嬰幼兒早期親子共讀對兒童腦神經發展的影響

三歲以前是腦部神經發展最快速的時期。早期的生活經驗是影響孩子大腦發展的重要因素，而早期的親子共讀即是重要的親子互動方式之一。許多研究發現親子共讀可以促進孩子的語言、認知及情緒行為的發展，同時也可以促進小學階段的閱讀及書寫能力。而讀寫萌發能力即是兒童語言發展的重要過程之一。讀寫萌發能力從出生就開始，而且建立在兒童的早期生活經驗之上，這過程包括5歲之前孩童的語言發展（language development）、聲韻覺識能力的發展（phonological awareness）以及字素（型）意識（grapheme awareness）的形成。在孩童幼小時接觸書本，有助於其以後對閱讀的興趣。研究顯示，親子共讀開始的年齡越小，以後孩子的語言和識字能力就越好。而這群具備較佳聲韻覺識能力和字素意識能力的孩童，進入小學後的閱讀能力表現通常也較好。因此，衛教家長儘早瞭解早期親子共讀的重要性，可以有效提高孩童未來的語言、認知及社會發展。而第一線的醫護人員則是協助父母進行親子共讀，並且鼓勵父母儘早開始親子共讀的最佳人選。

關鍵字

親子共讀；神經發展；嬰幼兒；讀寫萌發

並列摘要

Before age 3 is the critical period of neurodevelopment in children. Early experience could be an important factor influencing the children's brain development and early parent-child shared book reading is one of the best ways of parent-child interactions in infant/toddler stage. Many studies support early parent-child book reading can promote children's language, cognitive and emotional behavior development, and it also improves children's reading and writing ability in their school age. Emergent literacy, which begins at birth, is one of the important processes for language development in children. Emergent literacy builds on the children's early life experiences, including the language development, phonological awareness and grapheme awareness before age 5. Introducing books to children at an early age contributes to a later interest in reading. The younger the age at which parent-child shared book reading begins, the better the child's language and literacy skills later. The children with better phonological awareness and grapheme awareness will development better reading ability after entering school. In this way, educating parents to understand the importance of early parent-child shared book reading can effectively improve children's language, cognition and social development, and the first -line medical staff are the best candidates to assist parents in parent-child shared book reading and to encourage parents starting shared book reading early.

並列關鍵字

shared book reading ； neurodevelopment ； infant ； emergent literacy

參考文獻

Brown, M. I., Westerveld, M. F., Trembath, D., & Gillon, G. T. (2018). Promoting language and social communication development in babies through an early storybook reading intervention. Int J Speech Lang Pathol, 20(3), 337-349. https://doi.org/10.1080/17549507.2017.1406988

Cates, C. B., Weisleder, A., Johnson, S. B., Seery, A. M., Canfield, C. F., Huberman, H., Dreyer, B.P., & Mendelsohn, A. L. (2018). Enhancing Parent Talk, Reading, and Play in Primary Care: Sustained Impacts of the Video Interaction Project. Journal Pediatr, 199, 49-56. https://doi.org/10.1016/j.jpeds.2018.03.002

Debaryshe, B. D. (1993). Joint picture-book reading correlates of early oral language skill. Journal of Child Language, 20(2), 455-461. https://doi.org/10.1017/S0305000900008370

Dekaban, A. S. (1978). Changes in brain weights during the span of human life: relation of brain weights to body heights and body weights. Ann Neurol, 4(4), 345-356. https://doi.org/10.1002/ana.410040410

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嬰幼兒早期親子共讀對兒童腦神經發展的影響

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