The effect of picture book reading on young children’s use of an emotion regulation strategy

  • Picture book reading is an enjoyable everyday activity for many young children with well-known benefits for language development. The present study investigated whether picture book reading can support young children’s social-emotional development by providing a learning opportunity for the usage of emotion regulation strategies. Three-year-old children participated in two waiting situations designed to elicit negative affect. Between these waiting situations they read a picture book. In two experimental conditions, the book depicted how a protagonist (same-aged peer or young adult, respectively) waited for a desired object and distracted herself with toys while waiting. Children in an additional control condition read a picture book that was unrelated to waiting. Use of distraction did not differ between conditions. Parents often read picture book interactively with their children. Therefore, in an additional condition (Exp. 2), the experimenter read the picture book featuring the same-aged peer protagonist in an interactive way intended to facilitate transfer. Apart from the reading style, the design was identical to experiment 1. Experiment 2 intended to test whether changes in reading style lead to differences in three-year old children’s social-emotional learning from picture books. When controlling for the children’s picture book experience, children in the experimental conditions exhibited an increase in distraction in contrast to children in the control condition. In sum, results suggest that picture book reading could be an ecologically valid and versatile method for supporting 3-year-old children in their use of an age-appropriate adaptive emotion regulation strategies such as distraction.

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Author:Johanna Sophie SchoppmannORCiDGND, Franziska SeverinGND, Silvia SchneiderORCiDGND, Sabine SeehagenGND
Parent Title (English):PLoS ONE
Publisher:Public Library of Science
Place of publication:San Francisco
Document Type:Article
Date of Publication (online):2024/03/08
Date of first Publication:2023/08/02
Publishing Institution:Ruhr-Universität Bochum, Universitätsbibliothek
Tag:Open Access Fonds
Issue:8, Artikel e0289403
First Page:e0289403-1
Last Page:e0289403-21
Article Processing Charge funded by the Deutsche Forschungsgemeinschaft (DFG) and the Open Access Publication Fund of Ruhr-Universität Bochum.
Institutes/Facilities:Lehrstuhl für Klinische Kinder- und Jugendpsychologie
Lehrstuhl für Entwicklungspsychologie
Dewey Decimal Classification:Philosophie und Psychologie / Psychologie
open_access (DINI-Set):open_access
faculties:Fakultät für Psychologie
Licence (English):License LogoCreative Commons - CC BY 4.0 - Attribution 4.0 International