Strouse Gabrielle A, Nyhout Angela, Ganea Patricia A
Counselling and Psychology in Education, University of South Dakota, Vermillion, SD, United States.
Department of Applied Psychology and Human Development, University of Toronto, Toronto, ON, Canada.
Front Psychol. 2018 Feb 6;9:50. doi: 10.3389/fpsyg.2018.00050. eCollection 2018.
Picture books are an important source of new language, concepts, and lessons for young children. A large body of research has documented the nature of parent-child interactions during shared book reading. A new body of research has begun to investigate the features of picture books that support children's learning and transfer of that information to the real world. In this paper, we discuss how children's symbolic development, analogical reasoning, and reasoning about fantasy may constrain their ability to take away content information from picture books. We then review the nascent body of findings that has focused on the impact of picture book features on children's learning and transfer of words and letters, science concepts, problem solutions, and morals from picture books. In each domain of learning we discuss how children's development may interact with book features to impact their learning. We conclude that children's ability to learn and transfer content from picture books can be disrupted by some book features and research should directly examine the interaction between children's developing abilities and book characteristics on children's learning.
图画书是幼儿获取新语言、概念和知识的重要来源。大量研究记录了亲子共读图画书时互动的本质。一项新的研究开始探究支持儿童学习并将这些信息应用于现实世界的图画书特征。在本文中，我们讨论儿童的符号发展、类比推理以及对幻想的推理如何可能限制他们从图画书中获取内容信息的能力。然后，我们回顾了一系列新出现的研究结果，这些研究聚焦于图画书特征对儿童从图画书中学习并迁移单词、字母、科学概念、问题解决方法和道德观念的影响。在每个学习领域，我们都讨论了儿童的发展如何与图书特征相互作用以影响他们的学习。我们得出结论，儿童从图画书中学习和迁移内容的能力可能会受到某些图书特征的干扰，研究应直接考察儿童发展能力与图书特征之间的相互作用对儿童学习的影响。
