The effects of "cross-boundary"experience in the reading-book activity from childhood to early adolescence on their social-cognitive development
| Project/Area Number |
25380891
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Research Field |
Educational psychology
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| Research Institution | Shirayuri College |
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Principal Investigator |
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| Co-Investigator(Kenkyū-buntansha) |
MIYASHITA Takahiro 白百合女子大学, 人間総合学部, 教授 (00190778)
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| Research Collaborator |
OKUMA Mikako 秋草学園短期大学, 専任講師
IWASAKI Eriko 白百合女子大学, 生涯発達研究教育センター, 研究員
OKUMURA Momoko 白百合女子大学, 大学院文学研究科, 博士課程
伊東 直登 塩尻市市民交流センター
松本 美幸 塩尻市市民交流センター
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| Project Period (FY) |
2013-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥4,810,000 (Direct Cost: ¥3,700,000、Indirect Cost: ¥1,110,000)
Fiscal Year 2015: ¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
Fiscal Year 2014: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
Fiscal Year 2013: ¥1,690,000 (Direct Cost: ¥1,300,000、Indirect Cost: ¥390,000)
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| Keywords | 読み聞かせ活動 / 読書活動 / 社会的相互作用 / 自己内相互作用 / 垂直的越境活動 / 水平的越境活動 / 社会情動的発達 / 認知発達 / 読み聞かせ / 読み合い / 親の関わり方 / 読書への取組み / 読書経験の共有 / 認知・社会的発達 / 役割間越境的交流 / 場面間越境的交流 / 読書関連活動 / 図書館教育 / 境界横断 / 越境的交流 / 社会情動発達 |
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| Outline of Final Research Achievements |
This study aimed to examine the relation of family, school or community environments supporting children’s reading-book activities from childhood to early adolescence to their style of reading-book activities and social-cognitive development.
The results showed as follows. (1) The “vertical cross-boundary” experience, such as self-book-reading activity, done through child’s taking parent’s role in the parent-child co-book-reading activity, is related to preschoolers’ social-cognitive development.(2) The “horizontal cross-boundary” experience, such as the information exchange on school children’s book-reading activity, facilitating the reexamination of their own role-taking experience, is related to their social-cognitive development, through their deep reading-book activity, such as the orientation of detailed reading activity and their “feeling of self-efficacy” on book-reading.
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Report
(4 results)
Research Products
(15 results)
