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In this article, we describe data from six cases studies of children doing third-grade homework with their parents. The study combined observation and interview data from children, parents, and teachers to take a close look at the dynamics of homework and its potential to develop self-responsibility in children. We discuss both methodology and results in the context of related investigations and modern theoretical direction. Our data provide clear evidence that everyday experiences with homework, as mediated by parents, provide opportunities for children to learn to cope with various difficulties and distractions associated with doing homework. How children seize those opportunities and begin to develop strategies and skills for doing homework, along with the nature of the mediation parents provide, are key topics for discussion. Our study suggests directions for future research, theory, and practice regarding homework.
Xu et al. (Sun,) studied this question.