On practice and difficulties of parent-child co-reading– a survey on a kindergarten in New Taipei City

• Main Authors: SU,TSUI-JUNG, 蘇翠蓉
• Other Authors: TSENG TSUNG-YUAN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/p2xbns

碩士 === 華梵大學 === 資訊管理學系碩士班 === 105 === In this research, we studied the parents’ perspective on parent-child co-reading, their practices on co-reading and the difficulties they encountered during the process. The study was performed through questionnaire survey on parents in an affiliated kindergarten of an elementary school in New Taipei City. 255 out of the total 276 questionnaires were valid. These results were analyzed with descriptive statistics, one-sample t-test and analysis of variance for a single factor and other statistical methods. We conclude: 1.More than 80% of the subjects participated in pre-kindergarten co-reading, and they assume co-reading is necessary even for young children in their early childhood. 2.Most subjects presume co-reading improves parent-child relation; they presume the process is enjoyable and recognize the educational value of co-reading. 3.40% of the subjects had co-reading before bedtime and another 40% during weekend. Most subjects had co-reading twice a week for 20 to 30 minutes. Most subjects suppose their children need their guidance to work on the co-reading learning sheets. 4.The common difficulties pointed out by most subjects are: （a) It is difficult to spare time for co-reading due to the long working hours, and （b) they need to improve their story-telling skill.