Storybook reading and the addition of toy props: the effects on child engagement and interest and the interactions between caregivers and their children Public Deposited

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  • March 21, 2019
  • Roy, Vicky Poston
    • Affiliation: School of Medicine, Department of Allied Health Sciences, Division of Speech and Hearing Sciences
  • Using a repeated-measures design, this study examined the addition of toy props during storybook reading between caregivers and their young children 18-27 months of age. Twelve children identified as demonstrating "high engagement" and 12 children identified as demonstrating "low engagement" during storybook interactions and their caregivers were recruited to participate. Group membership was based on a researcher developed literacy attitude and behavior questionnaire completed by the participating caregiver. Caregiver-child dyads were video-recorded on two occasions at their home reading two different storybooks and engaging in a "favorite" activity. Toy props were included during one of the storybook interactions, counterbalanced across participants. The results of the study revealed significant group differences between prop conditions for the total interaction time and the rate of child protesting behaviors. Additionally a trend was identified between dyads in the high and low engagement groups for both the total number of child verbal/vocal acts and total child gesture use. Specifically there was a differential influence for the addition of toy props dependent on engagement group membership with children in the low engagement group producing more verbal/vocal acts and gestures during the prop condition than the no prop condition. In contrast, children in the high engagement group tended to produce few verbal/vocal acts and gestures during the prop condition compared to the no prop condition.
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  • In Copyright
  • Crais, Elizabeth
Degree granting institution
  • University of North Carolina at Chapel Hill
  • Open access

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