premise: Observations of adult-child pairs reveal that the diverse ingredients of scaolding'matching the adult's assistance to the child's changing needs, suggesting eective strategies, posing questions that encourage children to think about higher-order relationships, and interacting warmly and praising children for competent performance'consistently relate to children's task engagement and learning.
hypothesis: Observing adult-child pairs has revealed that the diverse ingredients of scolding match the adult's assistance to the child's changing needs, suggesting effective strategies, posing questions that encourage children to think about higher-order relationships, and interacting warmly and praising children for competent performance which is consistently related to children's task engagement and learning.