Shared Book Reading and Children's Social-Emotional Competence

Dorit Aram, Ph.D., is a full professor at Tel Aviv University. She is the head of the Early Childhood Research Laboratory. Her research focuses on parenting, adult-child interactions, and their implications for early development. She studies adult-child literacy interactions and their impacts on literacy and socio-emotional development. She conducts interventions to improve preschool teachers’ and parents’ scaffolding, as well as children's early literacy and socio-emotional development. During the last ten years, she developed the "Parenting Pentagon Model" in collaboration with family therapists and child development specialists. She has studied the implications of beneficial parenting behavior on parents and children’s well-being across cultures. She is a board member of the Israeli OMEP (World Organization for Early Childhood Education). As an internationally leading literacy researcher, she is a member of the Reading Hall of Fame.Rotem Schapira, Ph.D., is a lecturer and pedagogical counselor at the Department of Early Education at Levinsky-Wingate Academic College of Educationin Tel Aviv and the Bob Shapell School of Social Work at Tel Aviv University.  She received her Ph.D. from the School of Education at Tel Aviv University and was a postdoctoral fellow at the Mofet Institute, in collaboration with the Social Lab of the Hebrew University, as well as at the University of Milano-Bicocca (Lab-PSE)..  Her research focuses on young children's social–emotional development, with particular emphasis on emotion understanding, empathy, and social competence. She examines emotional socialization processes among parents and early childhood educators, including adult coaching, shared book-reading dialogue, emotional caregiving behavior, and the beliefs and perceptions that guide these practices. Additionally, she develops and evaluates intervention programs designed to enhance young children's social–emotional skills.

• Chaper 1. Book Reading with Young Children as a Platform for Adult-Child Emotional Discourse.- Chapter 2. Shared Book Reading as a Unique Opportunity for Parent-Child Talk About Mental and Emotional States: How Does Winnie-the-Pooh Feel?.- Chapter 3. Emotion Talk During Book Sharing in German and Costa Rican Mother-Child Dyads.- Chapter 4. Narratives of Indigenous Peoples to Learn How to Understand and Express Emotions in a Community: From the Written to the Oral in the Emotional Field.- Chapter 5. Talk About Emotions and Dialogic Reading Practices Among Adults at Varying Levels of Contextual Risk.- Chapter 6. Nurturing Children’s Socioemotional Competencies Through Shared Book Reading.- Chapter 7. What Character Raises Richer Discourse During Shared Book Reading: Human or Animal.- Chapter 8. Working with Stories: A Bibliotherapeutic Perspective.- Chapter 9. Teachers Reading Style and Beliefs on Emotions.- Chapter 10. Shared Book Reading and the Promotion of Prosocial Conduct in Toddlerhood: The TEPP Program.- Chapter 11. Promoting Empathy through Shared Book Reading in Preschools: An Intervention Program.- Chapter 12. Parent-Child Shared Book Reading and Children’s Socioemotional Development: A Meta-Analysis of Correlational Studies.- Chapter 13. Impact of Shared Book Reading Intervention on Children’s Social-Emotional Competencies: A Systematic Review Protocol.- Chapter 14. Future Directions in Research and Practice.