在共享阅读期间,母婴互动的跨文化比较:试点研究
Yingshan Huang1, Brenda L Beverly2, Victoria S Henbest2
1Department of Hearing and Speech-Language Rehabilitation, College of Rehabilitation Medicine, Fujian University of Traditional Chinese Medicine, Fuzhou, China, and.
International journal of speech-language pathology
|March 19, 2025
概括
中国的母亲比美国的母亲更多地参与互动的共享阅读行为,使用更多的问题和阐述. 这突显了幼儿教育实践中的文化差异.
科学领域:
- 儿童发展 儿童发展
- 跨文化心理学 跨文化心理学
- 早期的识字能力
背景情况:
- 分享阅读是幼儿发展的关键活动.
- 在共享阅读期间,母亲的互动行为在不同文化中可能会有很大的差异.
研究的目的:
- 为了比较来自中国和美国的母亲在共享阅读期间的母亲互动行为的数量和质量.
- 调查在识字活动期间对父母儿童互动的文化影响.
主要方法:
- 10名中国母亲和10名美国母亲录制了与他们的4岁孩子分享阅读的视频.
- 记录被转录并使用调查人员开发的互动行为代码进行分析.
主要成果:
- 与美国母亲相比,中国母亲的文本外谈话比例更高.
- 中国母亲更频繁地使用提问提示,确认,扩展和解释.
- 在这两组中,对印刷品的关注是不常见的;只有中国母亲详细阐述了故事的道德.
结论:
- 中国母亲经常使用问答模式与优先考虑自信和教育的文化价值观保持一致.
- 了解共享阅读作为一种文化上有效的背景,可以为中国新兴的语音语言服务提供信息.
- 为了更广泛的概括,需要进一步研究更大的样本大小和文化内部变异.
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