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Joint Attention
Current exciting research has shown the significance of parents undertaking the practice of joint attention when reading with their children. Joint attention refers to the shared attention by parents either focusing on their children’s attention, or parents drawing the child’s focus on their own attention when participating in shared book reading. This is usually visual attention, such as referring to the pictures in the story. (Farrant, 2012).
Solid research evidence has shown joint attention plays an important role in advancing the development of communication skills and language. (Charman, 2003; Charman et al., 2003; Farrant, Maybery, & Fletcher, 2011; Peek, 1998; Poon, 2005; Whalen, Schreibman, & Ingersoll, 2006, in Farrant 2012).
If we increase joint attention and parent child book reading, children’s early vocabulary will be enhanced and research states will even possibly support closing the gap in a child’s readiness for school, in relation to their language and vocabulary development. (Farrant & Zubrick, 2011; 2012 in Farrant 2012). Research has also highlighted the fundamental role language development plays in children’s future academic achievement. (Brinkman et al., 2009; Hoff, 2012; Janus & Offord, 2007), & (Brinkman et al., 2009; Hoff, 2012; Janus & Offord, 2007 in Farrant, 2012).
Current exciting research has shown the significance of parents undertaking the practice of joint attention when reading with their children. Joint attention refers to the shared attention by parents either focusing on their children’s attention, or parents drawing the child’s focus on their own attention when participating in shared book reading. This is usually visual attention, such as referring to the pictures in the story. (Farrant, 2012).
Solid research evidence has shown joint attention plays an important role in advancing the development of communication skills and language. (Charman, 2003; Charman et al., 2003; Farrant, Maybery, & Fletcher, 2011; Peek, 1998; Poon, 2005; Whalen, Schreibman, & Ingersoll, 2006, in Farrant 2012).
If we increase joint attention and parent child book reading, children’s early vocabulary will be enhanced and research states will even possibly support closing the gap in a child’s readiness for school, in relation to their language and vocabulary development. (Farrant & Zubrick, 2011; 2012 in Farrant 2012). Research has also highlighted the fundamental role language development plays in children’s future academic achievement. (Brinkman et al., 2009; Hoff, 2012; Janus & Offord, 2007), & (Brinkman et al., 2009; Hoff, 2012; Janus & Offord, 2007 in Farrant, 2012).
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Joint attention and parent-child book reading. Make this part of your daily routine with your children!
Research has drawn our attention to the significance of educating current and future parents about joint attention and parent-child book reading. Parents participating in joint attention during parent-child book readings play a critical role in children’s language development and in preparing them for school. (Farrant & Zubrick 2013).
Joint attention in parent-child book reading involves parents and children pointing at the pictures in the story and jointly participating in verbal descriptions. (Luo et al., 2011; Murase et al., 2005 in Farrant & Zubrick 2013).
Research has drawn our attention to the significance of educating current and future parents about joint attention and parent-child book reading. Parents participating in joint attention during parent-child book readings play a critical role in children’s language development and in preparing them for school. (Farrant & Zubrick 2013).
Joint attention in parent-child book reading involves parents and children pointing at the pictures in the story and jointly participating in verbal descriptions. (Luo et al., 2011; Murase et al., 2005 in Farrant & Zubrick 2013).