A Study On The Practice Of Parent-child Self-made Picture Book To Improve The Language Ability Of Junior Class Children

Language is a tool for human beings to think,transfer knowledge,express emotions and communicate.Pre-school is the key period of language development.The development of junior class children’s language ability has a far-reaching impact on children’s all-round development.In general,children’s language ability consists of four aspects: listening,speaking,reading and writing.In this paper,we divide children’s language ability into four dimensions including listening,expression,reading comprehension and pre-writing according to <Learning and development guide for children aged 3-6>.Traditional methods such as parent-child reading and picture book teaching on improving children’s language ability have been extensively discussed in previous studies.Instead of these methods,we focus on the parent-child self-made picture book in the current study,which is the innovation of this research.The parent-child self-made picture book experiment used in this study is composed of two parts: the process of making parent-child self-made picture book and reading activities carried out by the parent-child self-made picture books.To explore the relationship between parent-child self-made picture book experiment and children’s language ability,we study children from junior class of the X kindergarten in Kunming,Yunnan Province by interviewing 8 junior class teachers and observing children’s one-day activities.Through our investigation,we find that these children’s language ability is relatively weak and has limited development.The experimental scheme of our study is designed by incorporating children’s knowledge and relevant theories.Children from junior class Ⅱ(31 subjects)and junior class III(31subjects)in X kindergarten are chosen to conduct a comparative study.Before we begin the experiment,we test these 62 children using the language subscale of Me Carthy scale of Chidren’s Abilities Chinese revision(MSCA--CR).The method of parent-child self-made picture book experiment is adopted in junior class III.Typical cases in the experiment are discussed to help analyze and summarize the whole activity.This paper makes a comprehensive analysis for the four dimensions of children’s language ability in junior classes.We matcn these four dimensions to the test items in the language subscale of Me Carthy scale of Chidren’s Abilities Chinese revision.To illustrate this point,we clarify the relationship between listening ability,expressive ability,reading comprehension ability and the test items in the language subscale.In addition,a score describing the correspondence is proposed to conduct a quantitative analysis.Note that the pre-writing ability is investigated by observing the children’s pen-holding postures and interviewing teachers before and after the experiment.The following conclusions can be drawn from out experiment.Firstly,the parent-child self-made picture book experiment can improve the language ability of junior class children to a certain extent.To be specific,children’s listening ability,expression ability,reading comprehension ability and pre-writing ability have been significantly enhanced.Secondly,this improvement is not affected by gender.Thirdly,there was a moderate positive correlation between the quality of parent-child self-made picture books and the improvement of children’s language ability.Based on our experimental experience,we conclude that the parent-child self-made picture book is a feasible way to improve the language ability of junior class children.Moreover,it can be a reference for educational practice.Meanwhile,together with the problems found in the experiment,this article calls for the cooperation of kindergarten,family and community to create a civilized language atmosphere and a positive language environment,so that we can better boost the development of children’s language ability.