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Shared Reading as a Practice for Fostering Early Learning in an Early Childhood Education and Care Centre: A Naturalistic, Comparative Study of One Infant's Experiences with Two Educators
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Torr, Jane – Literacy, 2020
Early childhood educators are encouraged to read with infants, yet little is known about the educator-infant book-focused interactions that occur in Early Childhood Education and Care (ECEC) centres. This study provides a systematic linguistic analysis of the naturally occurring interactions between one focal child Charlie (aged 21 months and…
Descriptors: Reading Aloud to Others, Child Care Centers, Early Childhood Teachers, Infants
How 'Shared' is Shared Reading: Book-Focused Infant-Educator Interactions in Long Day-Care Centres
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Torr, Jane – Journal of Early Childhood Literacy, 2020
Children's language experiences in the first two years of life are inextricably connected with their current and future language and literacy development. Research has shown that mother-child shared reading of picture books is a practice that can promote this development. Little is known, however, about the shared reading experiences of infants…
Descriptors: Reading Aloud to Others, Picture Books, Interaction, Early Childhood Teachers
Infants' Experiences of Shared Reading with Their Educators in Early Childhood Education and Care Centres: An Observational Study
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Torr, Jane – Early Childhood Education Journal, 2019
Research shows an association between mother-infant shared reading and children's language and literacy development. Educators in early childhood education and care (ECEC) centres frequently interact with groups of similar-aged infants, yet infant-educator shared reading has received little attention. This naturalistic observational study…
Descriptors: Infants, Early Childhood Teachers, Child Caregivers, Child Care Centers