NDLI: Teachers’ affective presentation of children’s books and young children’s display of affective engagement during classroom book reading

Content Provider	Springer Nature Link
Author	Moschovaki, Eleni Meadows, Sara Pellegrini, Anthony D.
Copyright Year	2007
Abstract	This study examines how teachers’ use of affective strategies (voice intonation, dramatization, personal involvement comments) during the reading and discussion of books influence young children’s affective reactions (dramatization, personal engagement, language play comments). Twenty kindergarten teachers read four books, two fiction and two information ones (narrative/expository text).We found significant differences in both teachers’ affective presentation and young children’s affective reactions between fiction and information books, between the two fiction books but not between the narrative and expository text. A strong bi-directional relationship was found between teachers’ affective presentation of stories and young children’s affective reactions. In particular, teachers’ personal involvement comments prompted children’s personal engagement reactions, teachers’ reenactment was followed by children’s imitations of such reenactments and teachers’ voice intonation elicited children’s personal engagement comments. On the other hand, children’s use of paralinguistic cues and personal engagement comments reinforced teachers’ use of voice intonation and personal involvement comments. Finally, text features, such as rhyming, were followed by children’s language play.Cette étude examine comment l’emploi de stratégies affectives (intonation, dramatisation, commentaire d’engagement personnel) par les enseignants, pendant la lecture et discussion des livres, influence les réactions affective des enfants (dramatisation, engagement personnel, jeu linguistique). Vingt enseignants des écoles maternelles ont lu quatre livres-deux livre de littérature et deux livre instructifs (texte narratif/d’exposition).Nous avons trouvé des différences considérable entre les livres de littérature et les livres instructifs ainsi qu’entre les deux livres de littérature, main pas entre le texte narratif et celui d’exposition. On a trouvé une forte relation bidirectionnelle entre la présentation affective des histoires par les enseignants et les réactions affectives des enfants. En particulier, le commentaire personnel des enseignants a incité les enfants aux réactions d’engagement personnel; la reconstitution par les enseignants a été suivie par l’imitation de cette reconstitution par les enfants; l’intonation employée par les enseignants a provoqué des commentaires d’engagement personnel par les enfants. Par contre, l’emploi de signaux paralinguistiques et des commentaires personnels par les enfants a renforcé l’emploi d’intonation et des commentaires personnels par les enseignants. Finalement, les traits du texte comme la rime ont été suivi par le jeu linguistique des enfants.
Starting Page	405
Ending Page	420
Page Count	16
File Format	PDF
ISSN	02562928
Journal	European Journal of Psychology of Education
Volume Number	22
Issue Number	4
e-ISSN	18785174
Language	English
Publisher	Springer Netherlands
Publisher Date	2007-01-01
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Affective presentation Book reading Early literacy Preschool education Educational Psychology Pedagogic Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Predicting child outcomes from preschool quality in Portugal

Relating Preschool Quality to Children’s Literacy Development

Reading children’s books to the preschool children in Greek families

Primary school children’s collaboration: Task presentation and gender issues

Classroom Conditions for Motivation and Engagement in Reading

Children’s rights in educational relationships

Lap Reading for Young at-Risk Children: Introducing Families to Books

Predictors of reading literacy

Multimodal Children’s E-Books Help Young Learners in Reading

Teachers’ affective presentation of children’s books and young children’s display of affective engagement during classroom book reading

Similar Documents

Predicting child outcomes from preschool quality in Portugal

Relating Preschool Quality to Children’s Literacy Development

Reading children’s books to the preschool children in Greek families

Primary school children’s collaboration: Task presentation and gender issues

Classroom Conditions for Motivation and Engagement in Reading

Children’s rights in educational relationships

Lap Reading for Young at-Risk Children: Introducing Families to Books

Predictors of reading literacy

Multimodal Children’s E-Books Help Young Learners in Reading

Teachers’ affective presentation of children’s books and young children’s display of affective engagement during classroom book reading