Nan Jiaopeng, Tian Yin
Institute of Education Sciences XianYang Normal University, Xianyang, China.
Department of Psychology, Tianjin Normal University, Tianjin, China.
Front Psychol. 2025 Jul 21;16:1635956. doi: 10.3389/fpsyg.2025.1635956. eCollection 2025.
Parent-child shared book reading is a foundational activity that supports children's literacy development, including language skills, cognitive growth, and social-emotional competencies. Despite its recognized benefits, various factors influence the consistency and quality of shared reading practices across different families and communities. This meta-synthesis aimed to comprehensively explore Parent-child shared book reading challenges and facilitators, drawing on qualitative research evidence.
A systematic search of nine electronic databases (PubMed, Web of Science, Scopus, Medline, Embase, ScienceDirect, CINAHL, PsycINFO, and Google Scholar) was conducted in January 2025. Inclusion criteria focused on qualitative studies examining parent-child shared reading experiences among families with children under 18 years old. Studies were appraised for methodological quality using the Critical Appraisal Skills Program (CASP) checklist. Data from selected studies were extracted and analyzed using thematic synthesis, with an inductive coding process conducted through MAXQDA 24 software.
The analysis identified two main categories-facilitators and challenges-with ten first and 31 s categories. Facilitators included enhancing access to books and reading opportunities, providing parental support and education, creating positive and enjoyable reading experiences, ensuring high-quality book content, fostering child development through moral, social, and cognitive learning, and strengthening parental motivation. Challenges encompassed limited resources and access, sociocultural and parental barriers such as time constraints and mental health difficulties, gaps in parental knowledge and skills, and engagement challenges related to child readiness and the use of digital books. The synthesis highlighted the dynamic interplay between individual, family, and environmental factors influencing shared reading practices.
Parent-child shared book reading is a complex, dynamic practice influenced by social, cultural, and psychological factors. Strengthening access to books, supporting parents with targeted education, and fostering enjoyable reading experiences can significantly enhance shared reading practices. Future studies should broaden cultural representation, explore digital formats, and address parental mental health to develop effective, inclusive strategies that promote early literacy and strong parent-child bonds.
亲子共读是一项基础性活动，有助于儿童的读写能力发展，包括语言技能、认知成长和社会情感能力。尽管其益处已得到认可，但各种因素会影响不同家庭和社区中亲子共读实践的连贯性和质量。本综合分析旨在利用定性研究证据，全面探究亲子共读的挑战与促进因素。
2025年1月对九个电子数据库（PubMed、Web of Science、Scopus、Medline、Embase、ScienceDirect、CINAHL、PsycINFO和谷歌学术）进行了系统检索。纳入标准侧重于对18岁以下儿童家庭中亲子共读经历进行研究的定性研究。使用批判性评估技能计划（CASP）清单对研究的方法质量进行评估。从选定研究中提取数据，并使用主题综合法进行分析，通过MAXQDA 24软件进行归纳编码。
分析确定了两个主要类别——促进因素和挑战——分别包含十个一级类别和31个二级类别。促进因素包括增加书籍获取和阅读机会、提供家长支持与教育、创造积极愉快的阅读体验、确保高质量的书籍内容、通过道德、社会和认知学习促进儿童发展以及增强家长积极性。挑战包括资源和获取机会有限、社会文化和家长障碍（如时间限制和心理健康问题）、家长知识和技能差距以及与儿童准备情况和电子书使用相关的参与挑战。综合分析突出了影响共读实践的个人、家庭和环境因素之间的动态相互作用。
亲子共读是一项受社会、文化和心理因素影响的复杂、动态实践。加强书籍获取、通过有针对性的教育支持家长以及培养愉快的阅读体验可显著提升共读实践。未来的研究应扩大文化代表性、探索数字形式并关注家长心理健康，以制定促进早期读写能力和牢固亲子关系的有效、包容性策略。
