Investigating The Effect of Joint Reading of The Stories in The Book ‘’Talk to Me’’ in Mother-Child Dyads on The Child’s Empathy and Emotional Regulation of Mother

Document Type : Original Article

Authors

1 Department of Counseling, University of Hormozgan, Bandar Abbas, Iran

2 Department of Education Science , University of Hormozgan, Bandar Abbas, Iran

3 Department of Sociology, University of Hormozgan, Bandar Abbas, Iran

Abstract

Objective: Studies show that joint parent-child activities have far-reaching effects on a child's emotional, cognitive, and social development. Research also reports the significant impact of mother-child relationships on mother-child interactions. The aim of this study was to investigate The Effect of Joint Reading in Mother-Child dyads on The Child’s Empathy and Emotional Regulation of the Mother.
Methods: In the present study, which was conducted as quasi-experimental with the control group, 20 mother-child pairs from Alborz Elementary School in Sanandaj, by quota sampling,  were randomly divided into two intervention and control groups. Data collection instruments included a Persian version of EmQue-CA for children and an emotional self-regulation questionnaire by Hoffman and Kashdan for mothers. The mother-child pairs in the intervention group read ten stories for 10 weeks, lasting thirty to forty-five minutes each with the mother and child. Data were analyzed using the ANCOVA and MANCOVA methods.
Results: In the intervention group, mean empathy (27.60) and mean tolerance style (21.28) increased, and this difference was statistically significant (p<0.001).
Conclusion: The results show that joint reading affects the child's empathy and the mother's emotion regulation. Reading the story helps the child gain a better understanding of the events and improves mother-child interactions.

Keywords

References

Allahyari, M. (2021). The Effectiveness of Parenting Education based on Acceptance and Commitment on Anger and Emotional Self - Regulation of Mothers of Children with ADHD. Journal of Family Relations Studies, 1(2), 28-35. Doi:10.22098/jhrs.2021.1277
Aram, D., & Shapira, R. (2012). Parent-child shared book reading and children's language, literacy, and empathy development. Parent-Child Shared Book Reading and Children's Language, Literacy, and Empathy Development, 2012, 55-65. https://oaj.fupress.net/index.php/rief/article/view/4073
Barros, L., Goes, A. R., & Pereira, A. I. (2015). Autorregulação parental, regulação emocional e temperamento: implicações para a intervenção. Estudos de Psicologia (Campinas), 32(2), 295-306. Doi:10.1590/0103-166X2015000200013
Berkowitz, D. (2011). Oral storytelling: Building community through dialogue, engagement, and problem solving. YC Young Children, 66(2), 36-45. https://eric.ed.gov/?id=EJ930387     
Bratitsis, T., & Ziannas, P. (2015). From early childhood to special education: Interactive digital storytelling as a coaching approach for fostering social empathy. Procedia Computer Science, 67, 231-240. Doi:10.1016/j.procs.2015.09.267
Britton, B. K., & Pellegrini, A. D. (2014). Narrative thought and narrative language. Psychology Press. Doi:10.4324/9781315808215   
Bus, A. G., & van Ijzendoorn, M. H. (1997). Affective dimension of mother-infant picturebook reading. Journal of School Psychology, 35(1), 47-60. Doi:10.1016/S0022-4405(96)00030-1             
Bus, A. G., Van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of educational research, 65(1), 1-21. Doi:10.3102/00346543065001001
Colwell, M. J. (2000). Mother-child emotion talk, mothers' expressiveness, and mother-child relationship quality: Links with children's emotional competence. Auburn University. https://www.proquest.com/openview/
Duursma, E., Augustyn, M., & Zuckerman, B. (2008). Reading aloud to children: the evidence. Archives of disease in childhood, 93(7), 554-557. Doi:10.1136/adc.2006.106336             
Eder, D. (2010). Life lessons through storytelling: Children's exploration of ethics. Indiana University Press.  https://iupress.org/9780253222442/          
 Erickson, E. (2018). Effects of storytelling on emotional development. Springer. https://library.stkate.edu/archives/sophia
Farrant, B. M., & Zubrick, S. R. (2012). Early vocabulary development: The importance of joint attention and parent-child book reading. First Language, 32(3), 343-364. Doi:10.1177/0142723711422626    
Gallagher, S., & Hutto, D. (2008). Understanding others through primary interaction and narrative practice. The shared mind: Perspectives on intersubjectivity, 12, 17-38. Doi:10.1075/celcr.12.04gal            
Gharadaghi, A., & Masoumi Ala, S. (2022). Investigating the Role of Emotional Self-Awareness, Cognitive Emotion Regulation and Social Adequacy in Predicting Marital Satisfaction. Journal of Family Relations Studies, 2(4), 32-39. Doi:10.22098/jhrs.2022.9781.1034
Haynes, J., & Murris, K. (2013). The realm of meaning: imagination, narrative and playfulness in philosophical exploration with young children. Early Child Development and Care, 183(8), 1084-1100. Doi:10.1080/03004430.2013.792256             
Hofmann, S. G., & Kashdan, T. B. (2010). The affective style questionnaire: development and psychometric properties. Journal of psychopathology and behavioral assessment, 32(2), 255-263. Doi:10.1007/s10862-009-9142-4            
Hsu, J. (2008). The secrets of storytelling: Why we love a good yarn. Scientific American Mind, 19(4), 46-51. Doi:10.1038/scientificamericanmind0808-46             
Hutto, D. D. (2007). The narrative practice hypothesis: Origins and applications of folk psychology. Royal Institute of Philosophy Supplements, 60, 43-68. Doi:10.1017/S1358246100009607             
Hutton, J. S., Horowitz-Kraus, T., Mendelsohn, A. L., DeWitt, T., Holland, S. K., & Consortium, C.-M. (2015). Home reading environment and brain activation in preschool children listening to stories. Pediatrics, 136(3), 466-478. Doi:10.1542/peds.2015-0359          
Jalongo, M. (2004). Stories that Teach Life Lessons. Early Childhood Today, 19, 36-43. https://eric.ed.gov/?id=EJ738435
Kareshki, H. (2013). Evaluating factorial structure of emotional styles in students. RBS, 11(3), 185-195 [Persian]. https://rbs.mui.ac.ir/browse.php?a_id=313&sid=1&slc_lang=en
Kerry-Moran, K. J., & Aerila, J.-A. (2019). Story in Children's Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning. Story in Children's Lives: Contributions of the Narrative Mode to Early Childhood Development, Literacy, and Learning. Doi:10.1007/978-3-030-19266-2 
Khosravi Larijani, M., Mohammadpanah Ardakan, A., Choobforoush-zadeh, A., & Dehghani Ashkezari, E. (2021). Examining the Validity and Reliability of the Persian Version of the Empathy Questionnaire for Children and Adolescents. Journal of Applied Psychological Research, 11(4), 263-280 [Persian]. https://japr.ut.ac.ir/article_79846.html?lang=en
Lawrence, R. L., & Paige, D. S. (2016). What our ancestors knew: Teaching and learning through storytelling. New Directions for Adult and Continuing Education, 149, 63-72. Doi:10.1002/ace.20177       
Lewis, C., Freeman, N. H., Hagestadt, C., & Douglas, H. (1994). Narrative access and production in preschoolers' false belief reasoning. Cognitive Development, 9(4), 397-424.
Doi:10.1016/0885-2014(94)90013-2           
Mol, S. E., & Bus, A. G. (2011). To read or not to read: a meta-analysis of print exposure from infancy to early adulthood. Psychological bulletin, 137(2), 267-275. Doi:10.1037/a0021890
Pekdogan, S. (2016). Investigation of the Effect of Story-Based Social Skills Training Program on the Social Skill Development of 5-6 Year-Old Children. Education and Science, 183, 305-318. Doi:10.15390/EB.2016.4618
Peterson, C., & Biggs, M. (2001). I was really, really, really mad!" Children's use of evaluative devices in narratives about emotional events. Sex Roles, 45(11), 801-825.  Doi:10.1023/A:1015692403932  
Peterson, C., & McCabe, A. (1994). A social interactionist account of developing decontextualized narrative skill. Developmental Psychology, 30(6), 937-945. Doi:10.1037/0012-1649.30.6.937      
Rahiem, M. D., Abdullah, N. M., Krauss, S. E., & Rahim, H. (2020). Moral education through dramatized storytelling: Insights and observations from Indonesia kindergarten teachers. International Journal of Learning, Teaching and Educational Research, 19(3), 475-490.
Doi:10.26803/ijlter.19.3.26           
Reese, E. (2013). Tell me a story: Sharing stories to enrich your child's world. OUP USA.
Doi:10.1093/acprof:osobl/9780199772650.001.0001 
Rutherford, H. J., Goldberg, B., Luyten, P., Bridgett, D. J., & Mayes, L. C. (2013). Parental reflective functioning is associated with tolerance of infant distress but not general distress: Evidence for a specific relationship using a simulated baby paradigm. Infant Behavior and Development, 36(4), 635-641. Doi:10.1016/j.infbeh.2013.06.008            
Schultheis, A. M., Mayes, L. C., & Rutherford, H. J. (2019). Associations between emotion regulation and parental reflective functioning. Journal of child and family studies, 28(4), 1094-1104. Doi:10.1007/s10826-018-01326-z   
Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children's reading skill: A five‐year longitudinal study. Child development, 73(2), 445-460.
Doi:10.1111/1467-8624.00417     
Trisciuzzi, M. T. (2017). Image and Imagination in Education: Visual narrative through Children's literature. Ricerche di Pedagogia e Didattica, 12(2), 69-81. https://rpd.unibo.it/article/view/7638     
Willis, C. A., & Schiller, P. (2011). Preschoolers' social skills steer life success. YC Young Children, 66(1), 42-48. https://eric.ed.gov/?id=EJ930006  
Wormald, C., Le Clézio, N., & Sharma, A. (2018). Roar and rumpus: engaging non-speaking children through stories and songs, The Silent Child. Routledge.
Doi:10.4324/9780429483196-17 
Wright, C., Diener, M. L., & Kemp, J. L. (2013). Storytelling dramas as a community building activity in an early childhood classroom. Early Childhood Education Journal, 41(3), 197-210.
Doi:10.1007/s10643-012-0544-7

Files

History

  • Receive Date: 30 April 2023
  • Revise Date: 18 August 2024
  • Accept Date: 30 April 2024

Share

How to cite

Statistics