A Research On The Status Of Readiness For Preschool Children's Language

Preschool children's language readiness is a new requirement of the basic education reform and the physical and mental development of all aspects on children, which can promote the overall development of pre-school education, and put valuable emphasis on the full and harmonious development of children. Preschool children's language readiness, as an important research topic, should attract the attention of the theoretical and practical researchers. But from the current teaching practice of kindergarten, it finds that it is not optimistic for preschool children's language readiness in many aspects. This thesis, according to the GDP of locally administered level in Sichuan, mainly adopts literature method, interview method, test method, and the purpose-stratified random sampling to extract Mianyang, Nanchong and Zigong ranked the second, eighth and tenth respectively in Sichuan. Among them, each locally administrative city divides into three levels, that is, city, county and town, and selects 4 kindergartens from each. So there are 12 sample kindergartens in each city and 36 kindergartens in total, then select 15 children at random to do the language test.This thesis takes different areas, different regions, different features and levels of kindergarten as the breakthrough point to do a research on the children as a subject in order to make a test on their language readiness. The results showed that there are obvious differences among children in different regions and different kindergarten; the differences among children's language readiness is related to difficulties of the test paper; there exist obvious differences in children's language learning evaluation with a relatively low level; the differences in different areas is relevant to the local economy, teachers strength configuration, and the teachers'teaching concept; the differences in different regions is concerned with teachers'language literacy, education concept, the family language environment; the differences in different features of kindergarten have relations with the concept and emphasis of the subjects and the government's financial input; the differences of different levels has correlative with the environment, notions and curricula of kindergarten. According to the present situation of preschool children's language readiness, this article proposes some thought from the aspect of preschool teachers, preschool education organization and the family. As for teacher, they should constantly strengthen their own language quality to pay attention to the language regulation; they should emphasize on children's early reading to cultivate strengthen the children's oral expression ability; walk Out of the error of "in advance" to focus on the cultivation of children's Chinese characters observation; foster kids'transfer ability between listening and action to better off their language learning quality; set up the multiple-evaluation concept of the kids. As for the kindergarten agency, they should create free and relaxed language environment; carry out meaningful and various language teaching activities; choose colorful and suitable language teaching material. As for family, they should set up the correct family education concept; create a harmonious family education environment; buy some extracurricular books to train kids'interest in language learning.