The connection between shared storybook readings, children’s imagination, social interactions, affect, prosocial behavior, and social play
The connection between shared storybook readings, children’s imagination, social interactions, affect, prosocial behavior, and social play
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共享故事书阅读、儿童想象力、社交互动、情感、亲社会行为和社交游戏之间的联系
DOI：
10.1080/21594937.2016.1203895
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Louis Koolidge
中科院分区：
文献类型：
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作者：
Kristen E. Kohm;R. Holmes;L. Romeo;Louis Koolidge
摘要本研究探讨了共同阅读故事书与儿童想象力、社会互动、情感、亲社会行为和社会游戏之间的关系。第二个目标是调查社交游戏和词汇学习之间的关系。参与者是44名幼儿（17名男孩，27名女孩）参加美国东北部的学前班。年龄4.1 ~ 5.6岁。大多数儿童来自墨西哥，中美洲，巴西和非洲裔美国人的种族遗产。我们观察了孩子们在重复分享故事书阅读之前和之后，在多个会话中加入故事道具。本研究采用时间取样法，记录了儿童的想象力、社会交往、情感、帮助和社会游戏行为。孩子们还完成了皮博迪图片词汇测试-四（PPVT-IV）。我们发现，分享故事书阅读经验与社交、认知和情感发展结果以及社交游戏有积极联系。假装游戏体验也与接受性词汇有积极联系。我们的研究结果支持现有的文献。
ABSTRACT This study explored the connection between shared storybook readings and children’s imagination, social interactions, affect, prosocial behavior, and social play. A secondary goal investigated the relationship between social play and vocabulary learning. Participants were 44 young children (17 boys, 27 girls) attending preschool in the northeastern United States. Ages ranged from 4.1 to 5.6 years. The majority of the children were from Mexican, Central American, Brazilian, and African-American ethnic heritages. We observed children before and after repeated shared storybook readings that incorporated story props over multiple sessions. We recorded children’s imaginative ability, social interaction, affective, helping, and social play behaviors using a time sampling approach. Children also completed the Peabody Picture Vocabulary Test –Four (PPVT-IV). We found shared storybook reading experiences connected positively to social, cognitive, and emotional developmental outcomes as well as social play. Pretend play experiences also positively connected with receptive vocabulary. Our findings support existing literature.