Home \ Project News \ Enjoy childhood with reading | Let children love reading
Author: Wu Zhi, teacher of Youfang preschool class
The age from 3-6 years is the golden period of children's language ability development, but also the critical period of children's reading ability development.
In order to improve children's interest in reading and their ability to read independently, I have prepared bookshelves and a variety of books in the language area, combined with three kinds of reading methods, hoping let children continue to fall in love with reading.
Teachers and children read together
I organized the children to read the picture book 123 Zoo in the form of group activities. During the reading process, I guided the children to observe the changes of the small mole in the picture, and the children asked:
"What is Mole doing? Where is little Mole going? Why does his face look different?"
Then I asked the children to discuss why the little mole had a different expression to let the children have a deeper understanding of the story. After understanding the story, I encouraged the children to imagine the next part of the story:
One little boy said, "Mole met a lot of things when he moved away, such as caterpillars, radishes, earthworms..."
"When Mole was moving," said his little friend, "he saw a small radish and then a big radish!"
Reading together with teachers can stimulate children's imagination and creativity, and under the teacher's rich language encouragement children can better experience the fun of reading.
Independent Reading
Every day, before children leave the preschool, I will ask the children to share their favorite books with their companions, and after a period of time, I invited the children to share their selected story in front of the others: at the beginning, some children could only speak a few words and were very shy, some children could say a lot but not clearly.
Later, I discussed with and learned from other teachers: for children's independent reading, we should guide the children to read the story content, and patiently listen to the children's self-expression, and according to that then provide in-depth guidance to encourage the children to speak more clearly.
Now, I will encourage the children to continue to boldly share on the stage, and then guide them step by step, and slowly tell the complete story one by one. The children are becoming more and more confident and will take the initiative to read the picture books.
Parent-child reading
Keeping children interested is the key to parent-child reading, even if the children is not interested at the beginning, parents should insist and encourage parent-child reading every day, so that it becomes a part of the child's life.
Therefore, I expressed to the parents in the class group that the children hoped that their parents could read picture books for them at home, and then I hoped that the parents would encourage the children to tell stories and then record them. Now there are often children's stories shared on tape in the class group. I will also play the recording in the preschool class, and everyone will listen to the stories of the children themselves.
The so-called "parent-child reading" is more important than "reading". This is a quality time between parents and children, and both parties need to enjoy the books and the company.
Combined with the three interesting reading methods, the children in the class became more and more interested in reading, and their progress was obvious. They could express the story of the picture book in their own language, and they could also relay the story to other children, parents and teachers to share their reading experience.
Let the children continue to fall in love with reading, so that they can always maintain infinite imagination, can always give us surprises!
Project introduction:
Tengchong POF is funded by Tin Ka Ping Foundation, and HPP cooperates with Tengchong Education and Sports Bureau to assist in the implementation of the "One village, One preschool" policy. The project takes early education as the entry point, improves the hardware facilities and teaching aids of preschool classes and organizes professional and systematic training for teachers regularly. The project team regularly supervises preschool classes to help teachers solve difficulties and problems in daily teaching activities. In addition, the preschool classes have set up the parent committee, carried out parent training and promoted preschool-home co-education. The project focuses on game-based teaching, provides tools such as teacher management kits and teaching materials, improves the coverage of preschool education in rural areas, and improves the quality of preschool education in rural areas, so that more children can receive high-quality preschool education.
This project is supported by the Tin Ka Ping Foundation.
This article represents the views of the author and does not represent the views or positions of the donor.