Dalian Children Of Mothers Involved In Parent-child Reading Status

Parent-child reading, as an important component of early reading, is a means of communication around the children's books through ways of reading, talking, asking, playing, performing and other forms in a pleasant intimate atmosphere between the mother and children. It has special significances in children's physical and mental development, so that children can get comprehensive developments in their abilities of reading and art appreciation, personality and other traits.Parent-child reading plays an important role in the development of young children. The children of 3-6 years old, due to the limited level of cognitive ability, lacking of knowledge and experience, can not read independently, so the adults in the family should work together to help children carry out the correct reading activities as early as possible to cultivate children's interests in reading. One mother reads with one child, which is a one to one model, is the best way to develop children's concentration. The participation of mothers can make children who are good at imitating improve reading ability. What's more, the emotional exchanges between the mother and their children established in reading is the most significant component in a child's development, for which no one can substitute. It is this kind of love that makes the children feel happy through reading in their early life, and love reading throughout their life.It has been found in the investigation that the enthusiasm of mothers in Dalian who are involved in parent-child reading has been gradually promoted, but the guiding strategy, external support and other influential factors still need further improvements. Some mothers also believe that reading is just to teach children early literacy, and they regard early reading as a tool for being literate, and equate reading to learning characters and letters. Parents who hold such a view neglected the task of early reading which is mainly the cultivation of children's reading interest and habits. Some mothers think that parent-child reading is just a process that parents read and children listen, while there is no asking, conversation, or interaction with children. The process is tedious and can not arouse the children's interest in reading.This paper aims to study the circumstances involved in guiding of understanding attitude, participation degree, guidance strategies, emotional communication, extensional education and external support of the mothers who participated in parent-child reading. Advices and corrections to the problems found in the survey are given to explore effective strategies of parent-child reading to promote children's reading ablities, and enrich the research achievements about parent-child reading. Finally, against the problems found in the parent-child reading process from the survey's results, 6 practical suggestions are proposed for child mothers: Establish a correct view of parent-child reading, prevent parent-child reading from "early literacization ", select children's reading materials scientifically, create a good reading environment, conduct the reading guidances by plan, launch extensional education of parent-child reading, and utilize the external support effectively. These educational proposals about parent-child reading are hoped to be useful for heightening of parent-child reading's quality and children's ablities of early reading.