Home Familie Vorteile und Bedeutung des gemeinsamen Lesens von Büchern

Vorteile und Bedeutung des gemeinsamen Lesens von Büchern

von NFI Redaktion

Important Insights for Caregivers: It is beneficial for children to recognize the emotions of others in conversations with caregivers, as this strengthens their ability to recognize emotions in others. Children who engage in more emotional conversations about emotions with their parents are more likely to have a higher emotional intelligence a year later. Parents can help younger preschool children speak more emotionally by modeling it themselves. For example, a parent could say, „She is sad because she dropped her ice cream.“ Parents can also help younger and older preschool children speak more emotionally by asking questions while reading books together. For example, a parent could ask, „Why is this child crying?“ How can parents support the early emotional development of children? Understanding emotions is a fundamental part of healthy social adaptation. Children express a variety of emotions in the early years of life. But how do they learn to recognize emotions in others, including the causes of emotions? Do they do this by observing a caregiver labeling a person’s smile, frown, or grimace? Or do children thrive better when asked questions that help them talk more about emotions? These questions highlight the ongoing public interest in providing caregivers with tools to enhance the emotional development of their children. Understanding emotions is a key component of healthy social adaptation. We conducted a multi-year study with multiple visits to investigate how parental emotional conversations and questioning behavior are related to children’s emotional development. We focused on these effects during the transition from preschool to kindergarten, as understanding emotions in kindergarten is related to healthy social adaptation during the school years. We explored emotional development through children’s own emotional conversations during shared book reading and measurements of their emotional intelligence. Knowledge of these relationships can help caregivers develop strategies for conversations with children. Examining children’s emotional development at home Our study suggests that parents and children play different roles in the acquisition of emotional understanding in children. We visited the homes of 256 children and parents annually for three years, belonging to a nationally representative sample from the United States, starting when the children were two and a half years old. Visit observations in the first and second year During the visits in the first and second years, we observed how parents and children discussed a picture book featuring several cartoon characters expressing an emotion in response to a situation, such as being sad after dropping an ice cream cone in the dirt. We wanted to examine parents‘ and children’s emotional conversations, including emotional labels, causes of emotions, and references to the character experiencing the emotion. We transcribed parent-child conversations and separately documented emotional conversations using a computer algorithm. We also coded the number of causal questions (e.g., why is she sad?) and knowledge-based questions (e.g., did she drop her ice cream cone?) that parents asked during the discussion. Visit observations in the second and third year During the visits in the second and third years, we assessed children’s emotional intelligence through a series of puppet plays, measuring their ability to correctly identify emotions and their causes. Previous research has shown that children’s emotional intelligence in preschool age is positively correlated with healthy outcomes in later school years, such as early school adjustment and academic success. Unique influence of parent and child behavior In a nutshell, we wanted to examine which behaviors of parents and children during shared book reading were associated with higher scores on children’s emotional intelligence tasks. Again, we focused on the emotional conversations between parents and children, as well as the questions parents asked. We also collected information on various child and family characteristics related to children’s emotional development, including family income, parents‘ highest level of education, children’s gender, and a measure of children’s overall language development. For the integrity of our study, it was crucial to consider these variables in our analyses to identify the unique influences of parent and child behavior on children’s emotional intelligence development. Image from Flickr. Creative Commons. Insight #1: Parental questioning was consistently associated with preschool children’s emotional conversations in early childhood During all our visits, parents who asked more questions compared to other parents had children who talked more about emotions. At the first visit (when children were two and a half years old), we also found that parents who engaged in more emotional conversations than other parents had children who also engaged in more emotional conversations; however, at the ages of three and a half and four and a half years, children’s emotional conversations were no longer related to those of their parents. What does this mean? Children at younger ages may benefit from seeing their parents labeling emotions and recognizing the causes of emotions. One year later, children whose parents engaged in more emotional conversations than other parents did not engage in more emotional conversations than their peers of the same age. At this older age, only the frequency of parents‘ questions related to children’s emotions is relevant. These results also suggest that the ideal outcome of a parent-child conversation about emotions is the child’s own production of emotional conversations, as this is a significant driver for later emotional intelligence development. These results suggest that parental questioning could be an effective means to elicit emotional conversations in early childhood. In contrast, parents of older preschoolers (three and a half year olds) may want to focus less on using emotion labels for themselves, as this may not be as effective anymore. Insight #2: Children’s participation in shared book reading promoted their emotional development in early childhood We also found that children’s own emotional conversations during shared book reading at the age of three and a half years were positively correlated with their emotional intelligence in the same year and one year later. Children’s emotional intelligence did not correlate with their parents‘ emotional conversations and questions. These results suggest that children’s participation in parent-child discussions about emotions is crucial for their emotional development. Conclusion: Parental engagement in conversations about emotions and asking questions can support the emotional development of their children Our findings shed light on the different roles parents and children play in children’s emotional development and identify potential parenting strategies. Parents who engage younger and older preschool children in emotional conversations by asking questions seem to have children who participate more in emotional conversations, whereas parents engaging in emotional conversations themselves only correlated positively with emotional conversations of younger (not older) preschool children. Conclusion #1: The child’s own production of emotional conversations in parent-child conversations is crucial As for children’s emotional intelligence, the story is more nuanced. Children’s emotional intelligence in kindergarten was only predicted by their own emotional conversations in preschool, not by their parents‘ emotional conversations or questions. These results suggest that the child’s own production of emotional conversations in parent-child conversations is crucial for their ability to identify emotions independently and without parental help. Conclusion #2: An ideal outcome of a parent-child conversation may be the child leading emotional conversations These results also underscore the possibility that the ideal outcome of a parent-child conversation about emotions is the child’s own production of emotional conversations, as this is a significant driver for later emotional intelligence development. Such production is likely to be fostered by parents‘ questions (e.g., „Why is she sad?“) during parent-child conversations for preschool children of all ages, while younger children may also require additional scaffolding from parents in the form of parents‘ emotional conversations (e.g., „She is sad because she dropped her ice cream in the dirt“).

Related Posts

Adblock Detected

Please support us by disabling your AdBlocker extension from your browsers for our website.