How is shared book reading with your preschool children linked to child development theories?
Ecological theories and social constructivist theorists explain the importance of ongoing-shared interactions between adults and children. This is linked to and supports adults and children actively engaging in establishing meaning during joint reading. (Kim, Kang & Pan, 2011).
Ecological and social constructivist theorists advocate that joint attention during parent child book reading have played a crucial role in developing children’s early vocabulary development. (Farrant & Zubrick, 2012).
Bronfenbrenner’s ecological perspective believes societal circumstances and the broader community determine parent child interactions. (Farrant & Zubrick, 2012). This perspective also highlights the importance of establishing links between children’s home and preschool environment. These reciprocal relationships developed between parents, children and their educator’s, supports children in their literacy learning, and to establish ongoing successful preschool and school transitions. (Walker, Meldrum & Dunbar, 2012).
Dunst and his family systems intervention practice also support these links and are designed to provide assistance to families, from diverse cultural backgrounds, contexts and life experiences. (Dunst & Trivette, 2009). Research in family systems has shown a link between providing resources and support to families and enhanced interactions and experiences with their children. (Trivette, Dunst, & Hamby, 2010).
Bronfenbrenner's ecological theory is in harmony with Vygotsky’s social constructivist theory, whereby cognitive skills are obtained through interaction with others who facilitate and promote skill development. (Melhuish, Phan, Sylva, Sammons, Siraj-Blatchford, & Taggart, 2008).
Vygotsky emphasized through children’s social environment, children acquire higher psychological operations, particularly with adults guiding children’s learning by understanding what children know now, and then extending on the child’s knowledge. (Melhuish, et al., 2008).
Bronfenbrenner,Vygostky and Dunst discuss the important link between home and preschool learning environment, and how educators and other adults in a child's community can support children and parents to enhance children's literacy development.
Ecological theories and social constructivist theorists explain the importance of ongoing-shared interactions between adults and children. This is linked to and supports adults and children actively engaging in establishing meaning during joint reading. (Kim, Kang & Pan, 2011).
Ecological and social constructivist theorists advocate that joint attention during parent child book reading have played a crucial role in developing children’s early vocabulary development. (Farrant & Zubrick, 2012).
Bronfenbrenner’s ecological perspective believes societal circumstances and the broader community determine parent child interactions. (Farrant & Zubrick, 2012). This perspective also highlights the importance of establishing links between children’s home and preschool environment. These reciprocal relationships developed between parents, children and their educator’s, supports children in their literacy learning, and to establish ongoing successful preschool and school transitions. (Walker, Meldrum & Dunbar, 2012).
Dunst and his family systems intervention practice also support these links and are designed to provide assistance to families, from diverse cultural backgrounds, contexts and life experiences. (Dunst & Trivette, 2009). Research in family systems has shown a link between providing resources and support to families and enhanced interactions and experiences with their children. (Trivette, Dunst, & Hamby, 2010).
Bronfenbrenner's ecological theory is in harmony with Vygotsky’s social constructivist theory, whereby cognitive skills are obtained through interaction with others who facilitate and promote skill development. (Melhuish, Phan, Sylva, Sammons, Siraj-Blatchford, & Taggart, 2008).
Vygotsky emphasized through children’s social environment, children acquire higher psychological operations, particularly with adults guiding children’s learning by understanding what children know now, and then extending on the child’s knowledge. (Melhuish, et al., 2008).
Bronfenbrenner,Vygostky and Dunst discuss the important link between home and preschool learning environment, and how educators and other adults in a child's community can support children and parents to enhance children's literacy development.
Social Cognitive Themes
Current research has examined the importance of parents and their preschool children engaging in conversations about the storybooks plot and social cognitive themes. If children’s attention is drawn to the social cognitive themes, this means parents and children are referring to the characters in the story, and are gaining an understanding of the characters emotions, thoughts, intentions and beliefs. This is integral to developing social cognition in young children. (Meltzoff, 2011 in Aram, Fine & Ziv, 2013).
While many books talk about disputes, friendships and feelings, (refer to my pinterest board to view the range of books available), only recently has their been research into storybook reading and its link to the development of children’s social cognition. (eg. Adrian, Clemente, & Villanueva, 2007; Aram & Aviram, 2009; Curenton & Craig, 2011; Farver, Xu, Eppe, & Lonigan 2006; Symons, Peterson, Slaughter, Roche, & Doyle, 2005 in Aram et al., 2013).
There is evidence that when there are immediate discussions of stories’ social circumstances, this is conducive to developing children’s social cognition. (eg. La Bounty, Wellman, Oslon, Lagattuta, & Liu, 2008; Le Sourn-Bissaoui & Hooge Lespagnol, 2006; Ornaghi, Brockmeier, & Grazzani Gavazzi, 2011; Symons et al., 2005 in Aram et al., 2013). Parents and children engaging in conversations relating to the books plot, also raised children’s vocabulary more than straightforward reading. ( Mol et al. 2008 in Aram et al., 2013).
This new and powerful research will promote and inspire parents as well as educators to realize this potential development of social cognition. This may prompt parents and educators to incorporate discussions about the books’ plots and their social cognitive issues. Yet another way to enhance your child’s literacy development!
Current research has examined the importance of parents and their preschool children engaging in conversations about the storybooks plot and social cognitive themes. If children’s attention is drawn to the social cognitive themes, this means parents and children are referring to the characters in the story, and are gaining an understanding of the characters emotions, thoughts, intentions and beliefs. This is integral to developing social cognition in young children. (Meltzoff, 2011 in Aram, Fine & Ziv, 2013).
While many books talk about disputes, friendships and feelings, (refer to my pinterest board to view the range of books available), only recently has their been research into storybook reading and its link to the development of children’s social cognition. (eg. Adrian, Clemente, & Villanueva, 2007; Aram & Aviram, 2009; Curenton & Craig, 2011; Farver, Xu, Eppe, & Lonigan 2006; Symons, Peterson, Slaughter, Roche, & Doyle, 2005 in Aram et al., 2013).
There is evidence that when there are immediate discussions of stories’ social circumstances, this is conducive to developing children’s social cognition. (eg. La Bounty, Wellman, Oslon, Lagattuta, & Liu, 2008; Le Sourn-Bissaoui & Hooge Lespagnol, 2006; Ornaghi, Brockmeier, & Grazzani Gavazzi, 2011; Symons et al., 2005 in Aram et al., 2013). Parents and children engaging in conversations relating to the books plot, also raised children’s vocabulary more than straightforward reading. ( Mol et al. 2008 in Aram et al., 2013).
This new and powerful research will promote and inspire parents as well as educators to realize this potential development of social cognition. This may prompt parents and educators to incorporate discussions about the books’ plots and their social cognitive issues. Yet another way to enhance your child’s literacy development!