The connection between shared storybook readings, children’s imagination, social interactions, affect, prosocial behavior, and social play

ABSTRACT

This study explored the connection between shared storybook readings and children’s imagination, social interactions, affect, prosocial behavior, and social play. A secondary goal investigated the relationship between social play and vocabulary learning. Participants were 44 young children (17 boys, 27 girls) attending preschool in the northeastern United States. Ages ranged from 4.1 to 5.6 years. The majority of the children were from Mexican, Central American, Brazilian, and African-American ethnic heritages. We observed children before and after repeated shared storybook readings that incorporated story props over multiple sessions. We recorded children’s imaginative ability, social interaction, affective, helping, and social play behaviors using a time sampling approach. Children also completed the Peabody Picture Vocabulary Test –Four (PPVT-IV). We found shared storybook reading experiences connected positively to social, cognitive, and emotional developmental outcomes as well as social play. Pretend play experiences also positively connected with receptive vocabulary. Our findings support existing literature.

KEYWORDS:

• Early childhood
• shared storybook reading
• emotional development
• social development
• receptive vocabulary

Acknowledgements

The authors express their sincere appreciation to the children, caregivers, teachers, director, and research team members for their assistance with this project. They also kindly thank the anonymous reviewers for their thoughtful counsel.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on Contributors

Kristen E. Kohm received her Master’s in Anthropology and Education at Teachers College, Columbia University. She is currently a Ph.D. candidate in the Learning Sciences in the Contemporary Learning and Interdisciplinary Research program at Fordham University. Her research interests include the relationship between play and language development and the relationship between children's media use and learning. She recently co-authored a chapter in press for the Sage handbook of outdoor play.

Robyn M. Holmes is Professor of Psychology at Monmouth University. Her teaching and research interests reflect interdisciplinary and cross-cultural perspectives. She is the author of several books and numerous articles and chapters on play, sport, and early childhood development. These appear in the American Journal of Play, Children’s Folklore Review, Play and Culture Studies, Child Studies in Asia-Pacific Contexts, and the Journal of Sport Behavior.

Lynn Romeo is Associate Professor Emerita and the past Dean of the School of Education at Monmouth University.

Louis Koolidge is a senior majoring in psychology at Monmouth University. After graduation, he plans to attend graduate school and become a therapist. He enjoys working on his cars and playing roller hockey with friends.