Children Simultaneously Learn Multiple Dimensions of Information during Shared Book Reading

Breitfeld, Elise; Potter, Christine; Lew‐Williams, Casey

doi:10.1080/15248372.2021.1939353

Cited by 9 publications

(4 citation statements)

References 98 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In an imitation study with 18-month-olds, infants’ reproduction of target actions was enhanced when a televised model’s demonstrations were accompanied by a narration that had been developed based on mothers’ naturalistic descriptions of the event [ 46 ]. However, a recent study found no significant correlations between parental reading behavior and child word learning or child learning of the moral lessons as portrayed in the picture book [ 14 ]. These results are in line with the results of the present study in suggesting that a dialogic reading style might not always facilitate learning from picture books, but that children also benefit from more scripted reading sessions.…”

Section: Discussionmentioning

confidence: 99%

“…This study suggests that young children are, in principle, able to transfer moral knowledge from picture books to adapt their own behavior. A second study found that 4.5– to 5.5-year-old children learned novel words, moral lessons, and story details from shared picture book reading with their parents [ 14 ]. In this study, children were asked about the moral lesson, but it was not behaviorally tested whether they applied it.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The effect of picture book reading on young children’s use of an emotion regulation strategy

et al. 2023

View full text Add to dashboard Cite

Picture book reading is an enjoyable everyday activity for many young children with well-known benefits for language development. The present study investigated whether picture book reading can support young children’s social-emotional development by providing a learning opportunity for the usage of emotion regulation strategies. Three-year-old children participated in two waiting situations designed to elicit negative affect. Between these waiting situations they read a picture book. In two experimental conditions, the book depicted how a protagonist (same-aged peer or young adult, respectively) waited for a desired object and distracted herself with toys while waiting. Children in an additional control condition read a picture book that was unrelated to waiting. Use of distraction did not differ between conditions. Parents often read picture book interactively with their children. Therefore, in an additional condition (Exp. 2), the experimenter read the picture book featuring the same-aged peer protagonist in an interactive way intended to facilitate transfer. Apart from the reading style, the design was identical to experiment 1. Experiment 2 intended to test whether changes in reading style lead to differences in three-year old children’s social-emotional learning from picture books. When controlling for the children’s picture book experience, children in the experimental conditions exhibited an increase in distraction in contrast to children in the control condition. In sum, results suggest that picture book reading could be an ecologically valid and versatile method for supporting 3-year-old children in their use of an age-appropriate adaptive emotion regulation strategies such as distraction.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The effect of picture book reading on young children’s use of an emotion regulation strategy

et al. 2023

View full text Add to dashboard Cite

show abstract

“…Osim toga, čitanje ima pozitivan efekat po mentalno zdravlje dece generalno (NSCDC, 2004;Weatherston & Rosenblum, 2018), u kontekstu većeg zadovoljstva i otpornosti na stres (Glascoe & Leew, 2010). Skorašnje studije dodatno su proširile obim interesovanja za moguće efekte čitanja, te se tako pokazalo da je zajedničko čitanje povezano i s kvalitetom same igre i maštom (Kohm et al, 2016), učenjem o moralu (Breitfeld et al, 2021), veštinama komunikacije (Cardenas et al, 2020), sveukupnim angažovanjem deteta (Son et al, 2023), kao i drugim socioemocionalnim i sociokognitivnim veštinama (poput razumevanja emocija drugih ili sposobnosti zauzimanja perspektive drugog -kognitivno ili emocionalno) (Grover, et al, 2023).…”

Section: Programi Podrške Ranom Razvoju Temeljeni Na čItanjuunclassified

Programi Podrške Ranom Razvoju Temeljeni Na Zajedničkom Čitanju

Mašić,

Marić Ognjenović,

Rajić

et al. 2024

Krugovi detinjstva

View full text Add to dashboard Cite

Naučna zasnovanost programa temeljenih na čitanju počiva u najvećoj meri na znanjima iz oblasti razvoja i neuronauka. Pozitivni efekti ovih programa nisu vidljivi isključivo u domenu razvoja govora i čitalačkih sposobnosti deteta, već njihovi efekti dosežu znatno dalje i utiču na celokupan dečji razvoj i odnos roditelja i deteta, ili bolje rečeno – putem njega deluju. Ovaj rad nastoji da na sistematičan način prikaže inostrane programe – na kojim principima i dokazima počivaju, kao i brojne pozitivne rezultate s kojima se takve aktivnosti povezuju u cilju ukazivanja na ključne tačke uspešnih programa temeljenih na čitanju.

show abstract

“…Parent–child shared book reading also contributes to the child's social–emotional competence by providing opportunities for social–emotional conversation (Schapira & Aram, 2020). Meanwhile, research shows that children could learn multiple aspects of information from shared book reading (Breitfeld et al., 2021). Thus, as an avenue of information, shared book reading enriches the child's knowledge about diverse topics, such as science (Venkadasalam & Ganea, 2018), mathematics (Van Den Heuvel‐Panhuizen et al., 2016), moral lessons (Breitfeld et al., 2021), and so on.…”

Section: Introductionmentioning

confidence: 99%

Parental involvement in shared book reading for preschoolers in China: Patterns and risks

Tian,

Cui,

Greger

2024

Review of Education

View full text Add to dashboard Cite

Previous studies have elucidated the positive effect of the quantity and onset age of shared book reading on children's language development. Few studies have addressed the profiles of parental involvement in terms of different key aspects of shared book reading. This study adopted a latent profile analysis to examine the patterns of parental involvement in shared book reading and associated factors; 980 Chinese parents of kindergarten children were investigated. Three profiles were identified: (1) late start and infrequent reading; (2) early start and frequent reading; (3) medium start and intensive reading. Higher socioeconomic status, more literacy resources, and older age of the children were all found to be more likely to be associated with identification with Profile 2 than Profile 1. Implications for more targeted parental intervention programmes to broaden access to home literacy resources are highlighted.

show abstract

Children Simultaneously Learn Multiple Dimensions of Information during Shared Book Reading

Cited by 9 publications

References 98 publications

The effect of picture book reading on young children’s use of an emotion regulation strategy

The effect of picture book reading on young children’s use of an emotion regulation strategy

Programi Podrške Ranom Razvoju Temeljeni Na Zajedničkom Čitanju

Parental involvement in shared book reading for preschoolers in China: Patterns and risks

Contact Info

Product

Resources

About