'Shared Story Reading Training for Mothers: The Effect of Parent-Child Shared Story Reading on Improving Autobiographical Memory, Self-Concept, and Child's Self-Representation'

Autor/inn/en	Soleimani, Moloud; Khosravi, Zohreh; Cheraghmollaei, Leila; Moravej, Mina
Titel	'Shared Story Reading Training for Mothers: The Effect of Parent-Child Shared Story Reading on Improving Autobiographical Memory, Self-Concept, and Child's Self-Representation'
Quelle	In: Early Child Development and Care, 192 (2022) 4, S.560-579 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Soleimani, Moloud)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1779248
Schlagwörter	Story Reading; Mothers; Parent Child Relationship; Low Income Groups; Memory; Preschool Children; Intervention; Books; Reading Aloud to Others; Self Concept; Aggression; Self Control; Measures (Individuals); Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Gedächtnis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Book; Buch; Monographie; Monografie; Selbstkonzept; Selbstbeherrschung; Messdaten; Ausland
Abstract	The study examined the efficacy of an intervention designed to promote self concept, representation of self and autobiographical memory among preschoolers during shared reading within a sample of 22 families from the low-SES background. The intervention is based on PRO approach and Bruner (1986) model to consider both aspects of stories content and parent's manner of reading. Mothers in the intervention group were given four books, one new book weekly, and were instructed to read each book four times per week to their children using the four-reading model. Parents in the control group were given no further guidance. The results indicated that shared story reading significantly increased the positive representations and specification of autobiographical memory in the intervention group. The findings suggested that using shared story reading could be effective in improving the representation of self and specification of autobiographical memory in preschoolers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01