TY - JOUR
T1 - Shared book reading interactions within families from low socioeconomic backgrounds and children's social understanding and prosocial behavior
AU - Aram, Dorit
AU - Shoshan, Tami Sabag
AU - Ziv, Margalit
N1 - Publisher Copyright:
© 2017 Springer Publishing Company.
PY - 2017
Y1 - 2017
N2 - 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.
AB - 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.
KW - Early literacy
KW - Emotional understanding
KW - Moral development
KW - Mother-child discourse
UR - http://www.scopus.com/inward/record.url?scp=85037027639&partnerID=8YFLogxK
U2 - 10.1891/1945-8959.16.2.157
DO - 10.1891/1945-8959.16.2.157
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AN - SCOPUS:85037027639
SN - 1945-8959
VL - 16
SP - 157
EP - 177
JO - Journal of Cognitive Education and Psychology
JF - Journal of Cognitive Education and Psychology
IS - 2
ER -