Practicing Report Of Kindergarten Parent-child Reading

Reading plays a vital role on human development.With the social development there is a growing awareness of the importance of early reading. For young children, the family is the most important place for the impact of their development, research suggests that parents’educational status nave a significant impact on the growth of children. Thus, parent-child reading is an important part of early reading, referring to both adults and children to participate in reading activities, has a special significance for the physical and mental development of young children.However, research shows that parent-child reading activities’currently carried out in our family still have many problems in different ways.Most studies have focused on the level of theory research,on the practice it appears inadequate. Research focus is on the study of parent-child reading practice, select a city to carry out a public kindergarten Intermediate three-month parent-child reading practice guidance activities. Through this practice in order to further explore the research on how to understand the status of parent-child reading undertaken to guide the way what is the parent-child reading, child reading materials should be selected and how to create the environment and other issues related to the solution. Thus were read for others to carry out family activities provide some useful lessons.Research on the practice of using action research primarily, questionnaire, interview. First, through questionnaires and interviews to basically clear the status of class reading activities and reading activities Family Style. Survey included parents on parent-child reading knowledge of parent-child reading time to ensure the creation and the environment, parent-child reading material selection, parent-child reading instructional strategies, children’s performance in reading a total of five dimensions. Survey showed that about parent-child reading activities following major issues:the meaning and essence of the parents of the child reading a clear understanding, parent-child reading program is not strong persistence.Secondly, the status quo for the parent-child reading activities, the researchers to investigate the dimensions as the standard, developed a parent-child reading practice guidance program, practice preschool teachers and parents invited to participate, follow the paradigm of action research carried out in stages, serious summarizes research practice problems and adjust to improve the program, and then the new program into practice. Again, by comparing before and after this parent-child reading practice test results show that children, parents and early childhood teachers in early childhood parent-child reading ability in all aspects of the activities of most improved. Finally, I reflect on the shortcomings that exist in the present study and propose Cheng problem to be solved in the parent-child reading practices exist, in order to lead to more thought and action.