Social Support and Exploration

Abstract

The exploration of 97 children 3-7 yr of age in independent and adult support sessions was compared. Children were first identified as high-, medium, or low-exploratory on the basis of a pretest battery. Each child then participated in an independent session and 1 of 2 types of supportive sessions with an adult. The active interest supportive sessions stressed close attention by the adult to the child''s exploration. The focusing supportive session emphasized modeling and direction by the adult. Results indicated higher levels of questions, manipulations and time exploring in both types of supportive sessions relative to the independent sessions. Children made more manipulations and spent more time exploring in the focusing supportive condition. These results were discussed as they relate to the nature of individual differences in exploration and Vygotsky''s concept of the zone of proximal development.