ABSTRACT

Research Findings: Reading e-books is becoming common even among toddlers, but we have limited understanding of how parents-toddlers reading e-books together compares to print books. To address the gap, we investigated interactions of 30 mother-toddler (12 months) dyads, in particular, mothers’ language use, while reading both electronic and print versions of the same book. These shared reading sessions were video-recorded. Mothers’ perceptions of each shared reading context were also examined by conducting a survey. Data was analyzed qualitatively and quantitatively. The results show that mothers, when using the print book, were more likely to employ strategies to engage their toddlers and focus their shared attention on book content. When using the e-book, mothers tended to provide more support and praise for their children’s direct engagement with the book, thereby fostering more independence. While mothers more naturally facilitated the shared reading using the print book, they liked the interactive digital features and their toddlers’ high engagement level with the e-book. The results demonstrate how different book formats are associated with different types of mother-child interactions and support different kinds of learning and development. Practice and Policy: Implications for parents and caregivers, and researchers are discussed.

摘要

研究成果：阅读电子书甚至在幼儿中也变得普遍，但我们对父母和幼儿一起阅读电子书与印刷书籍的比较了解有限。为了解决这一差距，我们调查了 30 名母婴（12 个月）二元组的互动，特别是母亲的语言使用，同时阅读同一本书的电子版和印刷版。这些共享阅读会议被录像。还通过一项调查检查了母亲对每个共享阅读环境的看法。对数据进行了定性和定量分析。结果表明，母亲在使用印刷书籍时，更有可能采用策略来吸引幼儿，并将他们的共同注意力集中在书籍内容上。在使用电子书时，妈妈们往往会为孩子直接接触书本提供更多的支持和表扬，从而培养更多的独立性。虽然母亲更自然地促进了使用纸质书的共享阅读，但她们喜欢交互式数字功能以及他们的幼儿对电子书的高度参与度。结果表明，不同的书籍格式如何与不同类型的母子互动相关联，并支持不同类型的学习和发展。实践和政策：讨论了对父母和照顾者以及研究人员的影响。