Dialogic Instruction and Storybook on Children's Knowledge Construction: An Experimental Study on K2 & K3 Children.
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| Title: | Dialogic Instruction and Storybook on Children's Knowledge Construction: An Experimental Study on K2 & K3 Children. |
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| Authors: | Wu, Xuanyi Eliza (AUTHOR), Ko, James (AUTHOR), Sun, Jin (AUTHOR), Lee, Trevor (AUTHOR) |
| Source: | Reading Psychology. Oct2025, Vol. 46 Issue 7, p680-714. 35p. |
| Subjects: | Conservation projects (Natural resources), Conflict management, Reciprocal teaching, Early childhood education, Montessori schools, Cognitive development, Picture books |
| Geographic Terms: | China |
| Abstract: | Knowledge of conservation and conflict resolution is crucial for young children's academic and socio-emotional success. Dialogic instruction implemented in kindergarten classrooms is essential for young children's cognitive development and problem-solving abilities. Storybooks incorporate content knowledge and real-life experiences enhance children's knowledge-building processes. However, little is known about how dialogic instruction and storybooks with corresponding content knowledge influence children's knowledge construction. The objective of the current study was to explore their impact on kindergarten children's conservation and conflict resolution constructions. Participants were 120 K2 and K3 children recruited from a Montessori kindergarten with similar socioeconomic backgrounds in Kunming, China. Using a dialogic or non-dialogic approach, a pre-and post-test experimental design was applied to examine children's construction of conservation and conflict resolution before and after participating in three intervention sessions. The results indicated that dialogic instruction and storybooks with content knowledge could significantly but separately facilitate children's construction conservation and conflict resolution construction. Unlike conservation, dialogic instruction, but not storybook, can support children's conflict resolution as a form of social knowledge. The current study filled an essential gap in early childhood shared storybook reading literature, specifically in dialogic instruction and storybook with content knowledge, offering theoretical and practical insights. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Knowledge of conservation and conflict resolution is crucial for young children's academic and socio-emotional success. Dialogic instruction implemented in kindergarten classrooms is essential for young children's cognitive development and problem-solving abilities. Storybooks incorporate content knowledge and real-life experiences enhance children's knowledge-building processes. However, little is known about how dialogic instruction and storybooks with corresponding content knowledge influence children's knowledge construction. The objective of the current study was to explore their impact on kindergarten children's conservation and conflict resolution constructions. Participants were 120 K2 and K3 children recruited from a Montessori kindergarten with similar socioeconomic backgrounds in Kunming, China. Using a dialogic or non-dialogic approach, a pre-and post-test experimental design was applied to examine children's construction of conservation and conflict resolution before and after participating in three intervention sessions. The results indicated that dialogic instruction and storybooks with content knowledge could significantly but separately facilitate children's construction conservation and conflict resolution construction. Unlike conservation, dialogic instruction, but not storybook, can support children's conflict resolution as a form of social knowledge. The current study filled an essential gap in early childhood shared storybook reading literature, specifically in dialogic instruction and storybook with content knowledge, offering theoretical and practical insights. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02702711 |
| DOI: | 10.1080/02702711.2025.2504976 |
