Relationship between Maternal and Infant Behaviour during Story Time

Abstract

Shared story time reading promotes psychological abilities which are important in child development, including linguistic, conceptual and socio-emotional skills. The propose of the study was to analyse the relation between the actions of preschool children´s mothers with the types of interaction and the behaviour showed by their children during dyadic story time activities. This was an observational-analytic study. We studied 30 mothers with children (13 girls and 17 boys; average age five years) registered in third-grade preschool from a public school of low sociocultural level. Each pair was filmed in two sessions and analysed through taxonomy of behavioural categories. Initial data showed that most mothers presented limited skills as storytellers, readers, promoters of linguistic interactions and as informal teachers. The differences between groups and the correlations among maternal-infant behavioural categories indicated synchrony between the behaviour in the mothers and the performance on the child, particularly on the linguistic interactions.

Aprendizaje socioemocional en preescolar: fundamentos, revisión de investigaciones y propuestas

“…La enseñanza-aprendizaje puede darse en situaciones estructuradas, con enseñanza directa y explícita, o en situaciones informales, donde la enseñanza es indirecta. Como señalan Guevara et al (2018), la mayor parte de las prácticas de crianza infantil se realizan a través de situaciones poco estructuradas (informales); los padres no necesariamente se plantean la enseñanza socioemocional, dicho proceso se realiza a través del aprovechamiento de actividades cotidianas. Cuando el niño manifiesta una conducta suele recibir retroalimentación de los adultos (o de niños de mayor edad); por ejemplo, le advierten que una conducta no es correcta o que es peligrosa, o lo felicitan por hacer algo bueno.…”