The development of co-reading activity between mother and child and its effect on the child's acquisition of linguistic literacy

点击翻译按钮获取中文摘要

This study examined the developmental change of the co-reading activity between mother and child from infancy to preschool period and its effects on the child’s acquisition of linguistic literacy, verbal, cognitive and socio-emotional development. The results showed that the structure and function of the co-reading activity between mother and child changes from the first developmental stage found among 0-1 year of aged infants to the second stage found among 2-6 year of aged children. In the first stage, social dialogue between mother and infant in their co-reading activity indicates to lead the infant’s private speech (infant’s inner dialogue with his/her mother) and also suggests to effect on the attainment of the attachment relationship between mother and infant. In the second stage, mother’s respect to the child’s private speech in their co-reading activity and stimulation of the child’s self-expressive activities (ex. drawing, symbolic play, story-making) after their co-reading activity suggest to effect on the child’s acquisition of linguistic literacy, and cognitive development.