Does talking about emotions impact young Turkish children's emotion recognition, word learning, and story comprehension?
Yükleniyor...
Tarih
2021
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Routledge
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
In this study, we tested the effect of emotion-supported dialogic reading on word learning, story comprehension, and emotion recognition skills of 3-4 years old children. We conducted a within-subject design with a group where the children participated only in dialogic reading sessions (control) and a group where children participated emotion-supported dialogic reading sessions (experimental). 20 Turkish children (11 girls and 9 boys) from low socioeconomic status families participated in the study. Before the intervention, we measured children's basic emotion recognition skills. Eight storybook readings carried out the intervention. Next, we tested children's retelling, word learning, and emotion recognition. The results showed that children did significantly better recognising basic emotions. In addition, children in Emotion-Supported Dialogic Reading understand the stories better than Only Dialogic Reading. However, children's receptive and expressive vocabulary learning did not differ significantly.
Açıklama
Anahtar Kelimeler
Dialogic reading, early childhood education, emotion recognition, story comprehension, word learning
Kaynak
Education 3-13
WoS Q Değeri
Q3
Scopus Q Değeri
Cilt
Sayı
Künye
Aydemir, M., Bilir, A. N., Geçgin, İ., & Sarı Uğurlu, B. (2021). Does talking about emotions impact young turkish children's emotion recognition, word learning, and story comprehension? Education 3-13, doi:10.1080/03004279.2021.2004191
