The Research On Literacy Environment Based On The Core Experience Of Preschool Children’s Pre-literacy

Preschoolers’ pre-literacy skills are an important component of early literacy development,with significant implications for their subsequent learning and lifelong development.Both the kindergarten and home environments are important factors in promoting core pre-literacy experiences for children.Therefore,this study examines the current state of the kindergarten and home literacy environments,identifies existing problems,and proposes strategies to help parents and early childhood educators focus on the development of preschoolers’ pre-literacy skills and cultivate their knowledge,abilities,and emotions in this area.The study focuses on eight classes from two public kindergartens in Guangzhou and their parents,using observation,interviews,and case analysis to observe the physical and psychological literacy environments of the classes.The study also employs questionnaires to investigate the home literacy environments of the corresponding classes,analyzes the current state of the kindergarten and home literacy environments,identifies existing problems,and proposes targeted suggestions.The study results indicate that in the physical literacy environment of the kindergarten classes,the presentation of text underestimates the true height that preschoolers need,with small and non-standard fonts that have adult-like features.The design of the literacy environment lacks the participation of preschoolers,the number of reading materials is insufficient,the types are single,and they are placed randomly and are difficult for preschoolers to access.The provision of writing materials is not rich enough,and the art area has basically replaced the function of the language(writing)area.In the psychological literacy environment of the kindergarten classes,teachers pay less attention to the state of preschoolers who are less involved in pre-literacy activities.Teachers have fewer non-verbal communications,and the form is single.Teachers have a weak concept of promoting preschoolers’ core pre-literacy experiences,and they provide guidance on pre-literacy activities with a strong sense of randomness.Teachers’ feedback is not in-depth,and they rarely expand preschoolers’ thinking.In terms of the home literacy environment,the utilization rate of family reading and writing materials is not high,and the types of family reading and writing activities are limited,with no significant differences between different age groups.Based on the above problems,corresponding suggestions are made for the classroom and home literacy environments.Teachers should create literacy environments based on preschoolers’ age and developmental characteristics,set up meaningful and participatory environments,and provide materials based on preschoolers’ interests and developmental needs,while also paying attention to individual differences.They should enrich their pre-literacy knowledge,improve their guidance on preschoolers’ core pre-literacy experiences,enhance their feedback literacy,and strengthen their knowledge of feedback strategies.They should also enhance interaction between families and schools in pre-literacy education.Parents should lead preschoolers to use a variety of materials for reading and writing activities based on their interests,engage in various forms of reading and writing activities with their children,and improve their knowledge of early literacy.