Differences in Parent-Toddler Interactions With Electronic Versus Print Books
| Autor: | Heidi M. Weeks, Alison L. Miller, Niko Kaciroti, Tiffany G. Munzer, Jenny S. Radesky |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Adult
Male media_common.quotation_subject Verbal learning Developmental psychology Task (project management) 03 medical and health sciences Nonverbal communication 0302 clinical medicine Surveys and Questionnaires 030225 pediatrics Reading (process) Humans Medicine Parent-Child Relations Toddler media_common Dialogic Shared reading business.industry Books Animation Verbal Learning United States Reading Child Preschool Pediatrics Perinatology and Child Health Printing Female Electronics business |
| Zdroj: | Pediatrics. 143 |
| ISSN: | 1098-4275 0031-4005 |
| DOI: | 10.1542/peds.2018-2012 |
| Popis: | OBJECTIVES: Previous research has documented less dialogic interaction between parents and preschoolers during electronic-book reading versus print. Parent-toddler interactions around commercially available tablet-based books have not been described. We examined parent-toddler verbal and nonverbal interactions when reading electronic versus print books. METHODS: We conducted a videotaped, laboratory-based, counterbalanced study of 37 parent-toddler dyads reading on 3 book formats (enhanced electronic [sound effects and/or animation], basic electronic, and print). We coded verbalizations in 10-second intervals for parents (dialogic, nondialogic, text reading, format related, negative format-related directives, and off task) and children (book related, negative, and off task). Shared positive affect and collaborative book reading were coded on a scale of 1 to 5 (5 = high). Proc Genmod and Proc Mixed analyzed within-subjects variance by book format. RESULTS: Parents showed significantly more dialogic (print 11.9; enhanced 6.2 [P < .001]; basic 8.3 [P < .001]), text-reading (print 14.3; enhanced 10.6 [P = .003]; basic 14.4 [P < .001]), off-task (print 2.3; enhanced 1.3 [P = .007]), and total (29.5; enhanced 28.1 [P = .003]; basic 29.3 [P = .005]) verbalizations with print books and fewer format-related verbalizations (print 1.9; enhanced 10.0 [P < .001]; basic 8.3 [P < .001]). Toddlers showed more book-related verbalizations (print 15.0; enhanced 11.5 [P < .001]; basic 12.5 [P = .005]), total verbalizations (print 18.8; enhanced 13.8 [P < .001]; basic 15.3 [P < .001]), and higher collaboration scores (print 3.1; enhanced 2.7 [P = .004]; basic 2.8 [P = .02]) with print-book reading. CONCLUSIONS: Parents and toddlers verbalized less with electronic books, and collaboration was lower. Future studies should examine specific aspects of tablet-book design that support parent-child interaction. Pediatricians may wish to continue promoting shared reading of print books, particularly for toddlers and younger children. |
| Databáze: | OpenAIRE |
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