Picture book reading on the development of preschoolers in rural areas of China: Effects on language, inhibition, and theory of mind

Frontiers in Psychology

article

Yuanxia Zheng¹  Danyang Li²  Zhongqi Chen¹  Guoxiong Liu¹ 

[1] Institute of Moral Education, School of Psychology, Nanjing Normal University;NicoMama Research Center of Parent-Child Bonding

关键词: Child Development;    Rural China;    book reading intervention;    PPVT;    inhibition;    Theory of Mind;   

DOI  :  10.3389/fpsyg.2022.1030520

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

Studies have shown that book reading intervention may scaffold children’s language development. However, whether book reading interventions are equally effective for children’s cognitive development in Chinese rural school setting remain to be explored. We conducted a four-month book reading intervention to address these issues in rural Chinese areas. Three hundred twenty-one children aged between 2.56 and 6.47 ages (M = 4.66 ages, SD = 0.80) were assigned to 3 groups: (a) control group without donated picture books, (b) active reading control group with donated picture books, (c) intervention group with 4-month instructed picture book reading intervention. The findings indicated that the available books could produce significant positive changes in the development of receptive language (F (1, 191) = 14.46, p .10). Results discussed the possible explanations, implications for behavioral intervention researchers and suggestions for social service organizations or public institutions.

【 授权许可】

CC BY