Study On Parent-child Co-reading Patterns Of Different Types Of Picture Books For Children Aged 4-6 Years

More and more parents and teachers to realize in parent-child picture book reading together in the family can not only help children develop language and literacy,promote the development of children’s cognitive,social mood,and is conducive to the establishment of the parent-child relationship.However,many people are confused about how to discuss and interact with children in the process of co-reading.Based on the consideration of the above problems,this study selected parents read most common grants picture books and scientific knowledge in each a picture book,a collection of 120 for 4 to 6 years old children with mother read these picture books and video data,reference to children’s statement ratio,content relevance,dialogue provide indicators,such as by cluster analysis to explore the patterns of the parents to read;Using the "Child Language Data Exchange System CHILDES" to analyze the characteristics of parent-child dialogue in various co-reading modes;The effect of different factors on parent-child co-reading mode was analyzed by SPSS.The study found that :(1)the patterns of parent-child co-reading between 4 and 6years old were mainly correlation-discussion,irrelevant-dialogue,and correlation-monologue,etc.In addition,there is no discussion about the parent-child co-reading of scientific knowledge.(2)the parent-child dialogue is characterized by the rich vocabulary of mother and child,the number and variety of advanced words,the high level of language and the length of the average wheel length;The parent-child conversation feature of "irrelevant-dialogue" is characterized by the small output of mother and child’s vocabulary,the number and type of advanced words,the low level of language use and the short length of the average wheel."correlation-monologue" parent-child dialogue is characterized by mother’s vocabulary is rich,the amount and type of advanced vocabulary,preschool vocabulary less,less amount and type of advanced vocabulary,pragmatic level is low,the average length of words round short;The parent-child dialogue feature of "irrelevant-discussion" is the mother’s vocabulary output is less,the number of advanced words and types are small,the language use level is low,the average wheel length is short?.To compare the characteristics of parent-child dialogue in different co-reading modes,the quality of language interaction is related to the correlation-discussion type,correlation-monologue,irrelevant-discussion,irrelevant-dialogue.(3)factors such as early childhood age and mother’s degree will influence the parent-child co-reading mode to some extent.Based on the above research conclusion,put forward the corresponding education suggestion: use relevant-more discussion mode when reading together with young children to read,children parents should adopt high quality demonstration,on the basis of preschool age,and mother language background to carry out the family parent-child reading guide.