2025 Volume 36 Issue 3 Pages 143-156
This study examines how parents of young children cognitively conceptualize the significance of picture book reading and whether this cognition is associated with factors such as the frequency of reading at home and the number of picture books available. Furthermore, this study explores whether children’s responses to shared reading influence parental cognition. A total of 458 parent–child dyads with children aged 1 to 5 years participated in a picture book lending program in which four books were distributed (one per week). The parents completed questionnaires assessing their cognitions regarding picture book reading. Principal component analysis revealed two dimensions of perceived significance: the first reflected a comprehensive understanding of cognitive development and motivational aspects, while the second emphasized emotional bonding and imagination. Both components were positively associated with reading frequency and the number of books per household, with the first component showing a stronger association. Additionally, children’s responses during reading were found to be related to parents’ postreading cognition. Age-related differences in children’s responses were also linked to variations in parental cognition.
【Research Impact】
This study suggests that parents of children aged 1 to 5 develop cognitive awareness of the significance of picture book reading through their children’s responses. The findings further indicate that age-related changes in children’s reactions are associated with corresponding shifts in parental cognition. These results provide foundational data for promoting community-based supports that encourage parents to engage cognitively with the value of shared picture book reading.
