Parent-toddler interactions during electronic versus print book reading

项目摘要 共享书籍阅读被认为可以促进儿童的语言，读写能力和社会情感的发展 通过多种机制，包括亲子互动。随着电子书（e-）的迅速增加 书）的可用性，越来越多的儿童阅读是在触摸屏平板电脑上以电子方式进行的。 无论是在屏幕上呈现的书籍，还是带有交互式增强功能的书籍，都能带来与印刷品相同的好处 书籍是未知的，特别是对于那些需要父母提供大量脚手架才能理解的幼儿来说， 屏幕媒体的内容。平板电脑、电子书和其他移动的设备高度吸引视觉注意力; 因此，如果孩子们更适应电子书， 电子书的突出特点比周围的社会线索，儿童也可能有更多的困难 与纸质书相比，电子书阅读的转变。本研究的具体目的是：（SA 1）测试 假设父母的对话动词化的频率会更低， 当阅读增强型电子书（包含交互功能）时，以技术为中心的语言表达更高 例如动画或声音）和基本的电子书（没有任何交互元素）。 (SA2)检验亲子社会情感参与的频率（相互凝视， 情感匹配，和儿童发起的社会出价）将降低时，阅读增强和基本的电子书 与印刷书籍相比。(SA3)测试假设（3a）幼儿会表现出更多的行为失调 与印刷书籍相比，当从增强型和基本型电子书过渡时，（3b） 目标1和目标2中的关联。该研究将招募72名父母-幼儿二人组（24-36个月的儿童） 完成一个实验室实验，平衡电子书和印刷书的呈现。 经过短暂的自由发挥期，二人组将与6本书一起阅读，每本2分钟： 书籍，2本基本的电子书和2本增强的电子书，都来自相同的2个作者和流派。书籍将 以平衡的顺序呈现，并且整个方案将被录像。视频将被编码为家长 言语化（与对话相关的和与技术相关的），社会情感参与（相互的目光注视， 情感匹配，和儿童发起的社会出价），和儿童行为失调（负面影响，蔑视）。 重复测量方差分析将用于测试书籍格式，对话或技术之间的关联- 相关的父母言语行为（目标1），社会情感参与行为（目标2），以及 过渡期的行为失调（目标3a）。对于目标3b，我们将使用结构方程 模型（SEM），以测试是否书籍格式和父母的口头表达和社会之间的关联- 情绪参与完全或部分通过行为失调来介导。

PROJECT SUMMARY Shared book reading is thought to promote child language, literacy skills, and social-emotional development through multiple mechanisms, including parent-child interaction. With the rapid increases in electronic book (e- book) availability, a growing amount of children's reading is taking place electronically on touch screen tablets. Whether books presented on a screen or with interactive enhancements confer the same benefits as print books is unknown, particularly for toddlers who require extensive scaffolding from parents to comprehend the content of screen media. Tablets, e-books, and other mobile devices are highly absorbing of visual attention; therefore reduced parent-child interaction may occur during e-book reading if children are more attuned to the salient features of the e-book than surrounding social cues, and children may also have more difficulty transitioning away from e-book reading compared to print books. This study's Specific Aims are to: (SA1) Test the hypothesis that the frequency of parent dialogic verbalizations will be lower and the frequency of technology-focused verbalizations higher when reading enhanced e-books (containing interactive features such as animation or sound) and basic e-books (without any interactive elements), compared to print books. (SA2) Test the hypothesis that the frequency of parent-child social-emotional engagement (mutual eye gaze, affective matching, and child-initiated social bids) will be lower when reading enhanced and basic e-books compared to print books. (SA3) Test the hypotheses that (3a) toddlers will show more behavioral dysregulation when transitioning away from enhanced and basic e-books compared to print books, (3b) which will mediate associations in Aim 1 and Aim 2. The study will recruit 72 parent-toddler dyads (children aged 24-36 months) to complete a laboratory-based experiment with counterbalanced presentation of electronic and print books. After a brief free play period, dyads will be presented with 6 books to read together for 2 minutes each: 2 print books, 2 basic e-books, and 2 enhanced e-books, all from the same 2 authors and genres. Books will be presented in counterbalanced order and the entire protocol will be videotaped. Videos will be coded for parent verbalizations (dialogic-related and technology-related), social-emotional engagement (mutual eye gaze, affective matching, and child-initiated social bids), and child behavior dysregulation (negative affect, defiance). Repeated measure ANOVA will be used to test associations between book format, dialogic or technology- related parent verbalizations (Aim 1), social-emotional engagement behaviors (Aim 2), and counts of behavioral dysregulation during transition periods (Aim 3a). For Aim 3b we will use Structural Equation Modeling (SEM) to test whether the associations between book format and parent verbalizations and social- emotional engagement are fully or partially mediated via behavior dysregulation.