Comparing the Effects of Protagonist Race on Preschoolers’ Engagement in Book Reading
| Autor: | Robert C. Pennington, Jessica K. Hardy, Renea Griffin, Jill Jacobi-Vessels |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Early childhood education
Research methodology media_common.quotation_subject education 05 social sciences 050301 education humanities Preference Education Developmental psychology Functional relation Race (biology) Book reading Developmental and Educational Psychology 0501 psychology and cognitive sciences Psychology Sociology of Education 0503 education 050104 developmental & child psychology Diversity (politics) media_common |
| Zdroj: | Early Childhood Education Journal. 48:781-791 |
| ISSN: | 1573-1707 1082-3301 |
| DOI: | 10.1007/s10643-020-01043-7 |
| Popis: | In the current study, single case research methodology was used to examine whether preschool children’s engagement in book reading activities was greater when the protagonist in the book was of the same or different race as the child participant. Initiations, accurate responses to questions, passive engagement, teacher redirections, and child preference were measured. There was no functional relation demonstrating children’s engagement was greater when read books with protagonists of a corresponding race to the child. However, the non-experimental measure of preference demonstrated that children, when given an opportunity, more often chose books with a protagonist of the same race. Findings are discussed relative to the common recommendation in early childhood education to use diverse children’s books. |
| Databáze: | OpenAIRE |
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