Academic Journal
Shared Book Reading Interactions within Families from Low Socioeconomic Backgrounds and Children's Social Understanding and Prosocial Behavior
| العنوان: | Shared Book Reading Interactions within Families from Low Socioeconomic Backgrounds and Children's Social Understanding and Prosocial Behavior |
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| اللغة: | English |
| المؤلفون: | Aram, Dorit, Deitcher, Deborah Bergman, Shoshan, Tami Sabag, Ziv, Margalit |
| المصدر: | Journal of Cognitive Education and Psychology. 2017 16(2):157-177. |
| الاتاحة: | Springer Publishing Company. 11 West 42nd Street 15th Floor, New York, NY 10036. Tel: 877-687-7476; Tel: 212-431-4370; Fax: 212-941-7842; e-mail: subscriptions@springerpub.com; Web site: http://www.springerpub.com |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2017 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Socioeconomic Background, Prosocial Behavior, Social Cognition, Mothers, Parent Child Relationship, Low Income Groups, Sharing Behavior, Reading, Emotional Development, Moral Values, Social Behavior, Behavior Standards, Young Children, Kindergarten, Foreign Countries, Childrens Literature, Intelligence Tests, Verbal Ability, Vocabulary |
| مصطلحات جغرافية: | Israel |
| Assessment and Survey Identifiers: | Peabody Picture Vocabulary Test |
| DOI: | 10.1891/1945-8959.16.2.157 |
| تدمد: | 1945-8959 |
| مستخلص: | The study explored the nature of mother-child conversation during and after a shared book reading (SBR) interaction and how it relates to children's social understanding and prosocial behavior. Participants were 61 mother-child dyads (children's mean age 5 years, 8 months) from low socioeconomic strata (SES). Mother-child SBR and their conversation following the reading were video-recorded. Children's social understanding was evaluated via their ability to distinguish between social norms violations and moral violations. Prosocial behavior was evaluated through children's sharing behavior. Results showed that during SBR, mothers and children from low SES tended to stick to the written text, whereas following the book reading, they elaborated beyond the explicit aspects of the text. Furthermore, references to socioemotional issues during mother-child conversation correlated with the child's social understanding and prosocial behavior, beyond the child's vocabulary level. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| رقم الانضمام: | EJ1225821 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1945-8959 |
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| DOI: | 10.1891/1945-8959.16.2.157 |