Shared reading in the family context: Conceptual models, empirical evidence and the COVID-19 pandemics
DOI:
https://doi.org/10.17058/signo.v49i96.19370Keywords:
family literacy, shared reading, cognitive-linguistic development, COVID-19 pandemicsAbstract
Family relationships, especially between parents/caregivers and children, are the main sources of stimulation and care in the early years of life, playing significant roles in child development. This article is a non-systematic theoretical review of the literature on shared reading (SR) in the family context. It addresses theoretical models and scientific evidence on the subject and potential effects of the COVID-19 pandemic on this practice. It contributes to the field of family literacy, particularly SR, by indicating that theoretical models from different epistemologies emphasize the role of family relationships and literacy practices, such as SR, in child development, although specific models on SR and, more broadly, family literacy are still lacking. At the same time, there is solid evidence of the positive effects of SR on cognitive-linguistic and socioemotional outcomes in childhood, even at early ages. The COVID-19 pandemic, as a stressful event for families, has highlighted the need for appropriate management of parental stress and the need for family organization (e.g., screen use, time for SR) regarding child stimulation activities. Finally, it is essential to identify family risk and protective factors that may influence child development and SR practices, and to provide early interventions, especially in times of crisis or potential stressors.
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