Journals Information
Sociology and Anthropology Vol. 4(2), pp. 67 - 81
DOI: 10.13189/sa.2016.040204
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Parent-child Interactions during Co-reading Natural Science Storybooks
Hsu Chu-Chiao , Jui-Ching Cheng , Chou Mei-Ju *
Department of Early Childhood Education, National Pingtung University, Taiwan
ABSTRACT
In an age with rapid development of science and technology, how to cultivate the young generation's scientific literacy becomes extremely important. The study aims to investigate the dynamic process of parent-child co-reading natural science storybooks. Through children's exploring and experimenting daily life science with parents' scaffolding in five reading strategies, including Predictive Strategies, Connective Strategies, Summary Strategies, Summary for Them Strategies, and Note Taking Strategies, the integrated information and analysis results were as follows: First, children with different learning styles had different strategies to read science books. Next, parents need to select appropriately tailor-made reading strategies to enhance children's reading motivation. Thirdly, parent-child co-reading strategies do help improving the children's scientific literacy; children hence had higher interest in absorbing and applying to natural science knowledge, ability as well as more positive attitude towards exploring science.
KEYWORDS
Natural Science, Storybooks, Parent-child, Co-reading, Scientific Literacy
Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Hsu Chu-Chiao , Jui-Ching Cheng , Chou Mei-Ju , "Parent-child Interactions during Co-reading Natural Science Storybooks," Sociology and Anthropology, Vol. 4, No. 2, pp. 67 - 81, 2016. DOI: 10.13189/sa.2016.040204.
(b). APA Format:
Hsu Chu-Chiao , Jui-Ching Cheng , Chou Mei-Ju (2016). Parent-child Interactions during Co-reading Natural Science Storybooks. Sociology and Anthropology, 4(2), 67 - 81. DOI: 10.13189/sa.2016.040204.