Shared Book Reading Interactions within Families from Low Socioeconomic Backgrounds and Children's Social Understanding and Prosocial Behavior

Autor/inn/en	Aram, Dorit; Deitcher, Deborah Bergman; Shoshan, Tami Sabag; Ziv, Margalit
Titel	Shared Book Reading Interactions within Families from Low Socioeconomic Backgrounds and Children's Social Understanding and Prosocial Behavior
Quelle	In: Journal of Cognitive Education and Psychology, 16 (2017) 2, S.157-177 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-8959
DOI	10.1891/1945-8959.16.2.157
Schlagwörter	Socioeconomic Background; Prosocial Behavior; Social Cognition; Mothers; Parent Child Relationship; Low Income Groups; Sharing Behavior; Reading; Emotional Development; Moral Values; Behavior Standards; Young Children; Kindergarten; Foreign Countries; Childrens Literature; Intelligence Tests; Verbal Ability; Vocabulary; Israel; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Sozioökonomische Lage; Soziale Kognition; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Leseprozess; Lesen; Gefühlsbildung; Moral value; Ethischer Wert; Frühe Kindheit; Ausland; 'Children''s literature'; Kinderliteratur; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz
Abstract	The study explored the nature of mother-child conversation during and after a shared book reading (SBR) interaction and how it relates to children's social understanding and prosocial behavior. Participants were 61 mother-child dyads (children's mean age 5 years, 8 months) from low socioeconomic strata (SES). Mother-child SBR and their conversation following the reading were video-recorded. Children's social understanding was evaluated via their ability to distinguish between social norms violations and moral violations. Prosocial behavior was evaluated through children's sharing behavior. Results showed that during SBR, mothers and children from low SES tended to stick to the written text, whereas following the book reading, they elaborated beyond the explicit aspects of the text. Furthermore, references to socioemotional issues during mother-child conversation correlated with the child's social understanding and prosocial behavior, beyond the child's vocabulary level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01