Interaction Dynamics with Babies During Shared Reading Practices

Authors

DOI:

https://doi.org/10.1590/1982-4327e3338

Keywords:

Reading, Childhood development, Pragmatics, Infants

Abstract

This paper examines the triadic dynamics of baby-teacher-book during shared reading in an Early Childhood Education School to explain how educational teaching practices can enhance initial reading experiences and development processes in Early Childhood. A ten-months-old baby and a teacher participated in this study and, as an instrument for data collection, reading situations were registered and later these sessions were weighted through use of microgenetic analysis. From the analysis of the data present in the detailed case, it was identified the emergence of qualitative indicators that favoured the involvement of the baby in the activity, the mediation and educational actions of the teacher and the use of the book were more frequent. The effective use of the object book with that baby has contributed to qualitative changes in the baby’s development and learning and emphasizes the incentive to share reading with other children.

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Author Biographies

  • Priscilla Nascimento-Dias, Instituto Federal de Brasília

    Priscilla Nascimento Dias is Master of Psychology and Professor at Instituto Federal de Brasília – Campus Estrutural, Brasília-DF, Brazil.

  • Gabriela Sousa de Melo Mietto, Universidade de Brasília

    Gabriela Sousa de Melo Mietto is a Professor at Instituto de Psicologia, Universidade de Brasília, Brasília-DF, Brazil.

  • Francisco José Rengifo-Herrera, Universidade de Brasília

    Francisco José Rengifo-Herrera is a Professor at Faculdade de Educação, Universidade de Brasília, Brasília-DF, Brazil.

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Published

2024-05-04

Issue

Section

Developmental Psychology

How to Cite

Nascimento-Dias, P., Mietto, G. S. de M., & Rengifo-Herrera, F. J. (2024). Interaction Dynamics with Babies During Shared Reading Practices. Paidéia (Ribeirão Preto), 33, e3338. https://doi.org/10.1590/1982-4327e3338