Social and emotional components of book reading between caregivers and their toddlers in a high-risk sample

Abstract

In this collective case study of caregiver behaviors with their toddlers, two-minute videotaped reading interactions were analyzed using a constant comparative method. Twenty-four caregiver—toddler dyads from a high-risk sample of children prenatally exposed to cocaine were selected from a larger sample because they represented the extremes of expressive language scores on the Reynell Expressive Language Quotient at 36 months, one year after the reading interactions. Caregivers in the high-scoring group shared control of the book and discourse, were ‘in tune’ with the child’s needs and abilities, and answered their own questions to the children. This was in contrast to the behaviors of caregivers of the low-scoring children, who appeared unaware of the child’s developmental needs in the interaction, particularly in their ability to respond to the questions posed. Implications of the results for future research on caregiver reading with young children are discussed.