The effects of "cross-boundary"experience in the reading-book activity from childhood to early adolescence on their social-cognitive development

2015 Fiscal Year Final Research Report

• Project/Area Number: 25380891
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Educational psychology
• Research Institution: Shirayuri College
• Principal Investigator: TAJIMA Nobumoto 白百合女子大学, 文学部, 教授 (90002295)
• Co-Investigator(Kenkyū-buntansha): MIYASHITA Takahiro 白百合女子大学, 人間総合学部, 教授 (00190778)
• 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
• Project Period (FY): 2013-04-01 – 2016-03-31
• 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

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.

Free Research Field

社会科学（心理学）