Research On Problems And Solutions Of Family-kindergarten Interaction In Parent-child Reading Activities Of Intermediate Classes

In recent years, parents are paying more and more attention to parent-child activities, but currently there is still a lot of confusion, so it can provide some practical guidance and help through the construction of a good family-kindergarten interaction mode in the parent-child reading activities.The study is theoretically grounded on the critical development period and current development period of childhood, follows the spirit of Guidelines for the Learning and Developing of 3-6-Year-Old Children, tends to solve the problems existing in parent-child reading interaction by observational method, case tracking method and questionnaire method, which is expected to start from changing ideas and clarifying their respective responsibilities and to find effective family-kindergarten interactive mode to improve the quality of parent-child reading.The study shows that (1) parents hold the positive attitude to family-kindergarten interaction in the parent-child reading activities; (2) the parents are in the passive role of the family-kindergarten interaction; (3) intermediate class interaction tends to become comparatively formalistic; (4) the interaction form is rather single; (5) parents can’t well understand their roles in the interacting activities.Therefore, it proposes to construct family-kindergarten interaction mode in the parent-child reading activities of the intermediate classes, such as the mode highlighting the teachers as guiders and creators of "core mission"; the mode focusing on parental involvement and cooperation of "core issues"; the mode emphasizing on children’s participation and starting from the children’s development, the "community assistance" mode needing the combination of community, kindergartens, and families.