The parent-child interaction of the co-reading process for topic of family life education

• Main Authors: Chu-Chun Kao, 高楚鈞
• Other Authors: Ming-Hsin Chiu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/60734449666193627282

碩士 === 國立臺灣師範大學 === 圖書資訊學研究所 === 99 === The study is to realize the parent-child interaction of the co-reading process for topic of family life education. The data analysis used in this study was based on qualitative method. The objects are 10 children at kindergarten level and their parents. This study used participant observation to explore their interaction and reading response between the processes of co-reading. The results show that parents tend to be standard interactive readers, non-readers, and using different tones to tell story. And most parents use multiple ways to tell story. And children’s questions toward the books can be divided into four kinds: true or false, multiple choice, progressive questions and questions simply for the content. Meanwhile, the methods of correcting mistakes for the parents are the following: direct correcting, leading correcting, and repeating asking questions. And the aspect of relating to the life experience has both of the family and school experiences. As for the colloquial interactions during the co-reading, children express themselves with replying questions, repeating the story, expressing opinions, asking questions, and modifying their parents. On the hand of the non-colloquial interactions, both of the parents and children act with body language and the expressions on their face. By means of this way, parents can interact more with their children and make them feel warm; besides, children can express their feelings and thoughts easily. During the co-reading, the reading reactions of parents are compliment, comment, vigilance and teaching; these not only can further their interaction but can be one of the methods for life education. For the reading reactions of children are comment, imagination and resistance, and we can find out what they have learned and what they are thinking through this research. When it goes to the differences resulted from those different kinds of education books in this research, we found out that the monthly publications for children content many sections and supplementary teaching materials; therefore, the parents and children have more colloquial and non-colloquial interactions, and also the reading reaction. On the contrary, because of the plentiful sections, the reading time has lengthened for children to be distracted and then resistant. Regarding the drawing books for children, they are simplified as one story and the main presentation is pictures with few words, hence it is easier for children to be concentrated in books. However, the colloquial, non-colloquial and reading reactions are less than the previous method. In the end, for those parents, authors of drawing books and future researchers who want to adopt co-reading program, this study offers some suggestions individually.