Technology-enhanced storytelling stimulating parent-child interaction and preschool children's vocabulary knowledge.
Preschool children's vocabulary mainly develops verbal through interaction. Therefore, the technology-enhanced storytelling (TES) activity Jeffy's Journey is developed to support parent-child interaction and vocabulary in preschool children. TES entails shared verbal storytelling supported by a stor...
| Publicado en: | Journal of Computer Assisted Learning Vol. 33; no. 2; pp. 123 - 137 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=121570539&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 121570539 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2017 vid: 33 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 121570539 121570539 121570539 10.1111/jcal.12169 121570539 ppf: 123 ppct: 14 formats: tig: atl: Technology-enhanced storytelling stimulating parent-child interaction and preschool children's vocabulary knowledge. aug: au: Teepe, R.C. Molenaar, I. Verhoeven, L. affil: Behavioural Science Institute, Radboud University, The Netherlands sug: subj: Communication Knowledge Parent-Child Relations Technology Vocabulary Storytelling Child Development Child, Preschool Human Parenting Parents Peer Group Male Female Netherlands Multiple Regression Pearson's Correlation Coefficient Child, Preschool: 2-5 years Male Female ab: Preschool children's vocabulary mainly develops verbal through interaction. Therefore, the technology-enhanced storytelling (TES) activity Jeffy's Journey is developed to support parent-child interaction and vocabulary in preschool children. TES entails shared verbal storytelling supported by a story structure and real-time visual, auditory and textual prompts on a tablet computer. In this exploratory study, we investigated how TES influenced parent-child interaction and vocabulary. An experimental pretest-intervention-posttest design was followed with 44 3-year-old children and their parents in the experimental group and 27 peers in the control group. Results revealed that TES stimulated active child involvement and generated parent-child interaction, yet a great variety in TES characteristics both in time spent and usage of prompts was found among participants. Dyads that spent more time on story phases showed more and higher quality parent-child interaction. The usage of prompts was associated with improved parent-child interaction quality. Finally, an effect of TES was evidenced on children's productive vocabulary knowledge. To conclude, this study demonstrates that TES can be considered as a promising context for fostering parent-child interaction and children's vocabulary development. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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