The connection between shared storybook readings, children's imagination, social interactions, affect, prosocial behavior, and social play
Bibliographic Data
| ID | 4486007 |
|---|---|
| Authors | Kristen E Kohm, Kristen Kohm (Monmouth University), Robyn M Holmes (Monmouth University, corresponding author), Lynn Romeo (Monmouth University), Louis Koolidge (Monmouth University) |
| Year | 2016 |
| Volume | 5 |
| Issue | 2 |
| Pages | 128-140 |
| Publication date | 2016-05-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Play (JOURNAL) |
| Journal identifiers | ISSN: 2159-4937 • E-ISSN: 2159-4953 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/21594937.2016.1203895 |
| OpenAlex | W2504116981 |
| Language | EN |
| Citations received | 13 |
| References cited | 21 |
This study explored the connection between shared storybook readings and children’s imagination, social interactions, affect, prosocial behavior, and social play. A secondary goal investigated the relationship between social play and vocabulary learning. Participants were 44 young children (17 boys, 27 girls) attending preschool in the northeastern United States. Ages ranged from 4.1 to 5.6 years. The majority of the children were from Mexican, Central American, Brazilian, and African-American ethnic heritages. We observed children before and after repeated shared storybook readings that incorporated story props over multiple sessions. We recorded children’s imaginative ability, social interaction, affective, helping, and social play behaviors using a time sampling approach. Children also completed the Peabody Picture Vocabulary Test –Four (PPVT-IV). We found shared storybook reading experiences connected positively to social, cognitive, and emotional developmental outcomes as well as social play. Pretend play experiences also positively connected with receptive vocabulary. Our findings support existing literature
Cognition · Developmental psychology · Linguistics · Literacy · Peabody Picture Vocabulary Test · Pedagogy · Prosocial behavior · Shared reading · Social relation · Social skills · Vocabulary · Child Development and Digital Technology · Communication · Early Childhood Education and Development · Psychology · Reading and Literacy Development · Social Psychology
The effect of interactive book reading with digital tools on prosocial behaviours in early childhood education
Children’s Social Interaction in Pre-school Education and Childcare Settings
Home learning environment and out-of-home activities
Promoting Preschoolers’ Mental-Emotional Conceptualization and Social Understanding
Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda
The role of the Home Literacy Environment for children's linguistic and socioemotional competencies development in the early years
Efficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms
Development of teacher-child conversations during three years of teacher coaching in dialogic approach to reading
What are we doing?”
Los cuentos infantiles y su rol en el desarrollo emocional en la primera infancia
Shared reading
Generating youth dialogue through the literary arts
Drama‐Based Read‐Alouds in Preschool Classroom
Thought and language.
The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary
Enhancing preschool children's vocabulary
A book reading intervention with preschool children who have limited vocabularies
The Literate Potentials of Book‐Related Dramatic Play
Long-Term Effects of Preschool Teachers' Book Readings on Low-Income Children's Vocabulary and Story Comprehension
What more needs saying about imagination
Sequences in the development of competent play with peers
The effect of bilingual instruction and play on preschoolers' English proficiency
Children's Folklore
| Citations per year | 2.6 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |