Understanding Parents' Attitudes towards Complexity in Children's Books

Autor/inn/en	Aram, Dorit; Bergman Deitcher, Deborah; Adar, Gali
Titel	Understanding Parents' Attitudes towards Complexity in Children's Books
Quelle	In: Reading Horizons, 56 (2017) 4, Artikel 3 (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0502
Schlagwörter	Parent Attitudes; Childrens Literature; Books; Age Differences; Gender Differences; Parent Background; Educational Attainment; Occupations; Reading Aloud to Others; Young Children; Questionnaires; Social Development; Emotional Development; Incidence; Predictor Variables; Difficulty Level; Reading Material Selection; Foreign Countries; Language Usage; Vocabulary; Israel + Suchen Sie Ihr Suchwort? Elternverhalten; 'Children''s literature'; Kinderliteratur; Book; Buch; Monographie; Monografie; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Elternhaus; Bildungsabschluss; Bildungsgut; Beruf; Berufsumfeld; Frühe Kindheit; Fragebogen; Soziale Entwicklung; Gefühlsbildung; Vorkommen; Prädiktor; Schwierigkeitsgrad; Ausland; Sprachgebrauch; Wortschatz
Abstract	Experts in children's literature and child development value complexity in the language, socio-emotional content, and structure of books, yet little is known regarding parents' attitudes towards these aspects. The study thus examined how parents' gender, education, and profession, children's age and gender, and frequency of parent-child reading interactions predict parents' support for complexity in children's books. Participants were 104 parents to children aged 4-7. Parents completed questionnaires measuring frequency of shared book reading and levels of support for complexity of children's narrative books in three areas: language, socio-emotional content, and structure. Results showed that parents supported complexity of socio-emotional content, followed by language, and least supported structural complexity. Only parents' profession and frequency of shared book reading interactions predicted support for complexity in books. Parents who read more to their children and parents in social professions showed greater support for complexity. The study stresses the importance of guiding parents to consider a variety of aspects when selecting books to read with their children. (As Provided).
Anmerkungen	Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01