The Pattern And Development Trend Of Mother-Child Interaction During Story Picture Book Reading

The story picture book conveys the story information through the characters andpictures. As the Starting point of reading for the preschool children, the story picturebook is the first book in their lives. As the first teacher of children, mother'saccompany in shared reading plays a significant role in children's languagedevelopment.This thesis, combining the questionnaire with observation and interview, studiedmother-child's interactivities in the process of the story picture book reading. 120questionnaires were put in three kindergartens in Changchun. Four mother-childdyads for each group of 2~3, 3~4, 4~5.5 selected from 90 returned questionnaireswere audiotaped in their homes. One each of one visits, three different books weregiven to choose.Mother-child's interaction was classified by different five dimensions, includingwho tell the story, how mother read, main activity of reading, affectivecommunication and verbal communication. Results of observation also revealed thatmothers tended to be assistants of shared reading, mother tended to read the charactersof story picture book , mother tended to instruct children to comprehend the meaningof story, mother tended instruct children which activities are right or wrong, andmother –child's verbal interaction tended to be complicated.Relying on results above, this thesis made four educational suggestions of how toimprove quality of mother –child interaction in story picture book reading.