scholarly journals Children’s Interest in Learning English Through Picture Books in an EFL Context: The Effects of Parent–Child Interaction and Digital Pen Use

2020 ◽  
Vol 10 (2) ◽  
pp. 40
Author(s):  
Naya Choi ◽  
Sujeong Kang ◽  
Jiyeon Sheo
Keyword(s):  
Picture Book ◽  
Book Reading ◽  
Efl Context ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Digital Pen ◽  
Parent Child Interaction ◽  
Picture Book Reading ◽  
Parent Child ◽  
Learning English

In recent years, the ways in which to read English picture books to young children has become diverse in English as a foreign language (EFL) context. The present study examined the effect of parent-child interactions and digital pen use during English picture book reading in the child’s interest in learning English. A total of 320 Korean mothers of three to five year old preschool children participated in the study. The results revealed the following. First, children’s interest in learning English was higher when they used digital pens and engaged in frequent parent-child interactions during English picture book reading. Second, parent-child interaction was a more significant variable in children’s interest in learning English compared to digital pen use. Third, the moderator effect of digital pen use in the relation between parent-children interaction and children’s interest in learning English was insignificant. In other words, parent-child interaction was important in increasing children’s interest in learning English, regardless of digital pen use. While rapid advances in technology enhanced teaching pedagogy, parent-child interaction in foreign language learning still remains as a crucial factor. Further implications and future directions are discussed.

The semantic focus of maternal speech: a comment on Ninio & Bruner (1978)

1985 ◽  
Vol 12 (1) ◽  
pp. 209-213 ◽  
Author(s):  
M. Goddard ◽  
K. Durkin ◽  
D. R. Rutter
Keyword(s):  
Language Learning ◽  
Picture Book ◽  
Lexical Acquisition ◽  
Book Reading ◽  
Subsequent Research ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Maternal Speech ◽  
Picture Book Reading ◽  
Parent Child

Ninio & Bruner (1978) added an important dimension to the study of early lexical acquisition by drawing attention to the dialogue-like nature of the mother-child interactions where presumably much language-learning takes place. The authors pointed to the well-established findings that much of the child's early speech consists of names for people and objects (Leopold 1949, Werner & Kaplan 1963, Nelson 1973, Greenfield & Smith 1976). They went on to show that in one familiar type of parent–child interaction, joint picture-book reading, labels are used extensively by the adult and are inserted skilfully into a structured interactional sequence that has the texture of a dialogue (Ninio & Bruner 1978: 6). This dialogue, they suggested, ‘seems… to be a format well suited to the teaching of labelling’ (1978: 12). Subsequent research has also been interpreted as pointing to the teaching potential of joint picture-book reading (Wheeler 1983, Ninio 1983) and the opportunities it affords for situation-specific routines (Snow & Goldfield 1983).

scholarly journals The Observed Experiences of Music Therapy on Parent-Child Interaction for Families with Children with Down Syndrome

2017 ◽  
Vol 17 (2) ◽  
Author(s):  
Jess O' Donoghue
Keyword(s):  
Down Syndrome ◽  
Music Therapy ◽  
Primary Caregivers ◽  
Study Materials ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Parent Child Interaction ◽  
Families With Children ◽  
Parent Child

The relationship between the quality of parent-child interactions and positive child development is well established in the literature. Nevertheless, parental and familial factors may pose risks to parents’ capacity to participate in quality interactions with their children. Families with a child with a disability in particular are more likely to experience social isolation, and higher levels of parenting stress. Early intervention programmes to promote positive parent-child interaction for these families is well recognised. However, there is a lack of literature about the effectiveness of such programmes for these families. This research study explores music therapy on parent-child interaction, specifically focusing on children with a diagnosis of Down syndrome (DS). This case study involves two in-depth cases of children diagnosed with DS and their primary caregivers. The study documents individual music therapy sessions which took place over a six week period. The case study materials were gathered through the researcher’s direct observations, fieldwork notes, and reflective journal logs. The music therapy block encouraged the primary caregivers to be more responsive during parent-child interactions. Furthermore, the children involved learned to engage and share musical activities with their mothers.

scholarly journals Media Use of Mothers, Media Use of Children, and Parent–Child Interaction Are Related to Behavioral Difficulties and Strengths of Children

2019 ◽  
Vol 16 (23) ◽  
pp. 4651 ◽  
Author(s):  
Tanja Poulain ◽  
Juliane Ludwig ◽  
Andreas Hiemisch ◽  
Anja Hilbert ◽  
Wieland Kiess
Keyword(s):  
Prosocial Behavior ◽  
Conduct Problems ◽  
Screen Time ◽  
Role Model ◽  
Media Use ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Strengths And Difficulties ◽  
Parent Child Interaction ◽  
Parent Child

The present study investigated the associations of media use of children, media use of mothers, and parent-child interactions with behavioral strengths and difficulties in children. Screen time of 553 2- to 9-year-old children and their mothers were indicated by the daily durations of their TV/games console/computer/mobile phone use. The amount of parent–child interaction was indicated by the frequencies of shared activities at home. Behavioral strengths and difficulties of children were investigated using the Strengths and Difficulties Questionnaire. Children whose mothers reported high screen times (>/= 5 h/day) were significantly more likely to show high screen times (>/= 2 h/day). High screen time of children was associated with more conduct problems, more symptoms of hyperactivity/inattention and less prosocial behavior. High screen time of mothers was associated with emotional problems, conduct problems, and symptoms of hyperactivity/inattention. In contrast, a higher frequency of parent–child interactions was associated with fewer conduct problems, fewer peer-relationship problems, and more prosocial behavior of children. Children might use the media behavior of their mothers as a role model for their own media use. Furthermore, the findings suggest that media use of children and mothers and parent–child interaction contribute independently to behavioral strengths and difficulties of children.

Parent—Child Joint Picture-Book Reading Among Children With ADHD

2008 ◽  
Vol 12 (4) ◽  
pp. 361-371 ◽  
Author(s):  
Melinda A. Leonard ◽  
Elizabeth P. Lorch ◽  
Richard Milich ◽  
Neomia Hagans
Keyword(s):  
Picture Book ◽  
Book Reading ◽  
Children With Adhd ◽  
Picture Book Reading ◽  
Parent Child

scholarly journals Does Mothers’ Self-Reported Mindful Parenting Relate to the Observed Quality of Parenting Behavior and Mother-Child Interaction?

Mindfulness ◽  
2020 ◽  
Author(s):  
Eva S. Potharst ◽  
Anna Leyland ◽  
Cristina Colonnesi ◽  
Irena K. Veringa ◽  
Eliala A. Salvadori ◽  
...  
Keyword(s):  
Maternal Sensitivity ◽  
Emotional Awareness ◽  
Parenting Behavior ◽  
Mindful Parenting ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Parent Child Interaction ◽  
Quality Of Parenting ◽  
The Individual ◽  
Parent Child

Abstract Objectives Growing academic interest in mindful parenting (MP) requires a reliable and valid measure for use in research and clinical setting. Because MP concerns the way parents relate to, and nurture, their children, it is important to evaluate the associations between self-reported MP and observed parenting and parent-child interaction measures. Methods Seventy-three mothers who experience difficulties with their young children aged 0–48 months admitted for a Mindful with your baby/toddler training (63% in a mental health care and 27% in a preventative context) were included. Mothers completed the Interpersonal Mindfulness in Parenting scale (IM-P) and video-observations of parent-child interactions were coded for maternal sensitivity, acceptance, mind-mindedness, and emotional communication (EC). Results The IM-P total score was positively associated only with mothers’ gaze to the child (EC). IM-P subscale Listening with Full Attention negatively predicted non-attuned mind-mindedness, Compassion with the Child positively predicted maternal sensitivity and positive facial expression (EC), and Emotional Awareness of Self positively predicted mothers’ gaze to the child (EC) and dyadic synchrony of positive affect (EC). Conclusions The current study provides support for the hypothesis that the IM-P total score is predictive of maternal actual attention for the child during a face-to-face interaction. When the IM-P is administered with the aim to gain understanding of different aspects of parenting behavior and the parent-child interaction, it is important not only to employ the IM-P total score but also to incorporate the individual IM-P subscales, as meaningful associations between IM-P subscales and observed parenting and parent-child interactions were found.

Parent–child picture-book reading, mothers' mental state language and children's theory of mind

2005 ◽  
Vol 32 (3) ◽  
pp. 673-686 ◽  
Author(s):  
JUAN E. ADRIAN ◽  
ROSA A. CLEMENTE ◽  
LIDON VILLANUEVA ◽  
CAROLIEN RIEFFE
Keyword(s):  
Theory Of Mind ◽  
Mental State ◽  
Picture Book ◽  
False Belief ◽  
Book Reading ◽  
Mental State Language ◽  
Picture Book Reading ◽  
Reading At Home ◽  
State Language ◽  
Parent Child

This study focuses on parent–child book reading and its connection to the development of a theory of mind. First, parents were asked to report about frequency of parent–child storybook reading at home. Second, mothers were asked to read four picture-books to thirty-four children between 4;0 and 5;0. Both frequency of parent–child storybook reading at home, and mother's use of mental state terms in picture-books reading tasks were significantly associated with success on false belief tasks, after partialling out a number of potential mediators such as age of children, verbal IQ, paternal education, and words used by mothers in joint picture-book reading. Among the different mental state references (cognitive terms, desires, emotions and perceptions), it was found that the frequency and variety of cognitive terms, but also the frequency of emotional terms correlated positively with children's false belief performance. Relationships between mental state language and theory of mind are discussed.

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