Advertisement

The Influences of Children’s Temperament and Their Parent-Child Reading Environment on Their Preferences Regarding Parent-Child Reading

  • Jo-Han ChangEmail author
  • Tien-Ling Yeh
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 9741)

Abstract

Taipei City Government and New Taipei City Government have been actively promoting the project of “one parent-child center per district” to provide parents and children different choices for parent-child reading. Thus, this study aimed to explore the influences of children’s temperament and reading environment on children’s preference regarding parent-child reading, so that care takers can choose the most appropriate reading environment based on children’s preference. A questionnaire survey was conducted in August, 2011 with the subjects being children aged 3 to 7. A total of 119 questionnaires were retrieved. The questionnaire contains three parts: (1) demographic information, (2) children’s temperament scale; and (3) parent-child reading environments and scenarios. After field observation, reading environments were categorized into: (1) home: living room and bedroom; and (2) public space: exclusive reading area, subsidiary reading area, and park. And there were 34 scenarios summarized. These categories were used for further analyses. The analysis results are as below: (1) The children of 6 different types of temperament all preferred a bedroom at home and they loved to sit with their parent on the bed or on the floor. In the aspect of public space, the children preferred the subsidiary reading areas in bookstores or wholesale stores and parks. They loved to sit on a chair and face their parent. (2) Children’s reading environment and scenario would influence their preference regarding parent-child reading. They preferred a reading area or a subsidiary reading area in a public space.

Keywords

HCI and children Children’s temperament Parent-child reading Reading environment 

References

  1. Chan, C.C., Li, Y.C., Tseng, P.F.: A study of developing indicators and evaluation tools for reading literacy of children in Taiwan. RDEC Bimonthly 34(1), 48–61 (2010)Google Scholar
  2. Chan, Y.C.: Public library and babies’ reading campaign: bookstart as an example. Bull. Taipei Public Library 24(1), 97–100 (2006)Google Scholar
  3. Chou, S.Y.: The Relationship between temperament and problem behaviors in elementary school children. Master’s dissertation, Graduate Institute of Family Education and Counseling, National Chiayi University, unpublished, Chiayi City (2008)Google Scholar
  4. Huang, Y.W.: The Post-Occupancy Evaluation of Using and Planning of Instructional Resource Centers: A Case Study of An Elementary School in Chiayi City, Graduate Institute of Educational Technology, National Chiayi University, Chiayi City, pp. 154–155 (2004)Google Scholar
  5. Ke, H.W.: “Reading Ability Development”. In: Tseng, J.S (ed.) An Introduction to Language Pathology, p. 80. Psychological Publishing, Taipei City (1995)Google Scholar
  6. Ke, H.W.: Teaching Reading Literacy, Common Wealth, books.com.tw (2006). http://www.books.com.tw/products/0010346607. Accessed 8 Feb 2015
  7. Liao, Y.L.: “Give Me Five Happy Reading” – a study on improving children’s reading activities in order to increase their interest in reading. Early Childhood Educ. 301, 25–41 (2011)Google Scholar
  8. Lin, M.C.: An investigation of elementary students’ interests in reading in ping-tung county. In: Master’s dissertation, unpublished, Pingtung (2002)Google Scholar
  9. Lo, C.F.: The Use of Reading Environment among Preschool Teachers in Taichung City, Graduate Institute of Early Childhood Development and Education, Chaoyang University of Technology, Taichung City, pp. 112–115 (2005)Google Scholar
  10. Martin, S.R.: The Relationship between temperament ratings and behavior problems in preschool children. Unpublished Doctoral dissertation, State University of Georgia (1996)Google Scholar
  11. Martin, R.P.: Assessment of Personality and Behavior Problems: Infancy Through Adolescence. Guilford Press, New York (1988)Google Scholar
  12. Rudasill, K.M.: Child temperament, teacher–child interactions, and teacher–child relationships: a longitudinal investigation from first to third grade. Early Childhood Res. Q. 26, 147–156 (2013)CrossRefGoogle Scholar
  13. Shiao, H.C.: The current status and improvement solutions regarding classroom lighting. Educ. Mon. 333, 13–17 (1995)Google Scholar
  14. Thomas, A., Chess, S.: Temperament and Development. Brunner, New YorkGoogle Scholar
  15. Thomas, A., Chess, S.: Temperament and its functional significance. Course Life 2(7), 163–228 (1989)Google Scholar
  16. Von Sprecken, D., Krashen, S.: Do students read during sustained silent reading? Calif. Readers 32(1), 11–13 (1988)Google Scholar
  17. Wang, P. T.: Early Childhood Development and Counseling Assessment Amount. Psychology, Taipei (1995)Google Scholar
  18. Wang, P.T.: Infant Temperament: the Basic Characteristics and Social Composition. Psychology, Taipei (2003)Google Scholar
  19. Wang, P. T.: Children Feeding on Story Books, Taiwan (2013)Google Scholar
  20. Xing, Z.C.: Zhang psychology dictionary. Donghua, Taipei (1989)Google Scholar
  21. Yan, L., Zhang, J.: On influence of developmentally appropriate book comer upon children’s reading interest and habit. Early Childhood Educ. 10, 25–29 (2008)Google Scholar
  22. Yen, M.F.: An Investigation of Elementary 6th-grade Students’’ Intertests in Reading in Taipei County. Master’s dissertation, in-service master’s program, Department of Adult & Continuing Education, National Taiwan Normal University, unpublished, Taipei (2002)Google Scholar

Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.Graduate Institute of Innovation and DesignNational Taipei University of TechnologyTaipeiTaiwan
  2. 2.Doctoral Program in Design, College of DesignNational Taipei University of TechnologyTaipeiTaiwan

Personalised recommendations