Early childhood reading needs to be utilitarian

If the external environment of a person’s education is divided into family, campus and society, the family must be the primary environment for children to receive education.

Especially in the preschool age, the family is the most important place for children’s education, and parents are the children’s first teachers.

  Reading is an important factor in promoting children’s intellectual development, and it is also the basis for children’s previous development of other abilities.

Therefore, children’s reading ability must be cultivated early, and families that are the first place for children’s reading education must also be given sufficient attention.

  Cultivating parents’ own reading interest is the first step in reading instruction. Parents have positive influences on their children’s reading.

Studies have shown that children who often see parents reading at home can better understand the nature of reading to the family, thereby stimulating their reading behavior.

The eighth national survey data (hereinafter referred to as data) can support this phenomenon from the side.

  Parents’ preference for reading will affect their children’s reading volume.

The data shows that in 2010, the average reading volume of children aged 0-8 years in developing countries was 4.

78 books.

Among families whose parents “like, and often read,” children aged 0-8 read the most, reaching 6.

40 books; in families where parents “like, but do not read often,” children aged 0-8 read slightly less, at 4.

38 books; and in the family of “don’t like, basically don’t read”, the reading volume of children aged 0-8 is only 4.

07 books.

  The data also shows that parents’ reading preferences may affect children’s reading preferences.

For example, more than 90% of households where parents “like and often read” (91.

2%) of children aged 0-8 like to read books, of which nearly 70% (69.

8%) of children 0-8 years old “liked and often read books”.

  It can be seen that the reading interest of parents may even affect whether the child reads, and also whether the child likes reading.

  Parents should teach according to their aptitude, and guide children to start reading as soon as possible. When to start guiding children to read is also a problem that many parents are confused.

The data shows that the average age of reading for children with reading experience in gray 0-8 years is 2.

39 years old.

In developing countries, 25 children start reading at the age of 0-1.

7%, 32 at the age of two.

2%, 21 from the age of 3.

8%, 20 started reading after 3 years old.

3%.

  The concept of reading for children should be broadly understood as listening (sound) or looking (drawing or writing).

Sometimes experts at home and abroad have different opinions on the start time of children’s reading-some think that the earlier the better, even during pregnancy, while some experts think that children’s reading can start around 6-10 months after birth.

But we must be sure that reading training is a gradual process, and children can start reading as early as possible.

Moreover, due to the individual resistance of children, guiding children to read should be taught according to their aptitude and cannot be generalized.

  Parents must not be absent during children’s reading. Because young children lack reading skills, international experience in reading methods for young children is based on parent-child reading. Parents and young children read stories together.

In China, the concept of parent-child reading has also received more and more attention from parents. Many parents report that parent-child reading is important to meet children’s reading needs.

Survey data show that among children’s favorite reading methods, “parents read with their children” accounted for 32.

0%, “Parents read to children” accounted for 35.

9%, the proportion of children who like to read independently is less than 30% (26.

3%).

  Survey data also show that 88 of children in the 0-8 age group who have had reading experience in developing countries.2% of children will be accompanied by parents during daily reading.

However, more than 70% (73.

2%) of the families were joined by the “mother” as a caregiver role, and the chance of being accompanied by the “dad” was less than 30% (26.

7%).

  Early reading should pay attention to the cultivation of reading interest, utilitarian guidance is not desirable in the selection of children’s books, the majority (51.

0%) parents showed their children “drawing cards, wall charts”, nearly half (47.

2%) Parents showed their children “Fairy Fables”, nearly 40% (36.

1%) Parents often show their children the “literacy count” category.

  By analyzing the main purpose of parents to guide children to read, it was found that parental intervention for children 2-3 years of age allows children to increase their knowledge (“help to understand various things” and “help literacy, learn to count”) for utilitarian purposes to guide children to read.
Foreign experts believe that the more appropriate the reading is at the early childhood stage, the main purpose is to cultivate children’s reading interest and habits.

However, the situation in China is just the opposite. Through the increase of children’s age, parents who guide children to read are gradually increasing.

This shows that the scientific nature of the concept of long-term parent-child reading needs to be further strengthened.

  In the past two years, the concept of early childhood reading education has been increasingly recognized in China, and many parents are actively learning and finding ways to suit their families.

If these scientific ideas and methods can be correctly corrected in early childhood reading, children must be more willing to approach reading and grow up healthy and happy in reading.