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Shared Book Reading Interactions Within Families From Low Socioeconomic Backgrounds and Children's Social Understanding and Prosocial Behavior

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The study explored the nature of mother–child conversation during and after a shared book reading (SBR) interaction and how it relates to children's social understanding and prosocial behavior. Participants were 61 mother–child dyads (children's mean age 5 years, 8 months) from low socioeconomic strata (SES). Mother–child SBR and their conversation following the reading were video-recorded. Children's social understanding was evaluated via their ability to distinguish between social norms violations and moral violations. Prosocial behavior was evaluated through children's sharing behavior. Results showed that during SBR, mothers and children from low SES tended to stick to the written text, whereas following the book reading, they elaborated beyond the explicit aspects of the text. Furthermore, references to socioemotional issues during mother–child conversation correlated with the child's social understanding and prosocial behavior, beyond the child's vocabulary level.
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Keywords: EARLY LITERACY; EMOTIONAL UNDERSTANDING; MORAL DEVELOPMENT; MOTHER–CHILD DISCOURSE

Document Type: Research Article

Publication date: June 1, 2017

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  • The Journal of Cognitive Education and Psychology is no longer available to subscribers on Ingenta Connect. Please go to http://connect.springerpub.com/content/sgrjcep to access your online subscription to Journal of Cognitive Education and Psychology.
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