Research On The Status And Improvement Of Parent-Child Reading

As an important part of early reading,parent-child reading refers to children who read and communicate with their parents and share reading results in a relaxed and pleasant environment.This reading method can encourage children to read better and learn,and cultivate them to develop good reading habits in appropriate ways.In a word,children’s parent-child reading is an activity that requires the participation of both children and their parents.Parent-child reading is crucial to the development of young children and their parental development.There are very few studies on the status quo and improvement of parent-child reading in China,most of which are mainly focused on family picture books for children aged 3-6.Therefore,on the basis of previous research results,this study takes three kindergartens in L city as the survey objects,and adopts quantitative research methods to study the status quo of children’s parent-child reading.Through the study on the current situation and improvement of children’s parent-child reading,it is found that most children’s parents very agree with parent-child reading,which also shows that children like to read with their parents,and the two sides can have a good communication and discussion on the reading content.However,there are inevitably some problems: in terms of parent-child reading content and reading process: children’s parents can not fully realize the value and importance of parent-child reading;Children’s parents in the choice of parent-child reading content of the randomness;The simplicity of parent-child reading materials for children;In terms of children’s parent-child reading method guidance:children’s parent-child reading interaction mode and strategy are single;Parents’ lack of scientific methods to guide parent-child reading,Let the young children can not find the fun in it;In terms of children’s parent-child reading environment: there is no quiet,suitable and stable reading place for children to conduct parent-child reading;Short parental participation time during the parent-child reading period;Lack of peripheral support;In terms of children’s parent-child reading effect: there is an obvious gap between children’s parent-child reading in father’s occupation,mother’s occupation and family monthly income.This study is a thorough study of the parent-child reading in three kindergartens in L city,We found the problems of parent-child reading in these three kindergartens and put forward corresponding solutions: improving the guidance mode of parent-child reading: using diversified reading guidance methods,Carry out parent-child reading activities in ways that meet their age characteristics and are acceptable to children;Reasonable use of parent-child reading skills;At the same time,children should also ask questions in the process of parent-child reading to use the words that children can understand;Parents should not force children to read what he does not like;Enhance the parent-child reading planning;Create a good parent-child reading environment: the material environment of parent-child reading includes the choice of reading place,the layout of reading space and the placement of reading materials.Parents should be role models for children reading;children and parents should calm down;parents should give children praise and rewards;and family members should have harmonious relations and unified educational concepts.The cognitive concept of reading is promoted among children’s parents,and the development of parent-child reading is also promoted with the help of surrounding forces.