Cárdenas Karina, Moreno-Núñez Ana, Miranda-Zapata Edgardo
Departamento de Pedagogía en Educación Parvularia, Pontificia Universidad Católica de Chile, Campus Villarrica, Villarrica, Chile.
Departamento de Psicología Evolutiva y de la Educación, Universidad Autónoma de Madrid, Madrid, Spain.
Front Psychol. 2020 Sep 8;11:2030. doi: 10.3389/fpsyg.2020.02030. eCollection 2020.
Fostering communicative skills in young children is essential for their holistic development. Book-reading activities have been shown to be a valuable tool for supporting communicative exchanges between children and adults, but there is limited research on actual educational practices with children under 3 years old. This experimental study explores teaching practices in Chilean early childhood education with children from 4 to 17 months of age. We focused on children's performance of diverse communicative signs, as well as on the effect of the teacher's mediation (signs and strategies) in a triadic shared-reading interaction (teacher-child-book). The study is part of a larger cross-sectional project. We conducted an experimental study following a pre-test-post-test design with 11 children, who were randomly assigned to either the control or the experimental group. In addition, we conducted a 6-week intervention on shared book reading between the pre- and post-test stages. We observed that children used a wide range of communicative signs when engaging in shared interactions with their teacher and different books. In the experimental group, children performed more communicative signs after participating in the intervention than at the beginning of the study. The reading experience that they gained through the intervention could also explain the larger proportion of uses of the books, as compared to their control counterparts. Additionally, children performed different combinations of vocalizations, words, or repetitions within a single use. The conventional use of a book is not evident for an infant, and as such it requires the systematic and semiotically mediated action of an adult to be consolidated. We conclude that offering preschool teachers a diverse selection of books enables them to better adjust to the particularities of each child. In this scenario educators are able to promote efficient spaces for children's participation, increasing the complexity and variety of their communicative repertoire.
培养幼儿的沟通技巧对其全面发展至关重要。阅读活动已被证明是支持儿童与成人之间交流互动的宝贵工具，但针对3岁以下儿童实际教育实践的研究却很有限。本实验研究探讨了智利幼儿教育中针对4至17个月大儿童的教学实践。我们关注儿童在各种沟通信号方面的表现，以及教师在三元共享阅读互动（教师-儿童-书籍）中的中介作用（信号和策略）的效果。该研究是一个更大的横断面项目的一部分。我们采用前测-后测设计对11名儿童进行了实验研究，这些儿童被随机分配到对照组或实验组。此外，我们在前后测阶段之间进行了为期6周的共享阅读干预。我们观察到，儿童在与教师和不同书籍进行共享互动时使用了广泛的沟通信号。在实验组中，儿童在参与干预后比研究开始时表现出更多的沟通信号。与对照组相比，他们通过干预获得的阅读体验也可以解释他们更多地使用书籍的原因。此外，儿童在单次使用中表现出不同的发声、单词或重复组合。对于婴儿来说，常规的看书方式并不明显，因此需要成人系统的、符号学中介的行动来巩固。我们得出结论，为学前教师提供多样化的书籍选择，能使他们更好地适应每个孩子的特点。在这种情况下，教育工作者能够为儿童的参与创造高效的空间，增加他们沟通技能的复杂性和多样性。
