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Grøver V, Snow CE, Evans L, Strømme H. Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda. Acta Psychol (Amst) 2023; 239:103997. [PMID: 37562321 DOI: 10.1016/j.actpsy.2023.103997] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2022] [Revised: 07/26/2023] [Accepted: 07/30/2023] [Indexed: 08/12/2023] Open
Abstract
Previous reviews of the nature and consequences of adult-child book reading have focused on seeking impacts of interactive reading on the acquisition of vocabulary and emergent literacy skills. In this systematic review we examined to what extent there has been systematic study of the effects of interactive reading on four less frequently studied developmental outcomes important to children's academic and life prospects: socio-emotional and socio-cognitive (SEL) skills, narrative skills, grammar, and world knowledge. We identified 67 studies of interactive reading that met the inclusion criteria and that examined the targeted outcomes, using either experimental, quasi-experimental, correlational, or single-group intervention methods. We found that studies of effects on grammar and world knowledge outcomes were very sparsely represented; though narrative was often studied as an outcome, the wide variation in conceptualizing and assessing the construct hampered any clear conclusion about book-reading effects. The most robust research strand focused on SEL skill outcomes, though here too the outcome assessments varied widely. We speculate that better instrumented approaches to assessing vocabulary and emergent literacy have led to the persistent emphasis on these domains, despite robust evidence of only modest associations, and argue that work to develop sound shared measures of narrative and SEL skills would enable cross-study comparison and the accumulation of findings. In addition, we note that the various studies implicated different explanatory principles for the value of reading with children: specific interactional features (open-ended questions, following the child's lead, expanding child utterances) or content features (emotion-enhanced books, talk about mental states, science topics), raising another topic for more focused study in the future.
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Affiliation(s)
| | - Catherine E Snow
- Harvard Graduate School of Education, United States of America; University of Johannesburg, South Africa
| | - Leigh Evans
- Harvard Graduate School of Education, United States of America
| | - Hilde Strømme
- University of Oslo Library of Medicine and Science, Norway
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Kisa EB, Sahin-Acar B, Ilgaz H. Maternal storytelling and reminiscing styles in relation to preschoolers’ perspective-taking abilities. COGNITIVE DEVELOPMENT 2023. [DOI: 10.1016/j.cogdev.2023.101323] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/30/2023]
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Haden CA, Melzi G, Callanan MA. Science in stories: Implications for Latine children's science learning through home-based language practices. Front Psychol 2023; 14:1096833. [PMID: 36910810 PMCID: PMC9999044 DOI: 10.3389/fpsyg.2023.1096833] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2022] [Accepted: 02/02/2023] [Indexed: 03/14/2023] Open
Abstract
There is growing interest in stories as potentially powerful tools for science learning. In this mini-review article, we discuss theory and evidence indicating that, especially for young children, listening to and sharing stories with adult caregivers at home can make scientific ideas and inquiry practices meaningful and accessible. We review recent research offering evidence that stories presented in books can advance children's science learning. Nonetheless, most of this work focuses on middle-class European-American U. S. children and involves narrative story books. Given the national imperative to increase Latine representation in STEM education and career pursuits in the U. S., we argue that it is vital that we broaden the definition of stories to include oral narrative storytelling and other conversational routines that Latine families engage in at home. Cultural communities with firmly rooted oral traditions, such as those from Latin American heritage, rely frequently on oral storytelling rather than book reading to convey world and community knowledge to young children. Therefore, we advocate for a strengths-based approach that considers Latine families' everyday practices around science and storytelling on their own terms instead of contrasting them with European-American middle-class practices. We offer support for the view that for young children in Latine communities, culturally relevant oral practices, including personal narrative storytelling, can engender significant opportunities for family science learning at home.
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Affiliation(s)
- Catherine A Haden
- Department of Psychology, Loyola University Chicago, Chicago, IL, United States
| | - Gigliana Melzi
- Department of Applied Psychology, New York University, New York, NY, United States
| | - Maureen A Callanan
- Departmenst of Psychology, University of California, Santa Cruz, Santa Cruz, CA, United States
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Exploring the impact of parental education, ethnicity and context on parent and child mental-state language. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101169] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Pace A, Rojas R, Bakeman R, Adamson LB, Tamis-LeMonda CS, O'Brien Caughy M, Owen MT, Suma K. A Longitudinal Study of Language Use During Early Mother-Child Interactions in Spanish-Speaking Families Experiencing Low Income. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:303-319. [PMID: 34890248 PMCID: PMC9150737 DOI: 10.1044/2021_jslhr-21-00329] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Revised: 08/18/2021] [Accepted: 09/09/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE This longitudinal study assessed continuity and stability of productive language (vocabulary and grammar) and discourse features (turn-taking; asking and responding to questions) during mother-child play. METHOD Parent-child language use in 119 Spanish-speaking, Mexican immigrant mothers and their children at two ages (M = 2.5 and 3.6 years) was evaluated from transcriptions of interactions. RESULTS Child productive language significantly increased over the year, whereas mothers showed commensurate increases in vocabulary diversity but very little change in grammatical complexity. Mother-child discourse was characterized by discontinuity: Mothers decreased their turn length and asked fewer questions while children increased on both measures. Rates of responding to questions remained high for both mothers and children even as children increased and mothers decreased over time. Mothers and children showed significant rank-order stability in productive language and measures of discourse. Mothers' rate of asking questions and children's responses to questions during the first interaction predicted children's receptive vocabulary a year later. CONCLUSIONS As children become more sophisticated communicators, language input remains important, with discourse features growing in relevance. Children's early opportunities to respond to parents' questions in the context of play benefit their language skills. This work extends the evidence base from monolingual English-speaking families and is interpreted in the context of prior research on parenting practices in U.S. families of Mexican origin.
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Affiliation(s)
- Amy Pace
- University of Washington, Seattle
| | - Raúl Rojas
- The University of Texas at Dallas, Richardson
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Guerrero AD, Biely C, Dudovitz R, Coker T, Iyer S, Barnert E, Szilagyi P, Szilagyi M, Chung PJ. Measurement and Identification of Parenting Behaviors Associated with Social-Emotional Outcomes in Children: The Racial and Cultural Appropriateness of a Commonly Used Parenting Measure. J Dev Behav Pediatr 2021; 42:524-531. [PMID: 34010228 PMCID: PMC8440330 DOI: 10.1097/dbp.0000000000000933] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/18/2020] [Accepted: 12/17/2020] [Indexed: 11/26/2022]
Abstract
OBJECTIVE The objective of this study was to examine parenting styles (observed parent-child interactions via the Two-Bag Task) associated with young children's socioemotional outcomes, comparing children from Mexican-American and African American families with children from their White counterparts. METHODS The Early Childhood Longitudinal Study Birth Cohort data were used to examine 6 global parenting styles with socioemotional outcomes at 48 months of age while controlling for both time-independent and time-depending sociodemographic, maternal mental health, and child characteristics. Data were stratified by race and ethnicity, and weighted longitudinal linear regressions models were estimated using STATA/Xtmixed. RESULTS The 6 global parenting scores from the Two-Bag Task measures differed across White, African American, and Mexican-American groups of parents. White parents on average scored higher on parenting styles related to sensitivity, positive regard, and cognitive stimulation, whereas Mexican-American and African American parents scored lower. These parenting styles were associated with both approach to learning and social competence outcomes among White children but were nearly nonexistent for Mexican-American and African American children when adjusting for covariates. CONCLUSION Our results highlight the need to critically evaluate measures of parenting behaviors used in research studies with racially and ethnically diverse families. Examining the comprehensive psychometric properties and cultural appropriateness of parenting measures for diverse families is important to optimally support child development for non-White children. Furthermore, a critical lens is important to mitigate the perpetuation of inaccurate research findings for Mexican-American and African American children.
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Affiliation(s)
- Alma D Guerrero
- Department of Pediatrics, David Geffen School of Medicine at UCLA, Los Angeles, CA
- Children's Discovery and Innovation Institute Mattel Children's Hospital UCLA, Los Angeles, CA
| | - Christopher Biely
- Department of Pediatrics, David Geffen School of Medicine at UCLA, Los Angeles, CA
- Children's Discovery and Innovation Institute Mattel Children's Hospital UCLA, Los Angeles, CA
| | - Rebecca Dudovitz
- Department of Pediatrics, David Geffen School of Medicine at UCLA, Los Angeles, CA
- Children's Discovery and Innovation Institute Mattel Children's Hospital UCLA, Los Angeles, CA
| | - Tumaini Coker
- Department of Pediatrics, University of Washington, Seattle, WA
| | - Sai Iyer
- Department of Pediatrics, David Geffen School of Medicine at UCLA, Los Angeles, CA
- Children's Discovery and Innovation Institute Mattel Children's Hospital UCLA, Los Angeles, CA
| | - Elizabeth Barnert
- Department of Pediatrics, David Geffen School of Medicine at UCLA, Los Angeles, CA
- Children's Discovery and Innovation Institute Mattel Children's Hospital UCLA, Los Angeles, CA
| | - Peter Szilagyi
- Department of Pediatrics, David Geffen School of Medicine at UCLA, Los Angeles, CA
- Children's Discovery and Innovation Institute Mattel Children's Hospital UCLA, Los Angeles, CA
| | - Moira Szilagyi
- Department of Pediatrics, David Geffen School of Medicine at UCLA, Los Angeles, CA
- Children's Discovery and Innovation Institute Mattel Children's Hospital UCLA, Los Angeles, CA
| | - Paul J Chung
- Kaiser Permanente School of Medicine, Pasadena, CA
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Shirefley TA, Castañeda CL, Rodriguez-Gutiérrez J, Callanan MA, Jipson J. Science Conversations during Family Book Reading with Girls and Boys in Two Cultural Communities. JOURNAL OF COGNITION AND DEVELOPMENT 2020. [DOI: 10.1080/15248372.2020.1797750] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Muhinyi A, Rowe ML. Shared reading with preverbal infants and later language development. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019. [DOI: 10.1016/j.appdev.2019.101053] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Rollo D, Longobardi E, Spataro P, Sulla F. The Construction of Self in Relationships: Narratives and References to Mental States during Picture-Book Reading Interactions between Mothers and Children. Front Psychol 2017; 8:2060. [PMID: 29234293 PMCID: PMC5712376 DOI: 10.3389/fpsyg.2017.02060] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2017] [Accepted: 11/13/2017] [Indexed: 11/13/2022] Open
Abstract
Previous studies showed that mothers vary in the way in which they discuss past experiences with their children, since they can exhibit narrative (elaborative) or paradigmatic (repetitive) styles to different extents. Given this background, the aim of the present study was to analyze differences in the mothers' use of narrative styles and mental state language (MSL), as a function of children's age and gender. Thirty dyads consisting of mothers and their 4- to 6-year-old children were observed during a picture-book reading interaction. Maternal utterances were coded according to the categories described by Tessler and Nelson (1994), classifying each mother as Narrative or Paradigmatic. Eight categories of MSL were analyzed: perceptual, emotional (positive and negative), volitional, cognitive, communicative, and moral. The results confirmed the existence of the two maternal styles observed in the earlier studies. Importantly, we found that the mothers of younger children were more narrative than paradigmatic, whereas the opposite pattern occurred for the mothers of older children (they were more paradigmatic than narrative). As concerns MSL, the results indicated that the use of communicative terms was significantly more frequent for narrative than for paradigmatic mothers, and decreased linearly with children's age. Lastly, the mothers of younger children referred their MSL more frequently to the book characters than to themselves or to the child. Taken together, these results support the idea that mothers adapt their narrative styles and MSL input to the growing abilities of their children, therefore contributing to the development of social understanding.
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Affiliation(s)
- Dolores Rollo
- Department of Medicine and Surgery, University of Parma, Parma, Italy
| | - Emiddia Longobardi
- Department of Dynamic and Clinical Psychology, Sapienza University of Rome, Rome, Italy
| | - Pietro Spataro
- Department of Dynamic and Clinical Psychology, Sapienza University of Rome, Rome, Italy
| | - Francesco Sulla
- Department of Medicine and Surgery, University of Parma, Parma, Italy
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Kelly KR. Maternal autonomy support and dyadic verbal synchrony during narrative coconstruction: Links with child attachment representations and independent narrative competence. INFANT AND CHILD DEVELOPMENT 2017. [DOI: 10.1002/icd.2074] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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