Child Care and Early Education Research Connections

Skip to main content

Books, read-alouds, and voluntary book interactions: What do we know about centers serving three-year-olds?

This study examined the quality of books, the quality of read-alouds, and children’s voluntary interactions with books in childcare centers serving low-income 3-year-olds (N = 30). Although a large percentage of centers had book areas, the features of book areas differed. The highest percentage of books was highly recommended and appropriate (39%) but about 14% was completely inappropriate. Childcare personnel managed read-alouds well and involved children. The bulk of naturally occurring talk focused on reviewing story content (39.78%) with management/task organization following (27%). Three-year-olds did not voluntary interact with books at very high levels. Comparisons of the findings to existing studies suggest trends. (author abstract)
Resource Type:
Reports & Papers
United States

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Workforce-, classroom- and program- level predictors of quality in infant and toddler programs: How subsidized programs compare with other center-based programs

Reports & Papersview

Within and beyond the classroom door: Assessing quality in child care centers

Reports & Papersview

Child outcomes when child care center classes meet recommended standards for quality

Reports & Papersview