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Study of parent-child communication in joint-reading process according the investigation of Beth Ann Beschorner, foreign researcher 1363
The article presents the analysis carried out by Ph. D. Beth Ann Beschorner (University of Iowa, USA) which concerns the training program for parents aimed at teaching them how to arrange the Dialogic reading with their childrenand and which makes it possible to conclude that due to the experience and direct contact with the written language in preschool age the idea of literacy was being formed. The article compares the empirical data obtained independently in different areas of scientific knowledge, i.e., philosophy and psychology: the study of B.A. Beschorner has a lot in common with the principles of cultural-historical psychology, formulated by L. Vygotsky, M. Lisina and other national psychologists. Although B. A. Beschorner do not stick directly to cultural-historical and activity theory, her results correspond with the basic provisions of these theories. The analysis of B.A. Beschorner’s works confirms the commonality of her findings to those obtained in terms of the cultural-historical theory. It proves that scientific thoughts even going in independent ways, may lead to similar results, which ultimately demonstrates the validity of the findings and the versatility of approaches to the problem.
Keywords: communication, dialogue, joint communicative activity, development.
Column: Developmental psychology