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<p>In this study, 16 Chinese parents with children aged 3–6 years were asked to share their perspectives on language practices with a focus on two strategies recommended in the research literature to support expressive and receptive language: dialogic reading (DR) and co-viewing and conversing about television programs or videos (CVC). Data was gathered through a parent questionnaire and focus group discussions. While recognizing the benefits of DR and CVC for language and cognitive development, parents expressed concerns about the effects of these practices on their child’s engagement; potentially negative responses by their child to interruptions during book reading or co-viewing television/video; their own linguistic skills, particularly in English, a common second language in China and globally; and the demands of the practices on parents. These factors might prevent parents from implementing DR and CVC at home either in Mandarin, in a nonnative language, or both. We discuss the findings in light of sociocultural factors and recommend ways these language supports can be adjusted to address parental concerns, aiming to improve future practice and research.</p>

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Chinese Mothers’ Perspectives on Supporting Young Children’s Language Development Through Dialogic Reading and Co-Viewing

  • 期刊论文

  • 发表日期：

    2025年1月19日

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  • Wei Mao,
  • Diane Pesco

摘要

In this study, 16 Chinese parents with children aged 3–6 years were asked to share their perspectives on language practices with a focus on two strategies recommended in the research literature to support expressive and receptive language: dialogic reading (DR) and co-viewing and conversing about television programs or videos (CVC). Data was gathered through a parent questionnaire and focus group discussions. While recognizing the benefits of DR and CVC for language and cognitive development, parents expressed concerns about the effects of these practices on their child’s engagement; potentially negative responses by their child to interruptions during book reading or co-viewing television/video; their own linguistic skills, particularly in English, a common second language in China and globally; and the demands of the practices on parents. These factors might prevent parents from implementing DR and CVC at home either in Mandarin, in a nonnative language, or both. We discuss the findings in light of sociocultural factors and recommend ways these language supports can be adjusted to address parental concerns, aiming to improve future practice and research.