Research on Parent-child Reading for Parents in Different Social Economic Status.

• Main Authors: HOU, HSIN-HSIOU, 侯欣秀
• Other Authors: JENG, RUEI-JING
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/57677408228332831644

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.