Protocol to investigate teacher-child neural scaffolding in executive functions and school readiness development in preschool children
Rachel Lara Green, Choon San Kevin Wee, Vaidehi Ramanarayanan, Haoxuan Zhang, Teo Ling Zheng, Xinchen Fu, Timurcan Ozcelik, Angshuk Dutta · 2026
Read Protocol to investigate teacher-child neural scaffolding in executive functions and school readiness development in preschool children by Rachel Lara Green, Choon San Kevin Wee, Vaidehi Ramanarayanan, Haoxuan Zhang, Teo Ling Zheng, Xinchen Fu, Timurcan Ozcelik, Angshuk Dutta (2026) in the Tower of Babel, a free online library of public-domain works preserved in clean, searchable text. No sign-up. The full text is served as a plain-text file at a predictable URL, where text is present: https://antarctic-labs.com/tower-of-babel/plos-pone-0346921.txt.
Description
Rachel Lara Green and colleagues present a protocol, published in 2026, for filming the electrical conversation between a preschool teacher's brain and a child's during shared tasks. The study uses dual brain recording, called hyperscanning. Teacher and child work on literacy, problem solving, and self-control activities. The tasks are designed to reveal how teachers scaffold. Scaffolding is the moment-by-moment support that builds a child's executive functions.
Researchers will measure how tightly behavior and brain activity synchronize. They will relate synchrony to each partner's own executive skills and intelligence. The child's measured school readiness counts too. Parent-child synchrony is well studied. Teachers, who increasingly share early care worldwide, are not. Findings could shape how preschool teachers are trained to pitch their help.
Catalog record
| CREATOR | Rachel Lara Green, Choon San Kevin Wee, Vaidehi Ramanarayanan, Haoxuan Zhang, Teo Ling Zheng, Xinchen Fu, Timurcan Ozcelik, Angshuk Dutta |
|---|---|
| YEAR | 2026 |
| COLLECTION | PAPERS |
| FORMAT | TXT |
| FILE SIZE | 34977 |
| LICENSE | CC_BY |
| RIGHTS | CC BY |
| SOURCE | PLOS |