Summary: | 碩士 === 國立屏東大學 === 幼兒教育學系碩士班 === 103 === The purpose of this study was to understand the effect of parent-child shared reading for parents in different socioeconomic status. Subjects are two chidren, one girl and one boy. The girl is from middle-high socioeconomic family; the boy is from middle-low socioeconomic family. Both go to the same private preschool in Kaohsiung.
The main purpose of this study is to investigate the way of parent-child shared reading and the dilemma for parents in different socioeconomic status. There were five picture books used to be the main parent-child shared reading books. Every case in this study was independent. Data including observation record, interview transcript, and researchers’ reflection journal were collected for analysis. The findings were as below:
1. Requirement for expression
The parents in middle-high socioeconomic status used more open-ended questions when they shared reading with their daughter. The girl expressd what she wanted smoothly; whereas, the parents in the middle-low socioeconomic status used more close-ended questions when they shared reading with their son. The boy asked his mother questions and discussed with her. He used less open-ended question than the girl.
2. Encouragement
The parents in middle-high socioeconomic status used more encouragement and praise; and the parents in the middle-low socioeconomic status seldom used praise and did not encourage the boy to express his view.
3. Confirming the feedback
The parents in middle-high socioeconomic status were more reponsive. The parents would rectify their daughter when they considered her feedback was not correct; and the parents in the middle-low socioeconomic status used more subjective way to reply the questions their son asked. It might decrease his imagination.
4. Voice and Action Expression
The parents in middle-high socioeconomic status used voice and action express more to let their daughter understand the right concept. The parents also imitated the picture books in parent-child shared reading; and the parents in the middle-low socioeconomic status used action expression less. Therefore, the boy could not realize what the picture book author really wanted to express.
5. Dramatic Expression
The parents in middle-high socioeconomic status used more background music, themes, communication and role-playing in parent-child shared reading; and the parents in the middle-low socioeconomic status used less visual effects, background music, and communication.
6. Conveying right concept
The parents in middle-high socioeconomic status appropriately guide their daughter to the positive way; and the parents in the middle-low socioeconomic status did not appropriately guide their son to the correct way. There, his initiative learning was decresed.
Finally, severalsuggestions for parents and future research were proposed.
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