The connection between shared storybook readings, children’s imagination, social interactions, affect, prosocial behavior, and social play

Kohm, Kristen; Holmes, R. M.; Romeo, Lynn; Koolidge, Louis

doi:10.1080/21594937.2016.1203895

Cited by 34 publications

(20 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Furthermore, strategies aimed at supporting growth in a specific academic domain (e.g., reading) also correspond with enhanced child socio-emotional and behavioural competencies. For instance, shared-book reading is consistently shown to aid in developing better language skills, as expected, but additionally facilitates stronger social skills (e.g., collaborative play, prosocial helping, and social interaction generally; Kohm, Holmes, Romeo, & Koolidge, 2016). Froiland and Davison (2016b) found that parents who provide a stronger home literacy environment put their young children at a lower risk for developing inattention and hyperactivity.…”

Section: Home-based Parental Involvement and Children's Early Learnmentioning

confidence: 55%

Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement

Puccioni

Baker

Froiland

2019

Infant and Child Development

View full text Add to dashboard Cite

The current study examines associations among parents' school readiness beliefs, home‐based involvement, and measures of school readiness using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (N = 13,999). A structural equation model was estimated, and results show that parents' school readiness beliefs and home‐based involvement practices were positively associated with children's academic achievement and socio‐emotional competencies. In addition, parents' school readiness beliefs were positively related to their home‐based involvement practices. In other words, parents who placed more importance on school readiness engaged in more home‐based involvement practices and had children with higher levels of academic achievement and socio‐emotional competencies. Results also showed that parents' school readiness beliefs were more strongly related to academic achievement in comparison to socio‐emotional competencies. Findings also demonstrated variation in parents' school readiness beliefs and involvement by race/ethnicity and socio‐economic status. Overall, findings suggest that efforts to encourage and support parental involvement should pay attention to parents' school readiness beliefs and home‐based involvement practices. Highlights This paper describes the relationship among parents' school readiness beliefs, home‐based involvement, and children's academic achievement and socio‐emotional competencies. Structural equation modelling revealed school readiness beliefs were positively related to home‐based involvement, which in turn was positively associated with children's academic achievement and socio‐emotional competencies. Parents' school readiness beliefs are an important target for enhancing children's academic achievement and socio‐emotional competencies during the transition to kindergarten.

show abstract

Section: Home-based Parental Involvement and Children's Early Learnmentioning

confidence: 55%

Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement

Puccioni

Baker

Froiland

2019

Infant and Child Development

View full text Add to dashboard Cite

show abstract

“…Children tend to tell more creative stories when they are asked frequently about questions generated from the readers. The EMPATHICS enriched readers serve as interesting stimuli to enhance creativity through cultivating children's imagination (Kohm et al, 2016;Moedt and Holmes, 2018). Kohm et al (2016) reported teachers observed children actively creating "new adventures based upon the story's content and language" and engaging in more social play with peers and generating positive affect.…”

Section: English Verbal Creativitymentioning

confidence: 99%

Reading Picture Books With Elements of Positive Psychology for Enhancing the Learning of English as a Second Language in Young Children

et al. 2020

View full text Add to dashboard Cite

This study aimed to investigate the learning effectiveness of reading picture books with EMPATHICS elements using dialogic reading techniques in enhancing young children's English language learning and creativity. EMPATHICS is an acronym of Emotion and Empathy, Meaning and Motivation, Perseverance, Agency and Autonomy, Time, Habits of Mind, Intelligences, Character Strengths, and Self Factors (Oxford, 2016). It adopted a quasi-experimental design, and 78 kindergarten children aged from 4 to 5 years old in a cluster group were randomly assigned to the experimental and control groups. Both groups read the same four picture books with their homeroom teachers, including two readers suggested in the curriculum and two picture books with enriched elements for 12 sessions over 8 weeks. A doubly multivariate analysis was used to measure the main time and group effects and the interaction effect on the performance of English receptive vocabulary, syntactic complexity, and verbal creativity of the two groups across three different times. There were significant differences only in the interactive effect on syntactic complexity. Children in the experimental condition gave responses with more complex syntactic structures. Significant time effects for receptive vocabulary, syntactic complexity, and verbal creativity were observed in all children. Reading enriched English texts better prepares children to creatively and effectively express themselves. This study extends previous research in two ways. First, this study is one of the few studies on the effectiveness of dialogic reading using EMPATHICS-enriched picture books among young language learners. Second, this study investigates the effects of dialogic teaching on English as a second language development in young children. The educational implications will be discussed.

show abstract

“…These make sense, given that conscientious parents should be more likely to follow recommendations for communicating with their child. Further, more open parents are likely to foster imagination, play, and creativity, and expose their child to a wider variety of experiences and examples, which boost learning (Kohm, Holmes, Romeo, & Koolidge, 2016; Perry et al., 2010; Weisberg, Zosh, Hirsh‐Pasek, & Golinkoff, 2013). Further evidence for our specific hypotheses comes from the facet level, which provide information on distinct sets of thoughts, feelings, and behaviours and might offer insight into potential mechanisms (Naragon‐Gainey & Simms, 2017).…”

Section: Discussionmentioning

confidence: 99%

Taking parent personality and child temperament into account in child language development

Kucker

Zimmerman

Chmielewski

2021

British J of Dev Psycho

View full text Add to dashboard Cite

Individual differences have become increasingly important in the study of child development and language. However, despite the important role parents play in children’s language, no work has examined how parent personality impacts language development. The current study examines the impact of parent personality as well as child temperament on language development in 460 16‐ to 30‐month‐old children and 328 31‐ to 42‐month‐old children. Findings from both groups suggest multiple aspects of children’s language abilities are correlated with their parent’s personality. Specifically, parent consciousness, openness, and agreeableness positively correlate with child vocabulary size and other language abilities. Results also replicate and expand research on child temperament and language – child effortful control and surgency were positively correlated, and negative affect negatively correlated with most language abilities even after controlling for parent personality. Critically, parent and child traits appear to impact a child’s language abilities above and beyond well‐known predictors of language, such as age.

show abstract

The connection between shared storybook readings, children’s imagination, social interactions, affect, prosocial behavior, and social play

Cited by 34 publications

References 20 publications

Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement

Academic socialization and the transition to kindergarten: Parental beliefs about school readiness and involvement

Reading Picture Books With Elements of Positive Psychology for Enhancing the Learning of English as a Second Language in Young Children

Taking parent personality and child temperament into account in child language development

Contact Info

Product

Resources

About