Integrating Games into Picture Books to Facilitate the Development of Social Emotions in Preschoolers: An Empirical Study on the Positive Effects of Game-Combined Guided Reading of Picture Books on Social Emotional Development in Preschoolers
Journal Title: Best Evidence in Chinese Education - Year 2019, Vol 3, Issue 1
Abstract
This 6-week experimental study aimed to examine the effects of game-combined guided reading of picture books on children’s social emotional development. Pre- and post-test design was used among a sample of 81 children and their parents from 3 senior classes in a Shanghai public kindergarten. The participants were divided into five groups: guided reading group, self-reading group, reading-with-listening group, and two control groups. In both pre- and post-tests, children’s parents were administered measurement “The Scale of School Readiness in Emotional and Social Areas for Children”. The guided reading group was asked to read picture books by following the instructions, the self-reading group read the picture books by themselves, while in the reading-with-listening group, the investigator read the stories out loud to the children and pointed to the text. The two control groups did not read picture books, and the second control group was mainly used to investigate the effects of the pre-test. The results indicated that all types of reading had significant effects on the improvement of children’s social-emotional development with difference across the groups. The game-combined guided reading had more significant effects on children’s interpersonal relationships and self-awareness development than the other two reading styles, but the effect on children’s moral development was at the statistically marginal level and was significantly higher in the other groups. Our data suggest that picture book reading is effective in promoting children’s social-emotional development. Furthermore, game-combined guided reading is suitable for children’s psychological characteristics, and has much greater promoting effects on their social-emotional development. If adults could add mini games to the reading, it would enhance children’s positive experience and contribute to their social-emotional development.
Authors and Affiliations
Juzhe Xi, Wenying Zhou, Zhihong Zuo
Keywords
Related Articles
- EP ID EP677635
- DOI 10.15354/bece.19.ar1076
- Views 203
- Downloads 1
Family Capital and the Quality of Senior Secondary Education Opportunities: An Analysis Based on the Post-Junior Secondary Education Tracking in County B of Jiangsu Province
The disparities in the quality of senior secondary education opportunities are one of key topics in educational equity research in China as they have a critical impact on students’ access to higher education and even the...
Can Transfer Payment Reduce the Inequality of Compulsory Education in Poor Areas? An Empirical Study Based on the Data from 18 Counties in 6 Provinces in China
Transfer payment is of great significance for poverty alleviation and balanced regional development. Based on the first-hand survey data from 18 key counties of 6 provinces in China’s national poverty alleviation and dev...
Transforming Pedagogies in Australian Schools amid the COVID-19 Pandemic: An Activity Theoretic Reflection
“Learning from home” was a collective response to school closure in Australia amid the COVID-19 pandemic. In this paper, we offer a description of the learning-from-home event, highlighting changes that were required of...
Peer Effect of Middle School Students: A Natural Experiment Based on Puberty Developmental Maturity
Peer is an important factor affecting the academic performance of middle school students. Domestic research has discussed this issue, but there are still some shortcomings in solving endogeneity aspects. Therefore, this...
The Relationship between Mobile Phone Dependence and Mental Health among Adolescents: The Mediating Role of Academic Burnout and the Moderating Role of Coping Styles
To investigate the relationships between adolescent mental health and mobile phone dependence (MPD), academic burnout, and coping styles as well as the underlying mechanisms, this study surveyed 1191 adolescents, using t...