Promotion of early literacy. Parent-child interaction in joint book reading
Vol.31,No.4(2021)
The research article describes parents’ reading with preschool children. The aim of the study was to find out what interaction strategies parents use when reading a story, what possibilities for the child’s development these strategies offer and what roles the child plays in this interaction. The research participants were 20 parents and their children. Data were gathered by observation and sound recording of interactions. Interaction strategies were aggregated into three areas with different functions. (1) Engaging strategies aimed to arouse children’s interest in the content of the story and targeted them to listening; (2) control strategies monitored the understanding of the story vocabulary, plot sequence and the main idea; (3) development promotion strategies expanded the children’s lexical knowledge and linked the story content to their life experiences. Though parents were dominating in interactions, children also took the initiative and assigned their parents a role of question answerers. The research supported the thesis that parents significantly influence their child’s early literacy when they read to the child and conduct conversations about reading
early literacy, joint book reading, parent-child interactions, engaging strategies, control strategies, development promotion strategies
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