The influence of books' textual features and caregivers' extratextual talk on children's science learning in the context of shared book reading.
The influence of books' textual features and caregivers' extratextual talk on children's science learning in the context of shared book reading.
复制标题
共享图书阅读背景下书籍的文本特征和照顾者的文本外谈话对儿童科学学习的影响。
DOI：
10.1037/dev0001480
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发表时间：
2023
影响因子：
4
通讯作者：
Bauer,PatriciaJ
中科院分区：
文献类型：
--
作者：
Miller-Goldwater,HilaryE;Cronin-Golomb,LucyM;Hanft,MelanieH;Bauer,PatriciaJ
在幼儿期，与看护者一起阅读书籍（共享书籍阅读）是支持学习的重要手段。然而，我们对共同阅读对幼儿科学学习的影响的理解还存在差距。目前的研究弥合了这一差距，通过研究科学书籍在学龄前儿童的环境中的教学质量，并调查这些书籍如何影响儿童的学习和照顾者在共享书籍阅读过程中的文本外谈话。在第一项研究中，我们对60本科学书籍进行了编码，这些书籍在美国的幼儿环境中很容易获得。这些书是为讲英语的人设计的，推荐给学龄前儿童。我们对这些书进行了编码，以确定它们的连贯性（通过提供细节、例子、比较等来阐述事实）。并包括嵌入式问题。然而，许多书籍的衔接和嵌入式问题低，教学质量低。在研究2中，我们测试了美国东南部38名4- 5岁的儿童（55%为女性，76%为白色）及其照顾者。我们评估了书籍的衔接和嵌入式问题的水平和照顾者的精心的文本外谈话在共享的书籍阅读对儿童的科学学习的影响。儿童从高凝聚力的书籍中学到更多，无论嵌入式问题和照顾者的详细谈话水平如何。此外，当看护者使用更多的详细谈话时，孩子们从嵌入式问题高的书籍中学到了更多。本研究强调了书籍的文本特征和社会互动在共享书籍阅读中对促进早期科学学习的重要性。
During early childhood, reading books with one’s caregiver (shared book reading) is a valuable means of supporting learning. Yet, there are gaps in our understanding of the influence of shared book reading on young children’s science learning. The current research bridges this gap by examining the pedagogical quality of science books in preschool-aged children’s environments and investigating how such books influence children’s learning and caregivers’ extratextual talk during shared book reading. In Study 1, we coded 60 science books that were readily available in young children’s environments within the United States. The books were designed for English speakers and recommended for preschool-aged children. We coded the books for the extent to which they were Coherent (elaborated on facts presented by providing details, examples, comparisons, etc.) and included Embedded Questions. However, many books were low in Cohesion and Embedded Questions and were of low pedagogical quality. In Study 2, we tested thirty-eight 4-to 5-year-old children (55% female, 76% White) and their caregivers in the Southeastern United States. We assessed the influence of books’ levels of Cohesion and Embedded Questions and of caregivers’ Elaborative extratextual talk during shared book reading on children’s science learning. Children learned more from books high in Cohesion, irrespective of levels of Embedded Questions and caregivers’ Elaborative Talk. Additionally, children learned more from books high in Embedded Questions when caregivers used more Elaborative Talk. This research highlights the importance that books’ textual features and social interactions during shared book reading have in promoting early science learning.