Problem-Solving interactions between Greek mothers and children

Abstract

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