##plugins.themes.bootstrap3.article.main##

##plugins.themes.bootstrap3.article.sidebar##

Published Sep 30, 2019

Juzhe Xi

Wenying Zhou

Zhihong Zuo  

Abstract

This 6-week experimental study aimed to examine the effects of game-combined guided reading of picture books on children’s social emotional development. Pre- and post-test design was used among a sample of 81 children and their parents from 3 senior classes in a Shanghai public kindergarten. The participants were divided into five groups: guided reading group, self-reading group, reading-with-listening group, and two control groups. In both pre- and post-tests, children’s parents were administered measurement “The Scale of School Readiness in Emotional and Social Areas for Children”. The guided reading group was asked to read picture books by following the instructions, the self-reading group read the picture books by themselves, while in the reading-with-listening group, the investigator read the stories out loud to the children and pointed to the text. The two control groups did not read picture books, and the second control group was mainly used to investigate the effects of the pre-test. The results indicated that all types of reading had significant effects on the improvement of children’s social-emotional development with difference across the groups. The game-combined guided reading had more significant effects on children’s interpersonal relationships and self-awareness development than the other two reading styles, but the effect on children’s moral development was at the statistically marginal level and was significantly higher in the other groups. Our data suggest that picture book reading is effective in promoting children’s social-emotional development. Furthermore, game-combined guided reading is suitable for children’s psychological characteristics, and has much greater promoting effects on their social-emotional development. If adults could add mini games to the reading, it would enhance children’s positive experience and contribute to their social-emotional development.

##plugins.themes.bootstrap3.article.details##

Keywords

Game, Picture Books, Reading, Social Development, Social-Emotional Development, Kindergarten Senior Class

References
Aviles, A.M., Anderson, T.R., & Davila, E.R. (2006). Child and adolescent social-emotional development within the context of school. Child Adoles Ment Hlth, 11(1), 32-39.

Cao, Y.L. (2016). The understanding and practice of kindergarten curriculum through games. Stud Early Child Edu, 12, 61-63.

Chen, H.C. (1994). Characteristics, impact factors and measurement of children’s social development-General report of “The social development of children aged 3–9 in China”. Psychol Dev Edu, 4, 1-17.

Chen, J.F. (2008). Analysis on the problems and strategies on kindergarten-primary school transition in China. Forum Contem Edu, 11:54-55.

Chen, Y.X. (2017). Examination the practice of pleasing learning: Take a game-style electronic picture book as an example. Taiwan Edu Rev, 9:311-313.

Cunningham, J.N., Kliewer, W., & Garner, P.W. (2009). Emotion socialization, child emotion understanding and regulation, and adjustment in urban African American families: Differential associations across child gender. Dev Psypathol, 21(1):261-283.

Dewey, J. (2003). Democracy and Education. (Lin, Bao-shan translated) (pp.203–213). Taichung: Wu-Nan Book Company.

Du, M. (2015). The intervention study of picture books reading on the altruism behavior and social adjustment in rural primary school children. Unpublished Master’s Dissertation, Jiangxi Normal University.

Duan, Y. (2010). The value of performance games for children’s social development. Ability Wisdom, 35:259.

Fang, W.P. (2012). The literature of play: Playfulness in children’s literature. Stud Early Child Edu, 6:3-7.

Fei, L.L. (2016). Selection and application of picture books in kindergarten performance games. Pop Sci, 7:90.

Fredrickson, B.L., & Losada, M.F. (2005). Positive affect and the complex dynamics of human flourishing. Am Psychol, 60(7):678-686.

Geng, M.L. (2010). Significance and educational suggestions in picture book reading for children’s development. J Hunan Univ Sci Eng, 31(10):54-56.

Guo, Y.M. (2015). On the literature picture books for young children. Stud Early Child Edu, 8:64-66.

Harniss, M.K., Epstein, M.H., Ryser, G., & Pearson, N. (1999). The behavioral and emotional rating scale: convergent validity. J Psy Edu Assess, 17(1):4-14.

He, M.Y., & Liu, Y. (1999). Facing the 21st century, fostering children’s playfulness. Stud Early Child Edu:20-23.

Hickman, J. (1981). A new perspective on response to literature: research in an elementary school setting. Res Teach Eng, 15(4):343-354.

Hsieh, S.H. (2004). The effect of the picture book guidance program on the social skills of elementary students. Unpublished Master’s Dissertation, Normal University of Taipei.

Leng, X.Y. (2017). Analysis on the application of interesting picture book in the background of curriculum gamification. Read Write Period, 14(2):228.

Lian, G.L., Wang, H.S., Huang, X.N., Shi, S.H., Liu, G.Y., & Zhang, J.R. (2008). Study on correlation between social-emotional development and behavior problems in 2–3 years old children. Chin J Child Hlth Care, 16(2):139-141+143.

Liu, S.W. (2004). An action research on using children’s literature in teaching social studies. Unpublished Doctor’s Dissertation, National Taiwan Normal University.

Liu, Y.X. (2010). On theoretical significance of children’s social development. J College NW Adult Edu, 6:80-81+65.

Lv, X., & Long, W. (2006). On Vygotsky’s Play Theories. Stud Early Child Edu, 6:53-55.

Mendez, J.L., McDermott, P., & Fantuzzo, J. (2002). Identifying and promoting social competence with African American preschool children: Developmental and contextual considerations. Psychol Sch, 39(1):111-123.

Meng, Q.Y. (2014). The influence of independent games on children’s social development. J Kaifeng Inst Educ, 34(9):226-227.

Meng, Z.L. (1989). Human emotion. (pp.393). Shanghai: Shanghai People’s Publishing House.

Pahl, K.M., & Barrett, P.M. (2007). The development of social-emotional competence in preschool-aged children: An introduction to the Fun FRIENDS Program. Aust J Guid Counsel, 17(1):81-90.

Peng, X.C. (2016). Analysis of the game characteristics of children’s literature. J Shandong Agr Eng Univ, 33(8):185-186.

Peng, X.P. (2009). Traceability of educational activities in kindergarten. Stud Early Child Edu, 10:17-22.

Ran, N.Y. (1994). Self-awareness and social development of children aged 3–9. Psychol Dev Edu, 4:18-21+29.

Rogers, C. (1951). Client-centered therapy: Its current practice, implications and theory. London: Constable.

Shaffer, D.R., & Kipp, K. (2013). Developmental psychology: Childhood and adolescence (9th). (pp.380–381). Wadsworth: Cengage Learning.

Shi, S.H. (1994). Establishment of the Chinese children's social development literature database (CCSD). Psychol Dev Edu, 4:64-67+26.

Sun, Y. (2017). Goals and implementation of picture book games curriculum. Stud Early Child Edu, 2:64-66.

Wang, Y.W., Wang, Z.H., & Liu, J.J. (2011). The development of self-conscious emotion understanding of primary school children and its relationship with prosocial behaviour and peer acceptance. Psychol Dev Edu, 1:65-70.

Xu, J.H., & Qu, J. (2001). Cultivation of self-consciousness of preschool children. Stud Early Child Edu, 4:63-65.

Yang, B.J. (2002). The effect of sports game on social character development of children and adolescence. Chin Sports Sci Tech, 38(6):58-60.

Yang, L.Z., & Wu, W.J. (2001). Social development and education of preschool children. (pp.11–16). Dalian: Liaoning Normal University Press.

Yang, W.P., Lei, Y.L., Chen, K.C., & Hong, X.M. (2014). The experimental research of teaching by using social theme picture story books to promote the development of preschool children’s prosocial behaviors. J Edu Stud, 10(6):87-94.

Yang, X.P., & Li, C.Y. (2009). Reflection on children’s play from the perspective of cultural philosophy. Stud Early Child Edu, 10:17-22.

Yang, Y.F. (2014). Promote the social development of young children. Chin J Child Hlth Care, 22(3):225-227.

Yang, Y.J. (2015). Preparation of preschoolers emotional and social development level of assessment tools. Res Teach, 38(2):114-118.

Zhang, Z., & Zeng, B. (2016). Experimental study on picture books to the formation of children’s sociality. J Shaanxi Xueqian Norm Univ, 32(1):83-86.

Zhou, X. (1990). Games and social development of children. Psychol Dev Edu, 4:246-251.

Zuo, Z.H., Xi, J.Z., & Shi, J. (2012). Ameliorating preschoolers’ challenging behaviors through instructive picture books reading. Stud Early Child Edu, 6:29-35.
How to Cite
Xi, J., Zhou, W., & Zuo, Z. (2019). Integrating Games into Picture Books to Facilitate the Development of Social Emotions in Preschoolers: An Empirical Study on the Positive Effects of Game-Combined Guided Reading of Picture Books on Social Emotional Development in Preschoolers. Best Evidence in Chinese Education, 3(1), 305-320. https://doi.org/10.15354/bece.19.ar1076
Section
Article