TY - JOUR
T1 - Mind Mapping during Interactive Book Reading in Early Childhood Classrooms
T2 - Does It Support Young Children’s Language Competence?
AU - Boerma, Inouk
AU - van der Wilt, Femke
AU - Bouwer, Renske
AU - van der Schoot, Menno
AU - van der Veen, Chiel
PY - 2022
Y1 - 2022
N2 - Research has shown that interactive book reading in early childhood classrooms contributes to children’s language development. High quality interaction during book reading has been shown to be even more beneficial for children’s language development, but more research is needed on which interaction practices really work, as there is great variability. The present study investigated the effects of three different interactive book reading approaches in an 8-week intervention: (1) interactive book reading (comparison condition), (2) book reading with focused attention, and (3) book reading using mind maps. A total of 551 children aged 4–6 years from 23 early childhood classrooms participated in the current randomized quasi-experimental study. Multilevel models were used to examine differences between conditions and/or gains in children’s language competence. Research Findings: Results showed no significant differences between the three interactive book reading conditions, and no added effect of using mind maps during interactive book reading. However, our study does show that engaging young children in three different and relatively short interactive book reading interventions results in improved language competence. Practice and Policy: Findings confirm the importance of interactive book reading in education and indicate that teachers can alternate on traditional interactive reading, for example, by using mind maps.
AB - Research has shown that interactive book reading in early childhood classrooms contributes to children’s language development. High quality interaction during book reading has been shown to be even more beneficial for children’s language development, but more research is needed on which interaction practices really work, as there is great variability. The present study investigated the effects of three different interactive book reading approaches in an 8-week intervention: (1) interactive book reading (comparison condition), (2) book reading with focused attention, and (3) book reading using mind maps. A total of 551 children aged 4–6 years from 23 early childhood classrooms participated in the current randomized quasi-experimental study. Multilevel models were used to examine differences between conditions and/or gains in children’s language competence. Research Findings: Results showed no significant differences between the three interactive book reading conditions, and no added effect of using mind maps during interactive book reading. However, our study does show that engaging young children in three different and relatively short interactive book reading interventions results in improved language competence. Practice and Policy: Findings confirm the importance of interactive book reading in education and indicate that teachers can alternate on traditional interactive reading, for example, by using mind maps.
U2 - 10.1080/10409289.2021.1929686
DO - 10.1080/10409289.2021.1929686
M3 - Article
SN - 1040-9289
VL - 33
SP - 1077
EP - 1093
JO - EARLY EDUCATION AND DEVELOPMENT
JF - EARLY EDUCATION AND DEVELOPMENT
IS - 6
ER -