scholarly journals Parent-Child Shared-Book Reading: An Important Approach to Promote Children’s Theory of Mind

2018 ◽  
Vol 08 (02) ◽  
pp. 267-271
Author(s):  
蕊萍 杨
Keyword(s):  
Theory Of Mind ◽  
Book Reading ◽  
Shared Book Reading ◽  
Important Approach ◽  
Parent Child

The effects of a responsive parenting intervention on parent–child interactions during shared book reading.

2012 ◽  
Vol 48 (4) ◽  
pp. 969-986 ◽  
Author(s):  
Susan H. Landry ◽  
Karen E. Smith ◽  
Paul R. Swank ◽  
Tricia Zucker ◽  
April D. Crawford ◽  
...  
Keyword(s):  
Parenting Intervention ◽  
Book Reading ◽  
Shared Book Reading ◽  
Responsive Parenting ◽  
Parent Child Interactions ◽  
Parent Child

Maternal Self-efficacy and Maternal Depressive Symptoms on Parent-child Shared Book Reading

2018 ◽  
Author(s):  
Aram Kim ◽  
Alan Mendelsohn ◽  
Suzy Tomopoulos ◽  
Casilda Hesketh-Suarez ◽  
H. Shonna Yin ◽  
...  
Keyword(s):  
Depressive Symptoms ◽  
Self Efficacy ◽  
Book Reading ◽  
Shared Book Reading ◽  
Maternal Depressive Symptoms ◽  
Parent Child

scholarly journals Shared Book Reading to Promote Math Talk in Parent–Child Dyads in Low-Income Families

2019 ◽  
Vol 39 (1) ◽  
pp. 45-55
Author(s):  
Nicole M. Hendrix ◽  
Robin L. Hojnoski ◽  
Kristen N. Missall
Keyword(s):  
Head Start ◽  
Low Income ◽  
Functional Relation ◽  
Book Reading ◽  
Shared Book Reading ◽  
Math Talk ◽  
Baseline Design ◽  
Multiple Indicators ◽  
Low Income Families ◽  
Parent Child

Shared book reading can facilitate meaningful mathematical interactions. This study extends prior research by exploring the effect of book content and parent training in shared book reading. A comparison phase embedded within a multiple baseline design across participants was used with three Head Start parent–child dyads to examine the effect of book type (i.e., math or nonmath) on the frequency of parent and child mathematical utterances (i.e., math talk) and to evaluate whether there was a functional relation between training as well as provision of reader’s guides and increased frequency and diversity of parent and child math talk. Overall and on average, dyads engaged in more math talk when provided with math books as compared with nonmath books. Results regarding training and provision of supplementary materials were less clear. Results are discussed with attention to multiple indicators of effectiveness and considerations for designing home mathematical interventions.

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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