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Abstract
The purpose of this study is to investigate the effect of story time and reading stories on the development of toddlers’ social and emotional skills between 24 and 36 months of age. A sample of 10 toddlers was randomly selected from three different classes at the laboratory nursery of The University of Jordan. A pre-test and post-test were developed to measure the social and emotional skills of toddlers. Data were collected by administrating the measure for the lead teacher at the toddlers' room. Results from the data presented indicated that social and emotional skills for toddlers have improved positively. Also the results indicated that toddlers' mean scores in the post-test were higher and more significant than that in the pre-test. This indicated that story time in toddlers' daily routine affects their social skills significantly. Recommendations and suggestions for future research are presented.
Notes on contributor
Iman Amy Betawi is an Assistant Dean for Quality Assurance at the faculty of educational sciences at the University of Jordan. Her research interests include, but not limited to, father involvement, infants and toddlers programmes, preschools programmes, teachers training and education. Dr Betawi has extensive experience in infants and toddlers curriculum development and early childhood teacher training. She serves as an editor at the International Journal of Adolescence and Youth.