A Dialogic Picturebook Reading Program : Effects on Teacher-Toddler Interactions and on Toddler Language

영아를 위한 대화식 그림책읽기 교사교육 프로그램의 효과

Subjects were 88 two-year-old-toddlers(25-36 months of age) and 32 teachers in 13 childcare centers; they were randomly assigned to experimental or control groups. The researcher observed teacher-toddler interaction in the picturebook reading situation. Analysis of patterns of teachers' verbal behavior and coding of toddlers' verbal and nonverbal behaviors were based on Senechal, et al.(1995) and Whitehurst, et al.(1988), respectively. In comparison with the control group, toddlers of the experimental group showed significant differences in verbal behavior; they acquired nouns occurring in the picturebooks and more expressive and comprehensive language. After training intervention, teachers of the experimental group showed changes in quality and quantity of verbal behavior.