[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-study-detail:100644295":3},{"organization":4,"armGroups":7,"interventions":20,"overallOfficials":29,"centralContacts":36,"locations":43,"responsibleParty":59,"collaborators":25,"id":62,"slug":63,"hasResults":64,"nctId":65,"briefTitle":66,"officialTitle":67,"acronym":68,"eligibilityCriteria":69,"healthyVolunteers":70,"sex":71,"minAge":72,"maxAge":73,"enrollmentInfo":74,"targetDuration":25,"studyType":77,"phases":78,"briefSummary":80,"conditions":81,"keywords":85,"overallStatus":100,"whyStopped":25,"lastUpdateSubmitDate":101,"lastUpdatePostDateStruct":102,"startDateStruct":105,"completionDateStruct":107,"leadSponsor":109,"locationsCount":110},{"fullName":5,"class":6},"University of Greenwich","OTHER",[8,14],{"label":9,"type":10,"description":11,"interventionNames":12},"Emotion-Focused Shared Picturebook Reading","EXPERIMENTAL","Arm Description:\n\nCaregiver-child dyads allocated to this arm will receive an 8-week caregiver-delivered shared picturebook reading programme designed to support children's emotion regulation within everyday reading interactions. Caregivers will receive standardised training materials introducing emotion-focused scaffolding strategies, including emotion labelling, discussion of emotional causes and consequences, modelling of regulatory strategies and reflective questioning. Families will be asked to complete three shared reading sessions per week at home using age-appropriate picturebooks.",[13],"Behavioral: Emotion-Focused Shared Picturebook Reading",{"label":15,"type":16,"description":17,"interventionNames":18},"Standard Dialogic Picturebook Reading","ACTIVE_COMPARATOR","Caregiver-child dyads allocated to this arm will receive an 8-week shared picturebook reading programme matched in duration, materials and caregiver involvement, but without explicit emotion-focused content. Caregivers will receive standardised training in standard dialogic and narrative reading strategies, including naming, describing, sequencing and encouraging child participation through open-ended questions. Families will use the same picturebooks as the intervention group and will be asked to complete three shared reading sessions per week at home.",[19],"Behavioral: Standard Dialogic Picturebook Reading",[21,26],{"type":22,"name":9,"description":23,"armGroupLabels":24,"otherNames":25},"BEHAVIORAL","An 8-week caregiver-delivered shared picturebook reading programme designed to support emotion regulation in 4- to 5-year-old children. Caregivers receive standardised training materials, delivered through short instructional videos, introducing emotion-focused scaffolding strategies during shared reading. Strategies include emotion labelling, discussion of emotional causes and consequences, modelling of regulatory strategies and reflective questioning. Families are provided with age-appropriate picturebooks and asked to complete three shared reading sessions per week at home. Weekly feedback forms and audio recordings of the first and final sessions are used to support monitoring of engagement and fidelity.",[9],null,{"type":22,"name":15,"description":27,"armGroupLabels":28,"otherNames":25},"An 8-week caregiver-delivered shared picturebook reading programme used as an active comparator. Caregivers receive standardised training materials introducing dialogic and narrative reading strategies, including naming, describing, sequencing and encouraging child participation through open-ended questions. The comparator is matched to the emotion-focused intervention for duration, materials and caregiver involvement, but does not include explicit training in emotion recognition, emotional states or regulation strategies. Families use the same picturebooks as the experimental arm and are asked to complete three shared reading sessions per week at home.",[15],[30,33],{"name":31,"affiliation":5,"role":32},"Benjamin RG Sigsworth, MSc","PRINCIPAL_INVESTIGATOR",{"name":34,"affiliation":5,"role":35},"Laura Katus, PhD","STUDY_DIRECTOR",[37,41],{"name":31,"role":38,"phone":39,"phoneExt":25,"email":40},"CONTACT","0044-20-8331-8000","benjamin.sigsworth@greenwich.ac.uk",{"name":34,"role":38,"phone":39,"phoneExt":25,"email":42},"l.Katus@greenwich.ac.uk",[44],{"facility":5,"status":25,"city":45,"state":25,"zip":46,"country":47,"countryCode":48,"cosmosGeoPoint":49,"geoPoint":54,"contacts":55},"London","SE10 9LS","United Kingdom","UK",{"type":50,"coordinates":51},"Point",[52,53],-0.12574,51.50853,{"lat":53,"lon":52},[56],{"name":57,"role":38,"phone":58,"phoneExt":25,"email":40},"Benjamin RG SIgsworth, MSc","0044 020 8331 8000",{"type":32,"investigatorFullName":60,"investigatorTitle":61,"investigatorAffiliation":5,"oldNameTitle":25,"oldOrganization":25},"Benjamin Sigsworth","Principal Investigator","100644295","sharing-tales-that-teach-shared-picturebook-reading-for-early-childhood-emotional-and-cognitive-development-100644295",false,"NCT07666802","Sharing Tales That Teach: Shared Picturebook Reading for Early Childhood Emotional and Cognitive Development","Sharing Tales That Teach: An RCT of Emotion-Focused Shared Picturebook Reading Versus Standard Dialogic Reading to Support Emotion Regulation and Executive Function in Caregiver-Child Dyads","STTT","Inclusion Criteria:\n\n* Child aged 4 to 5 years at baseline assessment\n* Child enrolled in a participating state primary school\n* At least one primary caregiver willing to participate in shared reading activities and study assessments\n* Caregiver has sufficient proficiency in English to engage with intervention materials and questionnaires\n\nExclusion Criteria:\n\n* Child has an identified sensory impairment, such as uncorrected hearing or vision difficulties, that would impede engagement with study tasks\n* Family is unable to commit to baseline and follow-up assessments",true,"ALL","48 Months","59 Months",{"count":75,"type":76},200,"ESTIMATED","INTERVENTIONAL",[79],"NA","Sharing Tales That Teach is a randomised study of a shared picturebook reading programme for 4- to 5-year-old children and their primary caregivers. The study will test whether a caregiver-delivered, emotion-focused shared reading programme leads to greater improvements in children's emotion regulation than a standard dialogic shared reading programme.\n\nEmotion regulation refers to children's developing ability to understand, express and manage emotions in ways that support learning, relationships and wellbeing. These skills are closely linked with executive function, including children's ability to remember instructions, control impulses and shift flexibly between activities. Shared picturebook reading may provide a natural, low-cost way for caregivers to support these skills through everyday interaction.\n\nFamilies in the randomised part of the study will be allocated to one of two 8-week shared reading programmes. In the emotion-focused group, caregivers will receive training in strategies such as naming emotions, discussing why characters feel as they do, talking about consequences of emotions and modelling ways to manage feelings. In the comparison group, caregivers will receive training in standard dialogic picturebook reading strategies, such as naming, describing, sequencing and asking open questions, without an explicit focus on emotions or emotion regulation. Both groups will use the same picturebooks and will be asked to complete three shared reading sessions per week at home.\n\nThe main hypothesis is that children in the emotion-focused shared reading group will show greater improvement in emotion regulation from baseline to 12-month follow-up than children in the standard dialogic shared reading group. The study will also examine whether the programme affects children's executive function, caregiver wellbeing and caregiver emotion regulation. Additional exploratory analyses will examine caregiver-child interaction processes and whether caregiver or child characteristics are associated with different intervention effects.\n\nThe study will recruit caregiver-child dyads through state primary schools in Greater London. Children will complete age-appropriate tasks and caregivers will complete questionnaires at baseline and follow-up. A laboratory subsample may also complete additional behavioural, observational and neurophysiological assessments. The study is low risk, non-invasive and does not involve medical treatment.",[82,83,84],"Child Development","Executive Functions (EF)","Emotion Regulation",[84,86,87,88,89,90,91,92,93,94,95,96,97,98,99],"Inhibitory Control","Cognitive Flexibility","Working Memory","Self-Control","Shared Reading","Dialogic Reading","Picturebooks","Early Childhood","Preschool Children","Caregiver-Child Dyads","Randomized Controlled Trial","Randomised Controlled Trial","Behavioural Intervention","Developmental Cognitive Neuroscience","NOT_YET_RECRUITING","2026-06-18",{"date":103,"type":104},"2026-06-24","ACTUAL",{"date":106,"type":76},"2026-09",{"date":108,"type":76},"2028-08-01",{"name":5,"class":6},1]