Leveraging Nudge Theory to Promote Adult Gesture Use During Read-Aloud Experiences With Young Children

Abstract

Nudge theory, a strategy to influence decision-making, holds promise for enhancing an adult’s use of evidence-based strategies during a read-aloud experience with a young child. This study examined the effectiveness of a nudge theory approach in increasing adult gesture use during a book-reading activity with a young child. Notably, 31 U.S. adult–child dyads participated in two conditions of a read-aloud experience. In the control condition, adults were provided with a book without gesture prompts. In the experimental condition, adults were provided with a children’s book containing prompts for gesture use. Using a paired-samples t-test, adults demonstrated a statistically significant mean increase in gesture use of 27.93, 95% CI = [19.00, 36.87], t(29) = 6.39, p < .001 when nudges were available. This study provides preliminary evidence that a nudge theory approach can effectively enhance adults’ gesture use during a read-aloud experience with young children.