Picture book reading on the development of preschoolers in rural areas of China: Effects on language, inhibition, and theory of mind
Studies have shown that book reading intervention may scaffold children's language development. However, whether book reading interventions are equally effective for children's cognitive development in a Chinese rural school setting remains to be explored. We conducted a four-month book re...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-11-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1030520/full |
| _version_ | 1797986946226585600 |
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| author | Yuanxia Zheng Danyang Li Zhongqi Chen Guoxiong Liu |
| author_facet | Yuanxia Zheng Danyang Li Zhongqi Chen Guoxiong Liu |
| author_sort | Yuanxia Zheng |
| collection | DOAJ |
| description | Studies have shown that book reading intervention may scaffold children's language development. However, whether book reading interventions are equally effective for children's cognitive development in a Chinese rural school setting remains to be explored. We conducted a four-month book reading intervention to address these issues in rural Chinese areas. A total of three hundred twenty-one children aged between 2.56 and 6.47 years (M = 4.66 ages, SD = 0.80) were assigned to three groups as follows: (a) control group without donated picture books; (b) active reading control group with donated picture books; and (c) intervention group with a 4-month instructed picture book reading intervention. The findings indicate that the available books could produce significant positive changes in the development of receptive language (F(1,191) = 14.46, p < 0.01) and inhibitory control (F(1,190) = 7.64, p = 0.01) of rural children. However, a 4-month intervention was noneffective at boosting participants' performance on these tasks (F(1,203) = 0.07~2.73, p > 0.10). The results discussed the possible explanations, implications for behavioral intervention researchers, and suggestions for social service organizations or public institutions. |
| first_indexed | 2024-04-11T07:41:02Z |
| format | Article |
| id | doaj.art-bcc24a939d5249179cc83b26e2b0d999 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-11T07:41:02Z |
| publishDate | 2022-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-bcc24a939d5249179cc83b26e2b0d9992022-12-22T04:36:35ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-11-011310.3389/fpsyg.2022.10305201030520Picture book reading on the development of preschoolers in rural areas of China: Effects on language, inhibition, and theory of mindYuanxia Zheng0Danyang Li1Zhongqi Chen2Guoxiong Liu3Institute of Moral Education, School of Psychology, Nanjing Normal University, Nanjing, ChinaNicoMama Research Center of Parent-Child Bonding, Hangzhou, ChinaInstitute of Moral Education, School of Psychology, Nanjing Normal University, Nanjing, ChinaInstitute of Moral Education, School of Psychology, Nanjing Normal University, Nanjing, ChinaStudies have shown that book reading intervention may scaffold children's language development. However, whether book reading interventions are equally effective for children's cognitive development in a Chinese rural school setting remains to be explored. We conducted a four-month book reading intervention to address these issues in rural Chinese areas. A total of three hundred twenty-one children aged between 2.56 and 6.47 years (M = 4.66 ages, SD = 0.80) were assigned to three groups as follows: (a) control group without donated picture books; (b) active reading control group with donated picture books; and (c) intervention group with a 4-month instructed picture book reading intervention. The findings indicate that the available books could produce significant positive changes in the development of receptive language (F(1,191) = 14.46, p < 0.01) and inhibitory control (F(1,190) = 7.64, p = 0.01) of rural children. However, a 4-month intervention was noneffective at boosting participants' performance on these tasks (F(1,203) = 0.07~2.73, p > 0.10). The results discussed the possible explanations, implications for behavioral intervention researchers, and suggestions for social service organizations or public institutions.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1030520/fullchild developmentrural Chinabook reading interventionPPVTinhibitiontheory of mind |
| spellingShingle | Yuanxia Zheng Danyang Li Zhongqi Chen Guoxiong Liu Picture book reading on the development of preschoolers in rural areas of China: Effects on language, inhibition, and theory of mind Frontiers in Psychology child development rural China book reading intervention PPVT inhibition theory of mind |
| title | Picture book reading on the development of preschoolers in rural areas of China: Effects on language, inhibition, and theory of mind |
| title_full | Picture book reading on the development of preschoolers in rural areas of China: Effects on language, inhibition, and theory of mind |
| title_fullStr | Picture book reading on the development of preschoolers in rural areas of China: Effects on language, inhibition, and theory of mind |
| title_full_unstemmed | Picture book reading on the development of preschoolers in rural areas of China: Effects on language, inhibition, and theory of mind |
| title_short | Picture book reading on the development of preschoolers in rural areas of China: Effects on language, inhibition, and theory of mind |
| title_sort | picture book reading on the development of preschoolers in rural areas of china effects on language inhibition and theory of mind |
| topic | child development rural China book reading intervention PPVT inhibition theory of mind |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1030520/full |
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