A Comparative Study On The Status Quo Of Parent-child Reading In Families Of Migrant Children And Local Urban Children In Shenzhen

In recent years,there has been a growing focus on early reading.As an important part of early reading,parent-child reading not only has the emotional value of activating the family atmosphere and enhancing the relationship between parents and children,but also has the development value of promoting the coordinated development of children’s language,cognition,personality,social and other abilities.In the existing research,more attention has been paid to the study of parent-child reading in children’s families in a certain region,but there are relatively few comparative studies on parent-child reading in different groups of children in the same region.In view of this,this study selected 515 groups of families with young children in five kindergartens in Shenzhen through literature method,questionnaire survey method,interview method and observation method as research objects,including 257 groups of migrant families and 258 groups of urban children.A comparative study on the status quo of parent-child reading shows that:1.In terms of parent-child reading cognition,most migrant children and parents of urban children hold correct concepts,and a small number have cognition deviations.There is no significant difference between the parents of the two parents in the concept of parent-child reading;there is a significant difference in the purpose of reading,and some parents of migrant children have deviations in the understanding of the purpose of reading.The reason is closely related to the parents’ own growth experience and environment.2.In the application of parent-child reading strategies,migrant children and urban children’s families can use some reading guidance strategies,and the effect of the latter is better than the former.There are significant differences between the two families in the use of "guidance strategy" before reading,"role-playing storytelling" and "questioning strategy" during reading,and there is no significant difference in the use of "talking about the content of the book" after reading.The reason is that this is mainly affected by parents’ reading concept and attitude and their own conditions.3.In terms of parent-child reading effect,the reading effect of urban children’s families is better than that of migrant children’s families,but the overall effect of both still needs to be further improved.There are significant differences in reading interest and reading habits between the two children,and urban children are better than migrant children;there is no significant difference in reading skills between the two children.The reason for this is related to the parents’ ideology and specific reading guidance behavior to a certain extent.4.In terms of influencing factors of parent-child reading,parent-child reading of migrant children and urban children is affected by internal and external factors.Among the internal factors,there is a significant difference in the habit of children of the two groups in "often holding books and asking their parents to accompany them to read with them",which is related to the reading atmosphere of their families and children’s reading feelings.There is an extremely significant difference between the two children in "like all kinds of books very much",which is related to the type of books in the home and the guidance method of parents.Among the external factors,there is an extremely significant difference in the amount of books collected between the two families.The urban children’s families have more books than the migrant children’s families,which is affected to a certain extent by the economic level of the families.Based on the above conclusions and reason analysis,this study puts forward the following educational suggestions for improving the parent-child reading status of migrant children and urban children’s families: First,deepen the understanding and change the reading concept deviation of parents of migrant children;second,strengthen learning and enhance parents’ application of parent-child reading guidance strategies;third,take multiple measures to improve the effect of parent-child reading;fourth,change thinking,provide.