REVIEW article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1622536
This article is part of the Research TopicEnhancing Learning through Cognitive and Social Inclusion Practices in EducationView all 10 articles
Shared book reading and promoting social and emotional competences in educational settings: A narrative review
Provisionally accepted
- 1The Academic College Levinsky-Wingate, Tel-Aviv, Israel
- 2Tel- Aviv University, Tel- Aviv, Israel
- 3Department of Human Sciences for Education “R. Massa”, University of Milano-Bicocca, Milan, Italy
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Over the last twenty years plenty of studies have shown the association between the development of social and emotional skills on the one hand, and wellbeing, peer popularity and school achievement on the other hand. Against this background, numerous intervention studies have been implemented especially in school contexts. Given the importance of an early enhancement of such skills, following a narrative review method we set out to examine the impact of shared book reading interventions on the social and emotional competence of children attending nursery and preschool settings. We conducted a comprehensive data search based on PubMed, Google Scholar, Scopus, and Web of Science. We identified 14 studies, five focusing on the nursery setting and nine to the preschool environment. We illustrated the main characteristics of the studies, highlighting the most significant results. In conclusion the paper both provides some considerations on the reviewed studies and suggests future lines for research.
Keywords: shared book reading, social and emotional competence, Interventions, Toddlerhood, preschoolers
Received: 03 May 2025; Accepted: 29 Jul 2025.
Copyright: © 2025 Schapira and Grazzani. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Rotem Schapira, The Academic College Levinsky-Wingate, Tel-Aviv, Israel
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