Interaction Dynamics with Babies During Shared Reading Practices

Nascimento-Dias, Priscilla; Mietto, Gabriela Sousa de Melo; Rengifo-Herrera, Francisco José

doi:10.1590/1982-4327e3338

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Developmental Psychology • Paidéia (Ribeirão Preto) 33 • 2023 • https://doi.org/10.1590/1982-4327e3338 copy

Interaction Dynamics with Babies During Shared Reading Practices

Dinâmicas de Interação em Situações de Leitura Compartilhada com Bebês

Dinámicas de Interacción con Bebés durante Momentos de Lectura Compartida

Authorship SCIMAGO INSTITUTIONS RANKINGS

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.

Keywords:
reading; childhood development; pragmatics; infants

Comments	Participants	Pedagogical Materials	Duration (minutes)
1st Session	♂ = 2	Magazine	Δt = 1:25
1st Session	♀ = 2	Magazine	Δt = 1:25
2nd Session	♂ = 1	Handbook	Δt = 6:02
2nd Session	♀ = 3	Handbook	Δt = 6:02
3rd Session	♂ = 1	Children’s book	Δt = 13:30
3rd Session	♀ = 3	Children’s book	Δt = 13:30

1 - Teacher Categories	Definition
Onomatopoeia (ONO)	Refers to read onomatopoeia.
Sung Reading (SR)	Refers to the moments when the teacher reads the book in the form of a song.
Mediation Direction (MD)	Group: When the teacher reads the book, addressing the entire group.
Mediation Direction (MD)	Specific: The teacher directs the reading to a child, directing the book to the baby or drawing their attention to the reading.
Use of the book (Uses p.)	Conventional: Use of the object according to its function. Uses the book to read, turning the pages, pointing or highlighting the images, and decoding orally to babies.
Use of the book (Uses p.)	Symbolic: The object is used out of context. For example, the teacher uses the square cutout inside the book cover as a window.
2 - Babies Categories	Definition
a) Emotional-Cognitive Expressions
Smile (S)	The baby smiles, expressing happiness at the activity.
Hand movements (M)	Claps one hand against the other, as a form of applause; taps or points at the book while using the hands.
Vocalize (V)	Babbling or repeating words spoken by the teacher.
b) Attention	Pays keen attention to the teacher or the book.
c) Use of the book
Uses of the book (Uses b.)	Conventional: Use of the object according to its function. Uses the book to read, turns the pages, and points to the images.
	Non-conventional: Puts the book in their mouth, and sits on it.
	Symbolic: The use of the object is maintained, but with elements of imagination.

Turn	Action described
1.	The teacher is sitting with 4 babies
2.	She places an activity handbook in the middle
3.	The babies then sat around the book
4.	One of the children is sitting on the teacher’s lap.
5.	The teacher shows the image of children flying kites with mediation directions to the group.
6.	Dora repeats the word kite and strikes the book with her hands.
7.	The teacher calls Dora when she shows the pictures and pages several times, she is the child who interacts the most with the book.
8.	Another child also taps the book with their hands.
9.	The monitor seats a child on the wheel.
10.	Érica climbs on the book and strikes it with her hands, the teacher sits her by her side.
11.	Dora points to the figures.
12.	The children are interested in the book.
13.	Dora points to the pictures in the book, when she turns the page, she says ball and points to the object (a ball) illustrated in the book.
14.	The children are paying attention as the teacher turns the pages and shows the images.
15.	All the children “throw” themselves at the book and clap their hands on it.
16.	The teacher places the children in a circle again.
17.	The teacher draws Dora’s attention to the pictures in the book again.
18.	Dora repeats some words spoken by the teacher.
19.	Stela gets up and seeks the monitor after a few seconds, then returns to the group.
20.	All the children look at the book.
21.	Maui tries to turn the page; Juba pulls the page.
22.	The teacher closes the book and informs she will get another one.
23.	The teacher hides the handbook behind her and takes the Galinha Pintadinha (Little Dotties) book, Juba cries asking for the handbook.

Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 Ribeirão Preto - São Paulo - Brasil, Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
E-mail: paideia@usp.br

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[1] Correspondence address: Priscilla Nascimento-Dias. Instituto Federal de Brasília-Campus Estrutural. Parque Nacional de Brasília, Área Especial 01 Quadra 16, Brasília-DF, Brazil. CEP 71.200-020. E-mail: priscilladias.unb@gmail.com