Murray Lynne, Rayson Holly, Ferrari Pier-Francesco, Wass Sam V, Cooper Peter J
School of Psychology and Clinical Language Sciences, University of Reading, Reading, United Kingdom.
Institute des Sciences Cognitives Marc Jeannerod (CNRS), Bron, France.
Front Psychol. 2022 Mar 3;13:786991. doi: 10.3389/fpsyg.2022.786991. eCollection 2022.
Parental reading to young children is well-established as being positively associated with child cognitive development, particularly their language development. Research indicates that a particular, "intersubjective," form of using books with children, "Dialogic Book-sharing" (DBS), is especially beneficial to infants and pre-school aged children, particularly when using picture books. The work on DBS to date has paid little attention to the theoretical and empirical underpinnings of the approach. Here, we address the question of what processes taking place during DBS confer benefits to child development, and why these processes are beneficial. In a novel integration of evidence, ranging from non-human primate communication through iconic gestures and pointing, archaeological data on Pre-hominid and early human art, to experimental and naturalistic studies of infant attention, cognitive processing, and language, we argue that DBS entails core characteristics that make it a privileged intersubjective space for the promotion of child cognitive and language development. This analysis, together with the findings of DBS intervention studies, provides a powerful intellectual basis for the wide-scale promotion of DBS, especially in disadvantaged populations.
父母给幼儿读书与儿童认知发展，尤其是语言发展呈正相关，这一点已得到充分证实。研究表明，一种与儿童一起使用书籍的特殊“主体间性”形式，即“对话式图书分享”（DBS），对婴儿和学龄前儿童特别有益，尤其是在使用图画书时。迄今为止，关于DBS的研究很少关注该方法的理论和实证基础。在此，我们探讨在DBS过程中发生的哪些过程对儿童发展有益，以及为什么这些过程有益。通过对一系列证据的全新整合，从非人类灵长类动物通过标志性手势和指物进行的交流、关于前人类和早期人类艺术的考古数据，到对婴儿注意力、认知加工和语言的实验及自然主义研究，我们认为DBS具有核心特征，使其成为促进儿童认知和语言发展的特殊主体间性空间。这一分析，连同DBS干预研究的结果，为广泛推广DBS，尤其是在弱势群体中推广，提供了有力的理论依据。
