such as creating cause-effect charts or outlining arguments, while others would not. I would then measure the differences in performance across different age groups, including elementary, middle school, and high school.

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1. The study that I chose was the study conducted by Chavajay & Rogoff.  In this study Guatemalan Mayan mothers were given puzzle tasks to complete with groups of children age 6-12.  The study aimed to examine how the amount of formal education can influence the nature of guided participation.  The researchers found that the mothers who had higher levels of formal education organized the group hierarchically while the mothers with less formal education engaged the group collaboratively.

2. One thing I think that could have been done differently is to have a variety of tasks beyond puzzles.  I would be interested to see whether the mothers organized the groups the same way across different tasks or if they would have switched the way in which they grouped depending on the type of task.  Additionally, I am curious what the results of this study would look like with age groups 13-18.

3. If I were to design a study I would examine four groups, first time parents with higher education, parents of multiple children with higher education, first time parents with no higher education and parents of multiple children with no higher education.  The children would be in the 6-12 age range.  I would give each group the same three tasks: constructing a home from Lincoln logs, constructing a fort out of household items, and the puzzle construction task.  I will then observe which styles each group of parents use to organize.

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1. In the Magic Mumfrey Study, Principe and colleagues evaluated how preschool children’s memories and beliefs about an event could be influenced by overheard rumors and by suggestive questioning. Children aged three to five were assigned to one of four groups: those who overheard a false rumor about a rabbit escape, the classmates of the overheard children, those who actually witnessed a rabbit in their classroom, and a control group that neither saw nor heard anything about the rabbit. One week later, all children were interviewed either with neutral prompts or with questions that assumed the rabbit had escaped. The results showed that nearly all children in the overheard and classmate groups reported that the rabbit had escaped, and many even claimed to have seen it, despite never witnessing the event. Children who had seen the rabbit reported accurately in both interview conditions, while the control group rarely reported a rabbit escape under neutral questioning but did show some false reports under suggestive questioning. This pattern demonstrates that both rumors and leading questions can create false memories and alter children’s beliefs about their own experiences.

2. An aspect the authors might have explored further is how developmental stage affects susceptibility to rumor and suggestion. By including older children, perhaps in early elementary school, or even younger toddlers, the study could reveal at what ages children become more resistant to misinformation. The study could also examine the influence of social factors such as whether rumors coming from peers versus adults differ in their impact, or whether repeated exposure to the rumor over several days amplifies the effect. Another variable worth exploring is individual differences in cognitive strategies, for example by assessing children’s emerging source‐monitoring abilities and relating these to their likelihood of forming false memories.

3. To investigate the role of age in children’s vulnerability to false rumors, I would conduct a new study with three age cohorts: two‐year‐olds, four‐year‐olds, and six‐year‐olds. Each cohort would witness the same staged event and then half of the children in each group would overhear a false rumor, while the other half would not. After one week, all children would receive both neutral and suggestive interviews. Accuracy of free recall and responses to forced‐choice questions would be compared across age groups to determine how susceptibility to suggestion changes with development.

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1. Chavajay and Rogoff assessed the approaches of Guatemalan Mayan and U.S. middle-class families to collaborative problem-solving tasks in their 1990 study. Their findings indicated that Mayan children engaged in more collaborative participation and learned through observation, whereas U.S. children were more often guided by direct verbal instruction. The findings indicated that cultural practices have a significant influence on the ways in which children learn and participate in group activities.

2. There were multiple avenues for Chavajay and Rogoff to broaden the scope of their investigation. As an illustration, they might have added various age brackets, like that of teens, to determine whether the modes of collaboration and learning evolved as time passed. They may have also examined the differences in how children learned when guided by siblings compared to parents, particularly given that in certain cultures siblings frequently assume a greater teaching role. An alternative method would have been to carry out a longitudinal study, tracking the same children over several years to see how their learning styles evolved. Moreover, they could have explored alternative theories like Vygotsky’s sociocultural theory by investigating the impact of social interaction beyond mere observation on learning within both cultural groups.

3. My design would involve a longitudinal study tracking Guatemalan Mayan and U.S. middle-class children from early childhood to adolescence. While being observed in their interactions with both siblings and parents, participants would accomplish collaborative problem-solving tasks at various points. Data collection would focus on the evolution of learning styles and participation patterns over time, with comparisons made to theories such as Vygotsky’s sociocultural model. This design would uncover cultural differences as well as developmental changes in learning strategies.

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1. I chose Chavajay and Rogoff's study from 1990. The study evaluated mothers with different educational backgrounds to guide children aged 6-12 years old through solving a puzzle. The results showed that mothers with higher formal education organized their groups hierarchically, so each group member had a different task. Whereas mothers with less formal education engaged with their group altogether. The results showed that even though the mothers had different educational backgrounds, both learning forms have their advantages when learning a new task.

2. Some things that could be done differently in this study are the tasks that each group participates in. The task could range from similar tasks like puzzles, such as a scavenger hunt. There could be another task related to the core foundation for education, like math, reading, and writing. Also, arrange a range of educated people to guide the children.

3. If I were to design an experiment based on my critique, I would have 5 groups with education background from no high school diploma to master's and above. I would choose from this range because of the different strategies developed in education that can determine how these guides would interact with the children. I would also choose a range of tasks for the educated guides to teach, such as math, reading, and writing, to the children. I'm curious to see if a more educational background guide will allow them to structure their group of kids differently.The structure can range from teaching age by age or in simply splitting the group in half

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"The Psychology of Mathematics for Instruction"

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"The Psychology of Mathematics for Instruction"

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1. In 1981, Resnick and Ford explored the difference in mathematical achievement when the mathematical concept is understood versus memorized. Having teachers teach concepts like subtraction having an inverse relationship to addition helps the child understand math and how to apply those concepts to solve other similar mathematical equations. Resnick and Ford concluded that meaningful learning is achieved when new information is actively connected to existing knowledge making is easier to recall.

2. To further this test theory of meaningful learning, the study could have followed two groups of children, one taught based on meaningful learning and one group taught with memorization as the basis for instruction in math, from kindergarten to high school and compare the groups at the end of each school year to see which has higher mathematical achievement.

3. If I could design a study with no budget, I would continue with Resnick and Ford's study but extend the longitudinal aspect of it and continue the study following the two groups of children through high school and beyond. At this point the study will create two new groups totaling four groups. These groups will be self-selected based on which children attend college or go into the work field after high school. The groups would be 1) Children taught meaningful learning in math that attend college, 2) Children taught memorization-based learning that attend college, 3) Children taught meaningful learning that do not attend college, and 4) Children taught memorization-based learning that do not attend college. This study will follow the individuals in the groups to career placement. This study is intended to show the long-term affects of each teaching style measuring wealth, job stability, and job title within five years of employment.

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1. The study I chose was the one done by Vygotsky in 1978. His study was trying to prove that children learn best when they are participating in activities that are just slightly too difficult for them. They haven't quite acquired all the skill sets needed to finish the activity, but they are close enough that they can learn. Especially when they are performing these tasks with an adult or someone who does in fact know how to finish the task.

2. To test this theory they would need multiple different groups of children of different ages and skill sets. They would need to put children of the same age and academic background in different environments so that their learning ability over time could be tested.

3. If I were to design an experiment to test this theory, I would have multiple groups of children of the same age. Each group should be given a task. One group will get one that they have learned firmly, one will get a task that maybe they haven’t focused on as much, and then one group will get a task that they don’t have information about at all. I would keep repeating the same steps, and then give the children a test to see how much they are learning based on the difficulty of their task.

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 Chavajay & Rogoff (1990) Study Guided Participation

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 Chavajay & Rogoff (1990) Study Guided Participation

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1. Chavajay & Rogoff (1990) conducted the research I chose, which examined the relationship between a mother's formal education and her directed involvement in her children's education. Mothers with different levels of education assisted groups of children ages 6 to 12 in solving a problem as part of the study. The group was arranged hierarchically by moms with greater levels of formal education, according to the results, and the children were given particular tasks to complete. On the other hand, women who had less formal education adopted a more cooperative strategy, collaborating with the kids. It was discovered that both forms of guided learning were beneficial to children's growth.

2. Analyzing how mothers' formal education levels affect their children's academic performance in a variety of subjects, including mathematics, reading, and writing, is one way the study could have performed better. Examining whether the results would be the same if mothers were instructing academic topics like writing or reading, where organized supervision could be more crucial, would also be beneficial. Furthermore, investigating the impact of fathers or educators with diverse educational backgrounds could bring additional light on the ways in which differed individuals influence kids' learning in diverse settings.

3. In order to expand on this research, I would create an experiment including four adult groups: parents with higher education, parents with lower education, teachers with baseline education, and teachers with higher education. Each group would work with kids ages 6 to 12 on a set of activities, including a mathematical problem, a reading job, a writing activity, and a logic challenge (similar to a puzzle). By contrasting these groups, I would investigate the difference between more unstructured learning at home and organized learning at school, as well as if a higher level of education has a different effect on parents and teachers when they are engaging with kids.

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1. Study Summary

I picked Lev Vygotsky’s work from the 1930s. He looked at how kids learn through social interactions and came up with the idea of the Zone of Proximal Development (ZPD). This is basically the gap between what a kid can do on their own and what they can do with some help from someone more experienced. He believed learning happens best when kids get that support to do slightly harder tasks they can’t do alone.

2. What else could they have done?

Vygotsky’s ideas were mostly based on theory and observations. It would’ve been cool if he had done actual experiments to test different types of support. Also, he mostly studied kids, but he could’ve explored how this idea works for teens or even adults.

3. New Study Design

In my study, I’d test how different types of help (like help from a peer vs. an adult) impact learning. I’d have kids, teens, and adults try to solve a hard puzzle on their own first, then with help. I’d compare how much better they do depending on who helps them and how old they are. This would show if the ZPD idea works the same across different ages and types of support.

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1- I chose the study of Chavajay & Rogoff (1990). In this study Guatemalan Mayan mothers of different levels of education were given a puzzle to complete with children aged 6-12 years old. It was shown that the guidance of the mother whether they had high/formal education or less formal education was beneficial. The different education levels of the mothers caused them to organize the task differently to one another. The overall guidance of the mother regardless of education status was beneficial to the children. This relates to Vygotsky’s idea of zone of proximal development. This is when children are able to develop new skills due to the guidance of adults.

2-  I think one thing they could have done differently in this study is seeing if the guidance was helpful on more than one task. They could have tested multiple different activities to see if the guidance was beneficial to not only the puzzle but a variety of different tasks. They also could have tested younger aged children to see if this guidance was helpful to them as well.

3-  If I designed a similar study, I would focus on two different types of tasks: a more school related task math problems (age appropriate) as well as a more logistical task like a puzzle. There were two groups of mothers and they would be asked to guide a group of children in an activity. They were either given a puzzle or math worksheet and asked to guide the children through the task. They would do this with kids ages 4-6 and then again with kids aged 7-12. This would help with both of the flaws I saw with the original study. I would still want to test whether guidance is helpful to a child's development of a skill but with a larger age range as well as different types of topics.

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1. Chavajay & Rogoff (1990) gave Guatemalan Mayan mothers the task of constructing a puzzle with a group of children from the ages of 6 to 12 years old. Mothers with higher education took a hierarchical approach while mothers that did not had a more collaborative approach.

2. I think some other angles they could have explored with this study are if hierarchical structures are innate or if they are influenced by the culture and structures of higher education. Is higher education organized in such a hierarchical way that it influences people to think in this manner? And where did this hierarchical structure of higher education come from? Does it date back to the days of monarchy?

3. A study that analyzes the hierarchical nature of higher education would involve some participants from all different racial and socioeconomic statuses to organize a group of children to construct a paper tower that can be as tall as possible without falling. One group of children is taught through a Montessori school and has not pursued higher education, and the other is the opposite, so standardized schooling and higher education.

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1. The study conducted by Chavajay and Rogoff (1990) evaluated how the amount of formal education a caregiver has influences the nature of their guided participation with children. They did this by studying Guatemalan Mayan mothers and how they interacted with a group of children, aged 6-12 years old, when constucting a puzzle. They found that there was a difference in guided participation forms between mothers with higher levels of formal education and those with lower levels. Mothers with higher levels of formal education hierarchcally organized the children and had group members perform different tasks based on the organization. However, mothers with less formal education collaboratively engaged with the entire group. Despite the difference, both of these forms are beneficial to children learning new tasks.

2. I think that the authors may not have accounted for the relationship between the children and the teacher and the differences in tone of the interactions. I'm not sure if the mothers in the study were only interacting with their own children or children of other participants or even children that were unrelated to the participants. I think that this might impact the level of comfort and trust the children have with their teacher in this scenario, which can impact their receptiveness to instruction and how much they benefit from the learning task. Additionally, there seems to be no mention to the tone of the interaction between the mothers and the children. I think that this ties back to the amount of trust the children have with their teacher and how it can impact their performance during the study.

3. I propose a study that focuses on the impact of parent-child relationships and interactions parent have with children in one-on-one guided participation tasks. The study would observe parents and non-parents with different groups of children they are either familiar with or unfamiliar with. The parents would be with their own child, a child they know but aren't theirs, and a child that they have no relationship with. Non-parents would ideally be closely related to a child, either a niece/nephew or a step-child, but have no children themselves. Non-parents would be observed with a closely-related child, a child they are familiar with but are not closely-related to, and a child they have no relationship with. Their interactions would be evaluated based on performance on the task, the way the task was accomplished, the manner in which the adult interacts with the child, and the amount of trust the child has for the adult. Ideally, all children would be the in middle childhood, between the ages of 6 and 12, for the sake of consistency. The main point of the study is to observe how trust between adult and child impacts the child's learning, while also looking at the ways parents and non-parents interact with children and how the interactions also impact the child's learning.

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Guided Participation - Chavajay & Rogoff

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Guided Participation - Chavajay & Rogoff

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1. I chose to discuss the study conducted by Chavajay and Rogoff (1999). In this study, they examined how Guatemalan Mayan mothers with varying levels of formal education guided their children, ages 6 to 12, in solving a puzzle. The study found that mothers who had formal schooling tended to structure the task hierarchically, assigning different roles to each child. On the other hand, mothers with little or no formal education encouraged more collaborative group participation, where children worked together without specific role assignments. Both approaches supported the children's learning and task completion.

2. One way I feel this study could be expanded is by including other caregivers, such as fathers or older siblings, to explore whether similar patterns emerged across different roles. It would also be interesting to examine how the nature of the task, like telling a story, preparing a meal, or building a structure, might influence the way adults guide children. Studying these interactions over time could offer deeper insight into how different guidance styles impact children's development as they grow.

3. To investigate these interactions, I would design a cross-cultural, longitudinal study involving families from different cultural and educational backgrounds. Participants would complete both structured tasks, like puzzles, and open-ended ones, like collaborative storytelling. The study would observe how various caregivers guide the group and how children respond. I would also conduct follow-up assessments over several months to measure changes in children’s problem-solving skills and independence, allowing researchers to evaluate the long-term impact of different guidance strategies.

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Lev Vygotsky’s Zone of Proximal Development (ZPD)- Morgan Granby

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Lev Vygotsky’s Zone of Proximal Development (ZPD)- Morgan Granby

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Study Summary
In his theory of the Zone of Proximal Development, Lev Vygotsky evaluated how children learn best when they are supported by a more knowledgeable person such as a teacher or peer, during a task that is just slightly beyond their current ability. He found that children could perform more complex tasks when guided through them than they could on their own. The results showed that learning happens best in this “zone,” between what a child can do independently and what they can do with help.

Further Exploration
One thing Vygotsky could have explored further is how ZPD works in different age groups, especially older children and teenagers. He mostly focused on early childhood, but it would be interesting to see how guidance impacts learning at other developmental stages. He also could have compared ZPD effectiveness across different subjects, like math vs. reading, or looked into cultural influences on guided learning.

New Study Design
I would design an experiment comparing how students in different age groups from elementary, middle, and high school would benefit from support in their ZPD while learning math. Each group would be split into three parts: one learning independently, one learning with peer help, and one with teacher guidance. We would measure improvement in understanding and test scores to see which group made the most progress.

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1. The study I choose is the study by Chavajay and Rogoffs back in 1990. in this study Guatemalan Mayan  mothers were given a puzzle to construct with a group of children ages 6-12 year. This is to help with studying if the amount of formal education influences the nature of guided participation as well as the cultural variation on children’s learning and attention.  The result of this overall study found that those mothers with less formal education tend to engage the entire group collaboratively and overall both forms of learning are benefitcial for learning new tasks.

2. I think after reviewing this study there are different things they could have done but in my opinion I believe they could have used different age groups and maybe instead of just puzzles run more than just one test, so using more than just puzzles and different age group to see if the results would be differently based on how the mothers would

3. If I were to conduct my own study in order to examine children learning, attention and memory I would use children between the same ages,6-12, just because I thing that is a good age frame for any study. My study would conduct of two different cultures being split into two groups 10 from one culture and the other 10 from the other , instead of giving them a puzzle I would give them either a list of items to remember and than have them recall the list after a certain amount of time. I believe that doing this type of study will see based on their cultural background if they learn through observation or  under direct instruction.

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Chavajay and Rogoff: Guided Participation

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Chavajay and Rogoff: Guided Participation

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1) The study I chose to look at further was Chavajay and Rogoff (1990). The main goal of the study was to examine whether the amount of formal education a mother had would influence the approach they would take in assisting children 6-12 years old in completing a puzzle. With this they found that, mothers that had less education tended to lean towards collaborative efforts. With the more educated, they found that they organized hierarchically.

2) I believe the study should have included more potential tests/tasks and not just based their conclusion off the puzzle alone. The comparison amongst these different tests may support or reject their original findings, but also could show a correlation within certain subjects across ages. Additionally, they only used Guatemalan Mayan mothers as the teacher, and I think it could be rather beneficial to expand on this. As different cultures may approach problems differently. They could also do this with the children they test, and really examine how much they take away. It could be rather interesting to see if a child from the same culture benefits better from their own culture or another.

3) If I could design my experiment, I would keep the age range the same as before. As stated in question two, I think it would be worthwhile to conduct a variety of tests too. So having different subjects like reading/math could be useful and done. (We would want these test to show us a relative score about how much they are learning). Since time is unlimited, I think it would be interesting to test children as they age and see if one approach is better or not at certain points. Additionally, introducing mothers with different cultural backgrounds would be tested, and see what general themes are, as their backgrounds may lead to differences in approach.

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1. The study I chose is Chavajay and Rogoff (1990), which investigated how Guatemalan Mayan mothers with different levels of formal education guided groups of children (ages 6–12) in completing a puzzle. Mothers with higher education tended to use hierarchical strategies, while those with less formal education encouraged collaborative problem-solving among the children. Both styles were beneficial and supported the child’s learning while completing the puzzle task.

2. While the study offers valuable insight into different learning styles, the authors could have examined the effects of other tasks with the mother's guidance approaches. I wonder if the same hierarchical vs. collaborative patterns emerge in academic tasks like reading or math instead of the puzzle. Additionally, including fathers or non-parental caregivers like grandparents or siblings could offer more information on guided learning dynamics with various tasks.

3. If I were to design an experiment based on these ideas, I would conduct a study involving children ages 6–12 and various caregivers (mothers, fathers, siblings, and maybe grandparents). Each caregiver-child group would complete three tasks: a puzzle, a short story reading with comprehension questions, and basic math problems. Participants would be from at least two distinct cultural backgrounds. Observations and interviews would assess whether the nature of guidance (hierarchical vs. collaborative) changes depending on both the caregiver's role and the type of task. This approach would help us understand not only cultural influences but also task-specific guidance styles.