Facial Orientations and Head Movements Comparison in Different Scaffolding Strategies during Shared Book Reading

• In Event: AERA Poster Session Wednesday 11:45am
  In Poster Session: Poster Session I -- AERA Division D Section 1: Measurement, Psychometrics, and Assessment

Abstract

This study analyzes children's facial direction and head movements as non-verbal cues before and after different teaching support strategies during shared book reading. We examined video recordings frame-by-frame, using algorithms to track where children were looking and manually identifying their head movements. Results showed that when children appeared distracted or looked away, adults typically provided simpler support (downward scaffolding). When children showed engagement through nodding or making eye contact, adults offered more challenging support (upward scaffolding). Simpler support helped refocus distracted children, while challenging support maintained engaged children's positive participation. This research offers new insights into the moment-by-moment dynamics of adult-child teaching interactions.

Authors

• Boyuan LIU, Chinese University of Hong Kong

• Si Chen, The Chinese University of Hong Kong

• Xuerong Wang, Chinese University of Hong Kong

• Xiao Xiao, Fudan University

• Yujia Chen, Fudan University