«If they failed in brick - and - mortar schools
because they lack self - motivation,
independent learning skills, parental support and / or a quiet, stable place to do schoolwork, they are even less likely to do well in a virtual school,» the study said.
From a socio - cultural viewpoint, cognitively responsive behaviours (e.g. maintaining versus redirecting interests, rich verbal input) are thought to facilitate higher levels of
learning because they provide a structure or scaffold for the young child's immature
skills, such as developing attentional and cognitive capacities.9 Responsive behaviours in this framework promote joint engagement and reciprocity in the parent - child interaction and help a child
learn to assume a more active and ultimately
independent role in the
learning process.10 Responsive support for the child to become actively engaged in solving problems is often referred to as parental scaffolding, and is also thought to be key for facilitating children's development of self - regulation and executive function
skills, behaviours that allow the child to ultimately assume responsibility for their well - being.11, 12