Research About The Independent-reading Behavior Of 5-6 Year-old Children

Now times changing rapidly, the children we need cultivate is not only the knowledge receiver but also the knowledge explorer and life-long learner. Reading is an important way to get knowledge, and childhood is key time to cultivate good reading behavior and capacity to read independently. And step by step we train them to lay the foundation for their independent reading and life-long learning. So what typical independent reading behavior do they have? And what result in such behavior and what should we do to make them better for independent reading?In this study, I selected children from 6 classes of elder infants in Chengdu to be the object. By method of observation, interview, literature, I found that some problems as below about independent reading: short time lasting; rarely or un-intensive reading or changing books rapidly; Treating reading as a game. The reasons for above problems include below aspects: Distracting by surroundings; Lack of interest; Lack of reading ability; Lack of guidance from teachers and parents; Bad habits in reading.As for above problems, the advices will be raised from the point of teacher 、kindergarten and parents as below: For the kindergarten, on one hand, they should research children’s interest before prepare the book; on the other hand, they should remove all the cartoon sofa and toys. For the teachers, firstly, they should strengthen the execution to guild children to read; secondly, they should try best to provide one quiet environment to read; thirdly, they should take good use of the influence between children; fourthly, they should spare enough time for the children to share and discuss after reading; fifthly, improving the reading ability of children; sixthly, developing children’s ability to observe picture; lastly, developing their oral language and at the same time take advantage of parents. For the parents, firstly, they should attach great importance to early reading. Secondly, providing good environment for children. Thirdly, participate in children’s reading; lastly, communication with other parents.