Diferencias en la lectura conjunta adulto-niño y su relación con el estilo cognitivo del trabajo

Abstract

This study described differences in shared reading of 12 adult-child dyads and its relationship with the cognitive style of the adults in these dyads. Six sessions of free shared reading (non-directed and non-instructed by the researcher) of one and a half hour were performed, registering adult and child actions in an observation guide format at the beginning and at the end of the sessions. Adult cognitive style was obtained with the embedded figures test (EFT) and the rod and frame test (RFT). The results showed two tendencies in the dyads' interactions: oscillation between focus on the book as an object and focus on interaction itself, and oscillation between attention to narrated story and attention to graphic aspects in the book. Only the first tendency had a low correlation with adult cognitive style. The scopes and possibilities of these dimensions as styles in the adult-preschooler interaction are discussed.