A Qualitative Study on the Interactional Experience Between a Mother and Her 2-Year-Old Toddler Through Dialogic Picture Book Reading

This study is a self-narrative qualitative research in which the researcher, as the mother of a 2-year-old child, participated directly in the practice of dialogic picture book reading. Dialogic reading is an interactive method that promotes communication through reciprocal dialogue, rather than one-sided reading, and is particularly effective in enhancing engagement and interaction with toddlers in the early stages of language development. The study aimed to explore the meaning of the interactional experiences that emerged between the mother and child during the process of dialogic reading. Data were collected through daily records of shared reading sessions, video recordings, analytic memos, and feedback from external reviewers. Efforts to ensure analytical validity included continuous self-reflection on the researcher's positionality, triangulation, and repeated data analysis. The results revealed that dialogic picture book reading encouraged the toddler to show more active responses and helped the mother become more attuned to the child's verbal and non-verbal cues. This study offers valuable insights into the practice of picture book reading as a medium for early parent-child interaction, and it suggests practical implications for early childhood education and parenting.