During early childhood, reading books with one's caregiver (shared book reading) is a valuable means of supporting learning. Yet, there are gaps in our understanding of the influence of shared book reading on young children's science learning. The current research bridges this gap by examining the pedagogical quality of science books in preschool-aged children's environments and investigating how such books influence children's learning and caregivers' extratextual talk during shared book reading. In Study 1, we coded 60 science books that were readily available in young children's environments within the United States. The books were designed for English speakers and recommended for preschool-aged children. We coded the books for the extent to which they were Coherent (elaborated on facts presented by providing details, examples, comparisons, etc.) and included Embedded Questions. However, many books were low in Cohesion and Embedded Questions and were of low pedagogical quality. In Study 2, we tested thirty-eight 4- to 5-year-old children (55% female, 76% White) and their caregivers in the Southeastern United States. We assessed the influence of books' levels of Cohesion and Embedded Questions and of caregivers' Elaborative extratextual talk during shared book reading on children's science learning. Children learned more from books high in Cohesion, irrespective of levels of Embedded Questions and caregivers' Elaborative Talk. Additionally, children learned more from books high in Embedded Questions when caregivers used more Elaborative Talk. This research highlights the importance that books' textual features and social interactions during shared book reading have in promoting early science learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

中文翻译：

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共享图书阅读背景下书籍的文本特征和照顾者的文本外谈话对儿童科学学习的影响。


在幼儿期，与看护者一起读书（共享读书）是支持学习的重要手段。然而，我们对共享书籍阅读对幼儿科学学习的影响的理解存在差距。目前的研究通过检查学龄前儿童环境中科学书籍的教学质量并调查这些书籍如何影响儿童的学习和看护者在共享书籍阅读期间的课外谈话来弥补这一差距。在研究 1 中，我们编写了 60 本科学书籍，这些书籍在美国的幼儿环境中很容易获得。这些书是为说英语的人设计的，推荐给学龄前儿童。我们对书籍进行了编码，以确保它们的连贯性（通过提供细节、示例、比较等来阐述事实），并包含嵌入式问题。然而，许多书籍的衔接性和嵌入式问题含量较低，教学质量较低。在研究 2 中，我们对美国东南部的 38 名 4 至 5 岁儿童（55% 为女性，76% 为白人）及其照顾者进行了测试。我们评估了书籍的衔接和嵌入问题水平以及看护者在共享书籍阅读期间的详尽的文本外谈话对儿童科学学习的影响。无论嵌入式问题和看护者的详细谈话的水平如何，孩子们都能从凝聚力高的书中学到更多东西。此外，当护理人员使用更多的阐述性谈话时，孩子们可以从嵌入问题较多的书中学到更多东西。这项研究强调了书籍的文本特征和共享书籍阅读期间的社交互动对于促进早期科学学习的重要性。 （PsycInfo 数据库记录 (c) 2023 APA，保留所有权利）。