The Role of the Medium for Verbal Engagement: Shared Reading in Groups with Books and Apps in Norwegian ECEC-Institutions

Autor/inn/en	Schulz-Heidorf, Katrin; Jernes, Margrethe; Hoel, Trude; Mangen, Anne
Titel	The Role of the Medium for Verbal Engagement: Shared Reading in Groups with Books and Apps in Norwegian ECEC-Institutions
Quelle	In: European Early Childhood Education Research Journal, 29 (2021) 5, S.683-695 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jernes, Margrethe) ORCID (Mangen, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.1968461
Schlagwörter	Computer Software; Norwegian; Early Childhood Education; Preschool Teachers; Child Care Centers; Teacher Student Relationship; Kindergarten; Foreign Countries; Picture Books; Dialogs (Language); Story Reading; Comparative Analysis; Printed Materials; Electronic Publishing; Teaching Methods; Handheld Devices; Norway + Suchen Sie Ihr Suchwort? Norwegisch; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Picture book; Bilderbuch; Dialog; Dialogs; Dialogue; Dialogues; Elektronisches Publizieren; Teaching method; Lehrmethode; Unterrichtsmethode; Norwegen
Abstract	This article presents findings from a study carried out with groups of children (N = 72; M = 57.2 months) in early childhood education and care (ECEC) institutions in Norway. Twelve teachers read two stories, once in a print book format and once in a picture book app, with groups of children. Children's and teachers' verbal engagement was coded for dialogue length (duration) and topic (frequency; utterance about medium or narrative/content). Findings revealed that average dialogue length does not vary as an effect of medium. However, there are significantly more utterances about the medium in app readings than in book readings. Moreover, apps that are high in interactivity and hot spots, generate more talk about the medium than low-interactivity apps. Implications of these findings for shared reading with groups of children in kindergarten settings, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01