Infants' Experiences of Shared Reading with Their Educators in Early Childhood Education and Care Centres: An Observational Study

Autor/in	Torr, Jane
Titel	Infants' Experiences of Shared Reading with Their Educators in Early Childhood Education and Care Centres: An Observational Study
Quelle	In: Early Childhood Education Journal, 47 (2019) 5, S.519-529 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Torr, Jane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-019-00948-2
Schlagwörter	Infants; Early Childhood Teachers; Child Caregivers; Child Care Centers; Interaction; Naturalistic Observation; Books; Verbal Communication; Rating Scales; Toddlers; Preschool Education; Reading Aloud to Others; Infant Toddler Environment Rating Scale + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Child care facilities; Child care services; Kinderzentrum; Interaktion; Naturbeobachtung; Book; Buch; Monographie; Monografie; Rating-Skala; Infants; Pre-school education; Vorschulerziehung
Abstract	Research shows an association between mother-infant shared reading and children's language and literacy development. Educators in early childhood education and care (ECEC) centres frequently interact with groups of similar-aged infants, yet infant-educator shared reading has received little attention. This naturalistic observational study videorecorded 20 focus infants (children aged under 2 years) from 20 separate ECEC centres as they went about their normal everyday activities. Each focus infant was videorecorded for approximately 3 h each (a total of 60 h of data), as part of a larger project investigating the language environment in ECEC infant rooms. The present study investigated whether the infants engaged in book-focused interactions with their educators, and if so, whether the infants participated verbally. Each infant's book-focused interactions were identified and transcribed verbatim, and each infant's room was assessed using the Infant/Toddler Environment Rating Scale Revised Edition (ITERS-R) (Listening and Talking Subscale). Nine of the 20 infants did not participate in any shared reading. The extent to which the remaining 11 infants engaged in shared reading ranged from minimal to extensive. In 85% of ECEC rooms, the ITERS-R score for "using books" was lower than that for "helping children understand language" and "helping children use language." The findings suggest that many educators may be unaware of the importance of reading with infants. Given the benefits of shared reading for infants' current and future language and literacy development, it is vital that every infant has the opportunity to participate in frequent, sustained, language-rich interactions with their educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01