A Study On The Relationship Between Vocabulary Development And Parent-child Reading Environment In Preschool Children Aged 4-6

Early childhood is an important stage of vocabulary and language development,which is influenced by many factors,among which family factors cannot be ignored.The family is the children’s main living environment and activity place,is the life of the first school,is also a permanent school.Various factors in the family environment have an important influence on the development and growth of children’s vocabulary.Therefore,the environment created by parents in the process of parent-child reading should provide necessary support for children’s vocabulary and language development.This article through studies 4-6 years old children’s vocabulary development level,and family relationship between the main dimensions of parent-child reading environment,dimension respectively divided into the following several aspects:parent-child reading using language type,the number of reading books in the family,the frequency of the communication in the process of reading,parent-child reading time and reading.Thus,it can provide parents and educators with reasonable parent-child reading suggestions,so as to promote children’s vocabulary development and lay a solid foundation for the further development of children’s phonetic awareness.In this study,152 children aged 4-6 in the city’s kindergarten were selected as the research objects.Firstly,a self-made questionnaire was used,which was distributed by kindergarten teachers to parents to fill in,and accompanied by interviews,in order to understand the current situation of the home reading environment of the tested children.Secondly,two vocabulary assessment tools,EVT and PPVT,were used to measure the development of children’s expressive vocabulary and understanding vocabulary respectively.One-on-one oral question-and-answer was used to test the vocabulary development level of children in the selected samples.Then the collected data were statistically analyzed with SPSS19.0,and the conclusions were drawn as follows:(1)There is a significant age difference in the vocabulary development level of children aged 4-6,which shows that their vocabulary development ability is constantly enhanced with the increase of age.In the test of children’s vocabulary development level,on the whole,there are significant differences between different genders in the development of preschool children’s vocabulary ability,and preschool girls’ vocabulary ability is better than that of preschool boys.(2)At the age of 4,children’s vocabulary development level is significantly correlated with family interaction frequency,parent-child reading time investment and reading emphasis.There is a significant positive correlation between comprehension vocabulary and interaction frequency,and expression vocabulary and reading emphasis.(3)At the age of 5,the development of expressive vocabulary is significantly positively correlated with the type of language used,the number of books read,the frequency of family interaction,the investment of family time and the emphasis of reading.It shows that children’s language output ability begins to improve when they are 5 years old.(4)At the age of 6,there is a significant positive correlation between the vocabulary development level of children and the type of language used,the number of books read and the reading emphasis;However,there was no significant correlation between reading time investment and family interaction frequency.It shows that with the growth of children’s age,the language input ability is improved,and with the progress of children’s language autonomy,too much family reading intervention will be counterproductive.Based on the above conclusions,this study will put forward the following educational suggestions for the improvement of parent-child reading environment:First,use Mandarin in parent-child reading,to create a good language environment in the family;Second,increase and appropriate reading lists for children’s development level;Good at active and effective interaction with children in the process of reading;Third,adopt scientific parent-child reading strategies.Parents should provide high-quality reading activities and means,pay attention to the input and output of children’s vocabulary,and pay attention to cultivating children’s interest in reading and the accumulation of vocabulary.