24
views
0
recommends
+1 Recommend
0 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Parent–Toddler Behavior and Language Differ When Reading Electronic and Print Picture Books

      research-article

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Little is known about the language and behaviors that typically occur when adults read electronic books with infants and toddlers, and which are supportive of learning. In this study, we report differences in parent and child behavior and language when reading print versus electronic versions of the same books, and investigate links between behavior and vocabulary learning. Parents of 102 toddlers aged 17–26 months were randomly assigned to read two commercially available electronic books or two print format books with identical content with their toddler. After reading, children were asked to identify an animal labeled in one of the books in both two-dimensional (pictures) and three-dimensional (replica objects) formats. Toddlers who were read the electronic books paid more attention, made themselves more available for reading, displayed more positive affect, participated in more page turns, and produced more content-related comments during reading than those who were read the print versions of the books. Toddlers also correctly identified a novel animal labeled in the book more often when they had read the electronic than the traditional print books. Availability for reading and attention to the book acted as mediators in predicting children’s animal choice at test, suggesting that electronic books supported children’s learning by way of increasing their engagement and attention. In contrast to prior studies conducted with older children, there was no difference between conditions in behavioral or off-topic talk for either parents or children. More research is needed to determine the potential hazards and benefits of new media formats for very young children.

          Related collections

          Most cited references57

          • Record: found
          • Abstract: not found
          • Article: not found

          Accelerating language development through picture book reading.

            Bookmark
            • Record: found
            • Abstract: not found
            • Article: not found

            Short-form versions of the MacArthur Communicative Development Inventories

              Bookmark
              • Record: found
              • Abstract: not found
              • Article: not found

              Literacy and Language: Relationships during the Preschool Years

                Bookmark

                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                16 May 2017
                2017
                : 8
                : 677
                Affiliations
                [1] 1School of Education, Division of Counseling and Psychology in Education, University of South Dakota, Vermillion SD, USA
                [2] 2Language and Learning Lab, Department of Applied Psychology and Human Development, Ontario Institute for Studies in Education, University of Toronto, Toronto ON, Canada
                Author notes

                Edited by: Ilaria Grazzani, University of Milano-Bicocca, Italy

                Reviewed by: Jennifer M. Zosh, Penn State Brandywine, USA; Ageliki Nicolopoulou, Lehigh University, USA

                *Correspondence: Gabrielle A. Strouse, gabrielle.strouse@ 123456usd.edu

                This article was submitted to Developmental Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2017.00677
                5432581
                87c28465-9d63-48a7-bcb1-9a719af00c7e
                Copyright © 2017 Strouse and Ganea.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 01 October 2016
                : 13 April 2017
                Page count
                Figures: 0, Tables: 3, Equations: 0, References: 66, Pages: 14, Words: 0
                Funding
                Funded by: Social Sciences and Humanities Research Council of Canada 10.13039/501100000155
                Award ID: 430-2014-00431
                Categories
                Psychology
                Original Research

                Clinical Psychology & Psychiatry
                shared reading,e-books,toddlers,parent–child interaction,media
                Clinical Psychology & Psychiatry
                shared reading, e-books, toddlers, parent–child interaction, media

                Comments

                Comment on this article