A Survey Of Father's Participation In Parent Child Reading

Parent-child reading refers to the family as the main reading place,through the parents to provide children with a variety of reading materials such as pictures,pictures,various signs,etc.,so that children can rely on color,pictures,text and in the parent-child interaction with parents to enable young children to Understand and use symbolic symbols,gradually form and develop self-awareness,and carry out a game-like activity of self-construction.In this study,a questionnaire survey was conducted to investigate the participation of 585 3-6 year old children in Changchun City in parent-child reading.The survey results show that:1.the degree of father's participation in parent-child reading is still not optimistic,which is reflected in the fact that the frequency of father's participation in parent-child reading is too low,and the duration of parent-child reading is shorter;2.The father is optimistic about participating in parent-child reading.Most fathers also have a relatively correct understanding of parent-child reading.However,a large part of the father still enriches the child's knowledge and expands the literacy for the purpose of parent-child reading;3.In the analysis of the parent-child reading environment,it is found that the father generally attaches importance to the creation of the physical environment,and the creation of the spiritual environment is relatively weak,which is reflected in the lack of intimate physical contact between the father and the child for parent-child reading,and less parent-child interaction;4.The father's choice of parent-child reading materials is mainly based on picture books(picture books)and fairytale fables,indicating that most fathers can better consider the age characteristics of young children when choosing parent-child reading materials.Some fathers are still self-centered,subjective and blind when choosing parent-child reading materials.They choose books that they think are of educational significance to their children,ignoring their interest,level of thinking development and individual differences;5.Although the father generally agrees with the important value of parent-child reading,it lacks the enthusiasm and initiative to participate in parent-child reading.At the same time,most fathers neglect the development of parent-child reading plans and do not pay attention to the establishment of good parent-child reading routines;6.Most fathers think thattheir work is too busy and too tired,and they have no time or energy to read and play with their children.Therefore,they are less likely to contact and communicate with kindergarten teachers,and rarely participate in kindergarten-related activities.There is a general lack of relevant knowledge for parent-child reading,and the guidance for parent-child reading is not enough.After reading,there will be no relevant extension education.According to the results of this study,five suggestions are put forward: correctly understand the value of parent-child reading,improve the participation of fathers;create a good parent-child reading environment;master scientific reading skills,optimize reading strategies;provide social support to provide peripheral support;vigorously promote new media The application of technology in parent-child reading guidance.