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dc.contributor.authorCárdenas, Karina
dc.contributor.authorMoreno Núñez, Ana Rocío 
dc.contributor.authorMiranda Zapata, Edgardo Daniel
dc.contributor.otherUAM. Departamento de Psicología Evolutiva y de la Educaciónes_ES
dc.date.accessioned2022-11-07T14:53:32Z
dc.date.available2022-11-07T14:53:32Z
dc.date.issued2020
dc.identifier.citationFrontiers In Psychology 11 (2020): 2030es_ES
dc.identifier.issn1664-1078es_ES
dc.identifier.urihttp://hdl.handle.net/10486/705078
dc.description.abstractFostering 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 repertoireen_US
dc.description.sponsorshipThis 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 Programmeen_US
dc.format.extent21 pag.es_ES
dc.format.mimetypeapplication/pdfen_US
dc.language.isoengen_US
dc.publisherFrontiers Mediaen_US
dc.relation.ispartofFrontiers in Psychologyen_US
dc.rights© 2021 The Authorses_ES
dc.subject.otherShared book-readingen_US
dc.subject.otherEarly childhood educationen_US
dc.subject.otherInfant developmenten_US
dc.subject.otherTeaching practicesen_US
dc.subject.otherTriadic interactionen_US
dc.subject.otherCommunicative developmenten_US
dc.titleShared book-Reading in early childhood education: Teachers’ mediation in children’s communicative developmenten_US
dc.typearticleen_US
dc.subject.ecienciaPsicologíaes_ES
dc.relation.publisherversionhttps://doi.org/10.3389/fpsyg.2020.02030es_ES
dc.identifier.doi10.3389/fpsyg.2020.02030
dc.identifier.publicationfirstpage2030-1es_ES
dc.identifier.publicationlastpage2030-24es_ES
dc.identifier.publicationvolume11es_ES
dc.type.versioninfo:eu-repo/semantics/publishedVersiones_ES
dc.rights.ccReconocimientoes_ES
dc.rights.accessRightsopenAccessen_US
dc.facultadUAMFacultad de Psicologíaes_ES
dc.facultadUAMDepartamentos Interfacultativos


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