Research Status of Parent-child Reading under Different Cultural Backgrounds

Abstract

Parent-child reading is crucial to a child’s whole development. The paper’s subjective is to discuss parent-child reading under different cultural backgrounds. Joint reading between parents and children at home has a positive effect on the literacy ability, language development, future academic prediction and emotional intelligence of Chinese and Western children, and the interval time, number, quality of parent-child reading also play a positive role to a large extent. Furthermore, the common conclusions of China and the West are that parents’ education level, family economic and social status also have a great impact on parent-child reading activities. These aspects greatly affect the time, quality and effect of parent-child reading. However, in the current studies, parent-child reading in the context of bilingualism can only promote the development of children in some Western countries, it has little effect on Chinese children, so future research should consider the reasons and make improvements. Therefore, by discussing parent-child reading in the two different cultures, it can provide reference for the research in the field of social science research and improve parents’ awareness of parent-child reading so that it can be more beneficial to children.