Een nieuw hoofdstuk: Educatief partnerschap via digitale prentenboeken

Abstract Background: Reading proficiency in the Netherlands is declining, posing risks to individuals and society. Picture books, print and digital, are effective tools for fostering literacy in early-childhood and may help counter the current decline. The challenge lies in ensuring these books actually reach young children. Educational professionals are uniquely positioned to facilitate children’s access to picture books by encouraging parents to adopt reading routines at home. To support these professionals and maximise the potential of their role, insight is needed into potential barriers that may prevent them from promoting home reading effectively. Objective: This study examines (1) which potential barriers educational professionals most frequently report when motivating parents to use print versus digital picture books at home, (2) whether the level of perceived barriers differs between formats, and (3) whether barriers are associated to professionals’ demographics. Method:...Show moreAbstract Background: Reading proficiency in the Netherlands is declining, posing risks to individuals and society. Picture books, print and digital, are effective tools for fostering literacy in early-childhood and may help counter the current decline. The challenge lies in ensuring these books actually reach young children. Educational professionals are uniquely positioned to facilitate children’s access to picture books by encouraging parents to adopt reading routines at home. To support these professionals and maximise the potential of their role, insight is needed into potential barriers that may prevent them from promoting home reading effectively. Objective: This study examines (1) which potential barriers educational professionals most frequently report when motivating parents to use print versus digital picture books at home, (2) whether the level of perceived barriers differs between formats, and (3) whether barriers are associated to professionals’ demographics. Method: Between March and June 2024, 37 educational professionals across the Netherlands completed a survey. One subscale (0–10) measured barriers for print (12 items) and digital (16 items) picture books. The top-3 barriers were identified via medians and individual top-3 frequencies. Scale scores were computed for both print and digital barriers and compared using a paired t-test. Subgroup differences were analyzed using independent t-tests and ANOVAs. Results: The top-3 barriers for print and digital formats differed consistently across both analysis methods (medians and individual frequencies). On average, perceived barriers were higher for digital (SCBD M = 2.25) than for print (SCBP M = 1.71), t(36) = -3.13, p = .003, d = .51. No significant differences were found by educational level, institution type, or age. Conclusion: Educational professionals experience more and different barriers when promoting digital picture books compared to print picture books, indicating interventions should specifically address format-related obstacles. However, generalizability is limited due to the small, selective sample (n = 37).Show less

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Een nieuw hoofdstuk: Educatief partnerschap via digitale prentenboeken