
Sandra Della PortaBrock University · Department of Educational Studies
Sandra Della Porta
About
20
Publications
1,825
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
217
Citations
Publications
Publications (20)
Children’s sociocultural experiences in their day-to-day lives markedly play a key role in learning about the world. This study investigated parent–child teaching during early childhood as it naturally occurs in the home setting. Thirty-nine families’ naturalistic interactions in the home setting were observed; 1033 teaching sequences were identifi...
The present study examined polyadic family conflicts (i.e., involving three or more active members) comprising moral issues (i.e., fairness, rights, harm) across a 2-year period in early childhood. Moral conflicts were coded for initiating parties, topic, and use of power strategies. Thirty-nine families participated in six 90-min naturalistic obse...
Maternal and paternal teaching sequences directed to their preschool children in a naturalistic home environment were investigated. The sample included 37 middle-class sibling dyads, aged four and six, and both their mothers and fathers during ongoing interactions in the home for six 90-minute sessions. Sequences of parent–child teaching were ident...
This study identified longitudinal and birth order differences in young children's use of power over a 2‐year period; the sample included 2‐ and 4‐year‐old (T1) and 4‐ and 6‐year‐old (T2) siblings (n = 39). Power was investigated via its use (i.e., actions) and effectiveness (i.e., successful actions) during naturally occurring polyadic family conf...
This study examined use of power resources and power effectiveness during the process and outcome of focal children's disputes with their sibling and friend across early and middle childhood. Participants included 35/46 families; focal children (15 males, 20 females) were observed at age 4 (T1) and three years later at age 7 (T2) at home. Sibling a...
Naturalistic polyadic family conflicts (i.e., involving three or more members) were studied over a 2-year period by comparing disputes originating between siblings (sibling-originated) or a parent and child (parent–child-originated). Conflicts were coded for (a) origination, (b) topic, (c) resolution, and (d) power in 39 families with two children...
The family represents a set of interconnected relationships, characterized by high levels of intimacy and closeness, which also provide opportunities for family conflict. In the literature, there appears to be a shift in understanding of what family conflict is and its subsequent consequences. Previous research focuses on dyadic family conflicts an...
Parent‐child power effectiveness was investigated during naturally occurring polyadic family conflict with young children involving three or more family members. In 35/39 families, 210 conflict sequences were identified and coded for type of power, power effectiveness, and conflict outcome. Effective use of power overall and by each partner was ass...
Power processes in siblings' and friends' conflict interactions are of significance for children's development and socialization. This study conducted a comparative analysis of power behaviours (resources and effectiveness) utilized by dyadic partners in sibling and friend conflict during early childhood when focal children were aged 4. The sample...
This study examined sibling behavior during polyadic family conflicts (involving three or more family members) by identifying operational conflict elements (i.e., roles, topic), power strategies, effective influence of power, and social domain argumentation. Polyadic conflict sequences (n = 210) were identified in 35/39 families with two siblings (...
The present study investigated the role of alliances in naturalistic polyadic conflicts, which involved at least three family members, through a comparative analysis of parent–child‐ and sibling‐originated conflicts. Thirty‐nine families with two children (aged 4 and 6 years) were observed in the home setting. Transcripts of six 90‐min observationa...
Naturalistic dyadic sequences of teaching and learning involving older and younger siblings were investigated in 39 middle-class dyads over a 2-year period in early childhood. Siblings were observed during ongoing interactions in the home setting for 6 90-min sessions at both Time 1 (older sibling M age = 4.4 years; younger sibling M age = 2.4 year...
Sibling-directed teaching of mathematical topics during naturalistic home interactions was investigated in 39 middle-class sibling dyads at two time points. At time 1 (T1), siblings were 2 and 4 years of age, and at time 2 (T2), siblings were 4 and 6 years of age. Intentional sequences of sibling-directed mathematical teaching were coded for (i) to...
This study examined siblings’ knowledge about the teaching concept during naturalistic teaching contexts, wherein children’s communicative interactions were used as a gateway to their social understanding (Turnbull, Carpendale, & Racine, 2009). Participants included 39 sibling dyads (older age group, Mage = 6;4; younger age group, Mage = 4;5) obser...
Social-constructivist models of learning highlight that cognitive development is embedded within the context of social relationships characterized by closeness and intimacy (Vygotsky, 197848.
Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.View all references). Therefore,...
Mothers' and school-aged children's perceptions of types of power executed (coercive, reward, legitimate, information, negotiation, and sneaky) in three domains of conflict (personal, conventional, and prudential) were investigated. Participants included 41 children ranging from 7 to 12 years (M = 10.12, SD = 1.42) and their mothers. Perceptions of...
Associations among sibling teaching strategies, learner behavior, age, age gap, gender, and social cognitive skills (second-order false belief and interpretive understanding of knowledge) were investigated in 63 sibling dyads in early and middle childhood. Two teaching tasks were introduced to the older sibling teacher: a teacher-directed task with...
Mothers' and school-aged children's perceptions of types of power executed (coercive, reward, legitimate, information, negotiation, and sneaky) in three domains of conflict (personal, conventional, and prudential) were investigated. Participants included 41 children ranging from 7 to 12 years (M = 10.12, SD = 1.42) and their mothers. Perceptions of...