Picture Book Reading Research Articles

The contribution of dictionary interactivity on young children’s electronic picture book reading: A systematic review

The contribution of dictionary interactivity on young children’s electronic picture book reading: A systematic review

Picture Book Reading Support Using Personalized Picture Books and its Recommendation

絵本の読み聞かせは，乳幼児の言語発達を後押しするとともに，就学後の文章読解力や算数の成績に寄与する可能性も指摘され，注目が集まっている．本稿では，絵本の読み聞かせを支援するためのツールとして考案した個別最適化した絵本や，個人の発達や興味に合わせて検索するAI 絵本検索システムなどについて解説するとともに，それらを用いて自治体と共同で取り組んでいる実践的試みについても紹介する．

The Role of the Child in a War Zone: 10-year-old Students' Responses to a Cognitively Challenging Picturebook on War – An Interview Study

Abstract: This article explores how a shared reading of a challenging picturebook about war, Når kaniner blir redde [When Rabbits Get Scared] (Svingen and Slocinska), may foster students' critical and emotional literacy. The research question is: How may a shared reading of this challenging picturebook about war promote critical and emotional literacy in 10-year-old students? According to Martha Nussbaum, developing students' narrative imaginations through stories is a prerequisite for educating responsible citizens (Nussbaum Cultivating Humanity ; Nussbaum Not for Profit ). Picturebooks can be a tool for such education. The data were collected in an intervention project and the authors present the findings from student group interviews by identifying characteristics of critical and emotional literacy. The analysis demonstrates that a shared picturebook reading of this book may foster the students as responsible actors by promoting their ability to see the world from other people's perspectives and ignite critical, independent voices in them.

絵本の読み聞かせによる日韓表現考察が日本語学習者に与え る影響: 初級翻訳レベルを中心に

This study aims to investigate how the differences in expression caused by different ways of how to see and think affect the students learning Japanese at basic levels. The participants were 30 Korean students, learning translation into Japanese at basic levels. In the class, they read Japanese picture books and their Korean version ones and discussed the differences between them. A simple survey was conducted, and a m ini-exam w as g iven. The participants recognized the difference in how to see and how to think between the two languages, such as why particular expressions were used. The results showed an effect on enhancing their learning motivation and it also confirmed that there is an effect enhancing the learning motivation in the students who were interested in reading picture books while sitting in a circular fashion. In addition, the mini-exam results showed an improvement in the students' interest and concentration in class. As can be seen from these results, recognizing the difference between Korean and Japanese expressions in picture books can positively impact on raising students’ interest, motivation, and enthusiasm in beginner level of learners of Japanese.

Does Poverty Affect Early Language in 2-year-old Children in Germany?

AbstractPrevious studies reported negative effects of financial deprivation on child development during early childhood. As already shown, child development, in particular language development, is associated with family background, e.g., educational level. However, less is known about the impact of (restricted) financial resources on early language skills. Therefore, the present study investigates whether family income, measured as a metric variable by net equivalence income, and poverty, operationalized as income groups based on official income thresholds, impact vocabulary and grammar skills of 2-year-old children even when taking the educational level of the mother as well as aspects of the home-learning environment (joint picture book reading) and other relevant variables into account. Drawing on a German sample of N = 1782, we found that especially poverty is significantly associated with early language skills over and above maternal education and joint picture book reading. Hence, our results indicate the relevance to consider the effect of (restricted) financial resources and especially poverty on child development during early childhood additionally to other indicators of social background.

Enhancing Picture Book Reading for Young EFL Learners

With increasing globalization, global English and its association with literacy worldwide have gained widespread attention. Following the law of language learning, more and more countries are making efforts to help their citizens become literate in English from their early years. Picture books have played a crucial part in developing children’s emergent literacy skills. They provide children with fascinating illustrations, advancement in vocabularies, and meaningful sentence structures that go beyond the present contexts. However, picture book reading can be difficult for young English as a Foreign Language (EFL) learners due to the lack of English-speaking environment and language accumulation. With regard to this situation, this article analyzes and discusses the common debates on the print concept, phonological awareness, and vocabularies within an EFL early picture book reading setting to shed light on the practical direction in this field. Following this, this article coins relevant supporting strategies to ensure effective English picture book reading among children by developing supplementary activities, encouraging parent-child interaction, and applying multimedia materials. This article ends with a brief conclusion and questions that may need further exploration and research.

HOẠT ĐỘNG ĐỌC SÁCH TRANH CHO TRẺ Ở TRƯỜNG MẦM NON

This study aims to present the teachers’ view on making picture book reading a part of the teaching process in kindergarten, and how picture books were used to interact with children in purposeful activities. Quantitative and qualitative methods are combined to determine the current situation of using picture books and the effectiveness of organizing picture book reading activities for children in preschool. Research results show that most preschool teachers rate picture books as suitable learning materials to use in children's education programs. Children have positive reactions and express personal reasoning after interacting with picture books. However, teachers still have difficulty in classifying books suitable for children in each activity. Organizational forms and methods have not exploited optimally the value of picture books in developing necessary skills for preschool children.

그림책 등장인물의 성별에 대한 유아들의 인식

Objectives This study aimed to examine how children perceive the gender of human and non-human characters while reading picture books.
 Methods Children’s perception was observed through reading out two different picture books for 48 children of Y kindergarten and S kindergarten in S city, in a primary large-group session and secondary small-group session, then a repetitive and active verbal interaction afterward.
 Results Children displayed a tendency to perceive the gender of the human characters in picture books based on social constructs. Male children largely focused on references to conventions and social constructs, whereas female children focused on visual features such as reference to illustrations, colors, clothes, and physical attributes. In the case of non-human characters, social constructs and references to illustrations had an equivalent degree of influence on the perception of gender. Male children used references to conventions as evidence to perceive the characters’ gender, while female children used references to illustrations and clothes.
 Conclusions By understanding children’s perception of the gender of human and non-human characters in picture books, this study can contribute to composing a children’s literary education curriculum that pursues diversity to diminish gender stereotypes, and deepening meaningful literary interactions with children from the perspective of gender sensitivity.

Shared Picture Book Reading in Early Mathematics: a Systematic Literature Review

Shared Picture Book Reading in Early Mathematics: a Systematic Literature Review

Picture book reading on the development of preschoolers in rural areas of China: Effects on language, inhibition, and theory of mind.

Studies have shown that book reading intervention may scaffold children's language development. However, whether book reading interventions are equally effective for children's cognitive development in a Chinese rural school setting remains to be explored. We conducted a four-month book reading intervention to address these issues in rural Chinese areas. A total of three hundred twenty-one children aged between 2.56 and 6.47 years (M = 4.66 ages, SD = 0.80) were assigned to three groups as follows: (a) control group without donated picture books; (b) active reading control group with donated picture books; and (c) intervention group with a 4-month instructed picture book reading intervention. The findings indicate that the available books could produce significant positive changes in the development of receptive language (F (1,191) = 14.46, p < 0.01) and inhibitory control (F (1,190) = 7.64, p = 0.01) of rural children. However, a 4-month intervention was noneffective at boosting participants' performance on these tasks (F (1,203) = 0.07~2.73, p > 0.10). The results discussed the possible explanations, implications for behavioral intervention researchers, and suggestions for social service organizations or public institutions.

Parent Emotion Talk with Preschoolers from Low-Income Mexican American and Chinese American Families: Links to Sociocultural Factors.

Emotion talk (ET), an emotion socialization practice theorized to promote children's emotion understanding and emotion regulation, has been linked to better socioemotional adjustment in diverse samples. Immigrant children face developmentally unique challenges and opportunities related to their multi-lingual and multi-cultural experiences. The present study aimed to identify sociocultural correlates of parent ET in two groups of low-income immigrant families with preschool-age children: Mexican American (MA) and Chinese American (CA) families. In 90 parent-child dyads (child age = 38 to 70 months, 59% girls; 46 Mexican American and 44 Chinese American) recruited from Head Start programs, parents' (mostly mothers') ET quality and quantity (i.e., use of emotion words, emotion questions and explanations, and overall elaborateness of ET) were coded from verbal transcripts of a shared picture book reading task. First, we found similarities and differences in ET across the two groups. Both MA and CA parents used emotion words, emotion questions, and emotion reasoning, whereas linking the story to personal emotion experience was infrequent. MA parents used more negative emotion words, emotion reasoning, and engaged in more elaborate ET than CA parents. Second, we examined the unique relations of multiple socio-cultural factors (SES, cultural orientations, parent and child demographics) to parent ET. Parent education and child age were associated positively with emotion questions, income was associated positively with emotion reasoning, and parents' heritage culture orientation was associated positively with the elaborateness of ET. The findings highlight the need to consider socio-cultural variations in emotion socialization practices when adapting and disseminating socioemotional learning interventions.

Teacher–child interactions during picture book reading in Chinese preschool classrooms: a comparative study of novice and experienced teachers

ABSTRACT The importance of effective teacher–child interactions in preschool classrooms has been well documented; however, very few studies examined the difference between novice and experienced teachers. The aim of this study was to quantitatively compare the characteristics and patterns of teacher–child interactions during preschool picture book reading activities between novice and experienced teachers. Video observation data were collected from nine novice teachers and nine experienced teachers from a Chinese preschool, and were coded using the Flanders Interaction Analysis System. A total of 7,642 codes of experienced teachers and 6,444 codes of novice teachers were obtained. Aside from some commonalities, results indicated that there were several major differences between novice and experienced teachers. The indirect and positive influence on children, and the rate of positive influence to negative influence of experienced teachers were higher than that of novice teachers; the proportion of teacher talk, positive integration grid, steady-state grid, open question, and indirect response of novice teachers were higher than that of experienced teachers. The findings shed light on how novice and experienced teachers interact with their children, and how professional development supports should be delivered differently to novice and experienced teachers.

Triadic family conversations about gender: Children as driving forces and messiness in messages they receive.

The goal of the present study was to unravel the unique contributions of fathers, mothers, and preschoolers to conversations about gender during picture book reading, as well as examining the relationship between parents' gender messages and their stereotypes. The sample consisted of 142 families. During a home visit, triadic parent-child Gender Stereotypes Picture Book reading was filmed to code implicit and explicit forms of gender talk. A computer task (implicit attitudes) and questionnaire (explicit attitudes) were used to measure parents' gender stereotypes. As expected, the gender picture book evoked questions and statements about gender (mostly from mothers). Regarding implicit forms of gender talk (i.e., gender labeling and evaluating activities), we found no structural differences between the three family members in terms of expressing stereotypical or contra-stereotypical ideas. There were also no differences between boys and girls in (receiving and expressing) implicit gender messages about the pictures. Regarding conversations that included explicit forms of gender talk, we found a pattern in which children started most often with a stereotypical comment, followed by questions (mostly mothers), confirmations, and negations by the parents. It was remarkable that children frequently received mixed messages in response to their stereotypical comments, and that children tended to stick to their stereotypical opinion even when challenged by their parents. Parents' gender messages were not structurally related to their gender stereotypes. This study shows that children are a driving force of family conversations about gender, and reveals messiness in the gender messages children receive from their parents. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Characteristics of older people who have an intention to work as assistance personnel for long-term care or childcare

Objectives With the rapid progress of aging society and decreasing population, there is a shortage of workers in various areas, which has become a serious problem especially in the welfare field, for long-term care and childcare. As one of the countermeasures, some efforts are being made to hire people who are living independent daily lives, as auxiliary personnel, and have them take charge of non-specialized peripheral work of the facilities. The purpose of this study was to examine the characteristics of older adults who have an intention to work as auxiliary personnel in the welfare field.Methods A self-response questionnaire survey was conducted from October to November 2019 for 374 members of "REPRINTS" who are picture-book reading volunteers, aged 60 years or more, and are living in the capital area. There were 295 valid responses. We performed logistic regression analysis using the presence or absence of intention to work for long-term care assistance and for childcare assistance as the dependent variables. The missing values were supplemented by the multiple imputation method (10 files were created).Results The results of analysis revealed that 24.9% of the respondents had an intention to work for long-term care assistance, and 36.6% for childcare assistance. From the results of logistic regression analysis, it was found that among those intending to work in long-term care assistance, participants involved in lifelong learning activities had significantly higher intention to work (OR: 2.98, 95%CI: 1.40-6.34). Among those intending to work in childcare assistance, those with a high subjective sense of health had a significantly higher intention to work (OR: 2.41, 95%CI: 1.01-5.76).Conclusion The intention of work for childcare assistance was higher than that for long-term care assistance. A notable characteristic of older people willing to work as assistants in the welfare field is that those who participate in lifelong learning activities would be willing to actively work for long-term care assistance, and those with high subjective health would be willing to actively work for childcare assistance. By focusing on the older people with these characteristics, we may be able to contribute to identifying the those among them who want to work as assistant personnel.

Value added: Digital modeling of dialogic questioning promotes positive parenting during shared reading.

American parents describe bonding with their child as a primary reason for engaging in shared picture book reading. One prominent reading intervention (dialogic reading) reliably increases language outcomes, but until recently, has not been evaluated for how well it promotes warm parent-child interactions. In this study, a digital application designed to promote parent-child conversation by modeling dialogic questioning also increased mutuality, positivity, and on-task behaviors. Three- and 4-year-old American children (n = 73) and their parents were randomly assigned to read 10 times at home either: (a) an eBook with a character who modeled dialogic questioning (experimental); (b) a version of the same eBook without modeling (control); or (c) to choose between versions for each reading (choice). An adaption of the PARCHISY coding scheme was used to evaluate parent, child, and dyadic behaviors during in-lab readings at the beginning and end of the 2-week home reading period. At the final visit, experimental group families showed significant growth in mutuality (i.e., responsiveness, reciprocity, and cooperation), on-task behaviors, and parent and child positivity, and displayed more of these behaviors than families not exposed to modeling. Some increases in mutuality and positivity also emerged in families in the choice condition, but fewer than in families who only read the eBook with modeling. Parents and children exhibited no significant changes in negativity in any condition. This study suggests that carefully designed digital technology has the potential to foster positive shared reading interactions between parents and young children. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

캐나다 판타지 그림책의 상상력

This article explores how to read picturebooks with some of the representative Canadian fantasy picturebooks: Munch’s The Paper Bag Princess, Morgan’s Matthew and the Midnight Ball Game, Bourgeois’s Franklin in the Dark, and Wynne-Jones’s Zoom at Sea. Reading picturebooks need to focus on words and images at the same time. Sometimes images tell more stories than words written in the pages. Children know how to read and what to read through pictures by intuition, while adults lost the ability to read pictures, only focusing on words with traditional way of reading. The function of pictures in picturebooks is to describe and represent. The function of words is to narrative. So the relationship between pictures and words are important and also complex. Picturebooks are an effective and interesting way of telling stories. They give pleasure to viewers and readers, both children and adults. In the Canadian fantasy picturebooks above, readers enjoy the story with the written words and more stories (that the words don’t tell) through focusing and reading pictures.

Effects of training parents in dialogic book‐sharing: The Early‐Years Provision in Children's Centers (EPICC) study

Shared picture-book reading is well-recognized as beneficial for children's early language development, especially where “dialogic book-sharing” techniques are used. Possible benefits of dialogic book-sharing to other aspects of child development have been little investigated, and it has not been widely studied in European populations. We conducted a randomized trial of dialogic book-sharing in Children's Centers in the UK, with parents of 2- to- 4-year-old children, hypothesizing that it would benefit parenting and a range of child developmental outcomes. Intervention group parents (n = 110) received 7, weekly, group training sessions, and control parents (n = 108) the usual center input. Parenting and a range of child outcomes (language, attention, executive function, social development, and emotional-behavior difficulties) were assessed on 3 occasions: before, after, and 4–6 month following intervention. For all study outcomes we compared controls with each of the Intention-to-Treat population and the per-protocol population (participants attending the requisite number of sessions); and, for primary child outcomes only, the population of parents who engaged well with the intervention. There were substantial benefits of dialogic book-sharing training to parental behavior during book-sharing, especially for sensitivity and cognitive scaffolding. For all 3 sets of comparisons there were small-medium effects of on child expressive language, and, for the per protocol and engaged populations, similar sized effects on child receptive language and attention. There was no evidence of benefit of dialogic book-sharing for the other areas of child development; we suggest that specific intervention components need to be added to standard dialogic book-sharing to effect change in these areas.

On the Application of Picture Book Reading Therapy to the Psychological Intervention of Single-Parent Children Aged 5-6

Emotional regulation has a critical influence on an individual’s mental health and personality. In the long run, negative coping styles will create antisocial personalities. In recent years, the data on single-parent families has increased significantly, resulting in a sharp increase in the number of single-parent children. Without positive guidance of adults, children are usually unable to get rid of the negative effects brought by single-parent families, let alone acquiring good emotional development. Therefore, given the age development characteristics of children aged 5-6 and the anxiety and loneliness behavior of single-parent children aged 5-6, this study selected some picture books that these children could understand as the therapy medium, and preliminarily proposed a reading plan. Based on the revised Spence (2001) Preschool Children Anxiety Questionnaire and the UCLA Loneliness Scale Questionnaire, the anxiety and loneliness scores of 20 children in the experimental group and the emotional scores of 20 children in the control group were continuously compared. Finally, a four-stage picture book reading therapy suitable for single-parent children aged 5-6 was established, its four stage tasks including anxiety and loneliness recognition, self-awareness building, anxiety and loneliness settlement and peer sharing”.

Digital Picture Books for Young Dual Language Learners: Effects of Reading in the Second Language

Reading picture books in the first language (L1) before rereading them in the second language (L2) is assumed to be beneficial for young dual language learners (DLLs). This pilot study examined how sharing digital picture books in L1 or L2 at home before reading them in L2 in kindergarten affected L2 book-specific vocabulary learning and story comprehension. Participants were 14 three- and four-year-old children who spoke Polish at home and learned Norwegian as their second language. Even when DLLs were less advanced in L2, reading first in L1 was not advantageous for L2 vocabulary learning. Characteristics of caregiver–child interactions during the reading of digital picture books in L2 may explain why home reading in L2 was more beneficial than reading in L1 for less proficient young L2 learners.

More than words – how second language learners initiate and respond during shared picture book reading interactions

ABSTRACT Initiating conversations and responding to initiations of others via gestural and verbal means are prerequisites for participating in Early Childhood Education and Care (ECEC) interactions. However, research to date has not addressed the multimodal initiations and responses of young second language learners (SLLs) in natural ECEC settings. This study investigated their initiations and responses during shared picture book reading interactions with ECEC practitioners with a focus on modalities, strategies, as well as the multimodal meanings and types of utterances. Participants were 30 SLLs in German ECEC institutions. Results showed that SLLs responded to the initiations of the practitioners predominantly verbally and initiated interactions mostly multimodally. Furthermore, the children produced more combinations of multi-word utterances and gestures in their initiations than in their responses. These findings complement the body of work demonstrating the varied communicative skills young SLLs use in their interactions as well as by underlining the importance of gestural cues in everyday ECEC interactions.