Shared book-Reading in early childhood education: Teachers’ mediation in children’s communicative development
Entity
UAM. Departamento de Psicología Evolutiva y de la EducaciónPublisher
Frontiers MediaDate
2020Citation
10.3389/fpsyg.2020.02030
Frontiers In Psychology 11 (2020): 2030
ISSN
1664-1078DOI
10.3389/fpsyg.2020.02030Funded by
This study was funded by the ChileanNational Fund for Scientific and Technological Development (Fondo Nacional de Desarrollo Científico y Tecnológico, FONDECYT/CONICYT/ANID) under the “Fondecyt de iniciación 11170804” (Initiation Research) Funding ProgrammeEditor's Version
https://doi.org/10.3389/fpsyg.2020.02030Subjects
Shared book-reading; Early childhood education; Infant development; Teaching practices; Triadic interaction; Communicative development; PsicologíaRights
© 2021 The AuthorsAbstract
Fostering communicative skills in young children is essential for their holistic
development. Book-reading activities have been shown to be a valuable tool for
supporting communicative exchanges between children and adults, but there is
limited research on actual educational practices with children under 3 years old. This
experimental study explores teaching practices in Chilean early childhood education
with children from 4 to 17 months of age. We focused on children’s performance of
diverse communicative signs, as well as on the effect of the teacher’s mediation (signs
and strategies) in a triadic shared-reading interaction (teacher-child-book). The study is
part of a larger cross-sectional project. We conducted an experimental study following
a pre-test–post-test design with 11 children, who were randomly assigned to either the
control or the experimental group. In addition, we conducted a 6-week intervention on
shared book reading between the pre- and post-test stages. We observed that children
used a wide range of communicative signs when engaging in shared interactions
with their teacher and different books. In the experimental group, children performed
more communicative signs after participating in the intervention than at the beginning
of the study. The reading experience that they gained through the intervention could
also explain the larger proportion of uses of the books, as compared to their control
counterparts. Additionally, children performed different combinations of vocalizations,
words, or repetitions within a single use. The conventional use of a book is not evident
for an infant, and as such it requires the systematic and semiotically mediated action
of an adult to be consolidated. We conclude that offering preschool teachers a diverse
selection of books enables them to better adjust to the particularities of each child. In
this scenario educators are able to promote efficient spaces for children’s participation,
increasing the complexity and variety of their communicative repertoire
Files in this item
Google Scholar:Cárdenas, Karina
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Moreno Núñez, Ana Rocío
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Miranda Zapata, Edgardo Daniel
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