Development Of Chinese Children 4 To 6 Years Old Word Consciousness

The word awareness is one of a metalinguistic awareness, which means children can understand words is the extent of the major significance of language structure and understand the nature of the word. In the studying field of the metalinguistic awareness, word awareness has been widely studied in the culture of alphabetic writing rank only second to phonemic awareness. The word awareness research not only explore the development of word awareness, but also explore the factors affecting the development of word awareness, as well as the formal literacy training with or without a significant impact on the development of word consciousness.By retrieving, there is little research on word awareness. Research methods is very inconsistent in testing tasks in existing domestic and overseas research. Xu Fen use word repetition and circle words task in her research of2002. There are many methods adopted in studys abroad, such as the judgment of real and nonwords, compare of the length of word, spliting a sentence to words and repeating suffixes. The results found that young children are often equivalent the physical nature of object to the nature of it’s language. but the age of word acquisition is controversial. Various research results in the development of word awareness characteristics has yet to be verified. In the field of the relationship research of word awareness and literacy, there’s more research on reading comprehension and word awareness. But the study of relationship among word awareness and literacy, vocabulary, the family environment is relatively small.This study mainly from the three dimensions to research. The main purpose is:to explore the development of word awareness of4to6years old Chinese children and their response strategies; Explore the factors affecting the development of the4to6-year-old Chinese children’s word awareness; Explore whether early formal literacy training significant impact on the development of Chinese children’s word awareness. The main tool is a word awareness quiz reference to the existing word awareness study, in addition to the PCDI test, PPVT test, reading comprehension skills test and family reading environment survey.Due to the prominent position occupied by the words in the language. The study intends to explore the word awareness development and it’s influencing factors. As well as to explore the impact of formal lateracy training to the word awareness. At the first studie of This article, in order to reaserch the effects of4to6years old pre-school Chinese children’s acquisition age of word awareness and the stage of its’ development, as well as the characteristics of the various stages of development and childen’s response strategies, we use the word awareness quiz to test the word consciousness of pre-school Chinese children4to6years old. The study also explored the relationship of4to6-year-old Chinese children’s word awareness development and other aspects of language development, including the accepting word awareness, literacy, reading comprehension, and the home literacy environment. The third reasearch comparative the word awareness test scores between two groups of6-year-old children who has been enrolled in grade1two months already. Finally, we draw the following conclusions:The word awareness of Chinese children in pre-school stage began to develop from4to5.5years old, which is a period of rapid development of the awareness of children. And it becomes preliminary ripe to6-year-old which development speed has been slowed down. The process of word awareness improvement from the germination to preliminary can divided into four stages of the obvious. First, the word concept fuzzy stage. A common feature on the characteristics and reflect the strategy is that children’s understanding of the word concept is did not realized. And response strategies is speculative, intuitive and concreteness. The second stage is word confusion stage. Children in this stage have a common feature in understanding the word concept and the reflection strategy, which they equal the letter to the word. The second stage is children initially recognize the presence of the word in the language. Children in this stage has to recognize that the word has a certain length. But this recognition is too mechanical. The fourth stage, the concept of "word" of children is gradually clear in the stage. Children in this stage already has basic understanding of the concept of the word and tends to better maturity level.