A Study On The Relationship Between 5 To 6 Preschool Children’s Early Reading Experience And School Readiness ——A Case Study Of District Y In X City,Yunnan Province

Emergent literacy is of great value to the cognitive development of 5-6 year old preschoolers,and having a good level of school readiness can reduce the discomfort of 5-6 year old preschoolers.In the context of the "double reduction" and "scientific readiness for school" policies,scientific readiness for school has become an urgent task.In order to test the hypothesis that emergent literacy experiences of preschool children aged 5-6 years can influence their school readiness and that there is a correlation between them,this study selected a first-class third-grade public kindergarten in Zanyi District,Qujing City,Yunnan Province,and administered emergent literacy experiences and school readiness assessments to 120 older children aged 5-6 years to explore the effects of emergent literacy experiences on school readiness and to provide a realistic perspective on the effects of emergent literacy experiences on school readiness."To answer the question " What are the benefits of reading?In order to test the hypothesis,this study investigated the relationship between emergent literacy experiences and school readiness in four areas: pre-reading experiences,pre-writing experiences,pre-literacy experiences,and emergent literacy process experiences,and six areas: visual perceptual skills,auditory perceptual skills,perceptual transfer skills,mathematical skills,verbal communication skills,and learning qualities.The results of the study showed that The results of the study showed that: 1.There was a significant difference in the level of school readiness development between the high and low emergent literacy experience subgroups of5-6 year old preschoolers.Children in the high emergent literacy experience group had better school readiness development than children in the low emergent literacy experience group.There were significant differences in the developmental levels of learning qualities of school readiness between the high and low emergent literacy experience groups of 5-6 year old preschoolers;the developmental levels of visual perceptual skills,auditory perceptual skills,perceptual transfer skills,verbal communication skills,and mathematical skills of 5-6 year old preschoolers were significantly higher in the high emergent literacy experience group than in the low emergent literacy experience group.The results validate the hypothesis that there is an effect of emergent literacy experience on school readiness for preschoolers aged5-6 years,i.e.,preschoolers aged 5-6 years can be prepared for school through emergent literacy.2.There is a significant correlation between preschoolers aged 5-6years’ emergent literacy experience and their school readiness.There were significant positive correlations between each item of emergent literacy experience and all dimensions of visual perceptual ability,auditory perceptual ability,perceptual transfer ability,verbal communication ability,and learning quality;among emergent literacy experiences,there were significant positive correlations between pre-writing,pre-literacy,and process reading experiences and mathematical ability,except for the insignificant correlation between pre-reading experience and mathematical ability,and this result verified that 5-6-year-old preschool This result verifies the hypothesis that there is a correlation between emergent literacy experience and school readiness for preschool children aged 5-6 years.The hypothesis that there is a linear relationship between the monthly age of preschoolers aged 5-6 years and their developmental level of emergent literacy experience,and the linear relationship between the monthly age of preschoolers aged 5-6 years and their developmental level of school readiness,leads to the conclusion that the development of emergent literacy experience and school readiness of preschoolers aged 5-6 years is related to their monthly age,and individual maturation needs to be considered.In light of these findings,this study explains the reasons behind the findings from four perspectives: joint home-school reasons,kindergarten reasons,family reasons,and social reasons,respectively.The following conclusions were drawn from this study: 1.The emergent literacy experiences of preschoolers aged 5-6 cannot be ignored: the emergent literacy experiences of preschoolers aged 5-6 have both strong and weak items,good emergent literacy habits promote good learning habits,and emergent literacy experiences complement the laws of cognitive development;2.The school readiness of preschoolers aged 5-6 should be taken seriously: the ideal school readiness The level of readiness development is the result of the integrated development of all aspects of school readiness,and maturation is one of the important reasons why5-6-year-old preschoolers’ level of school readiness can be improved;3.5-6-year-old preschoolers’ emergent literacy experiences are closely related to school readiness:5-6-year-old preschoolers’ emergent literacy experiences promote the development of their school readiness,educational transmission catalyzes the role of emergent literacy experiences in promoting school readiness,and early The long-term nature of reading activities facilitates the self-adjustment of school readiness,and emergent literacy experiences have strong and weak facilitative effects on various aspects of school readiness.The main recommendations from this are: 1.Promote the development of preschoolers’ school readiness with emergent literacy experiences: accumulate emergent literacy experiences to develop good habits and improve emergent literacy outcome experiences to promote the development of school readiness in language communication,mathematics,and perceptual transformation skills;2.Respect the laws of preschoolers’ cognitive development at age 5-6: respect the laws of individual preschoolers’ cognitive maturation at age 5-6.Respect the laws of assimilation and self-adjustment of 5-6-year-old preschoolers;3.Home,school,and school co-education in order to become a bridge for educational delivery: home,school,and school should work together to carry out emergent literacy and school readiness cooperation and maintain educational consistency in emergent literacy and school readiness;4.Improve emergent literacy experiences and school readiness weak programs: link experiences to develop emergent literacy experiences and school readiness,multiple interpretations of picture books to develop mathematical and perceptual transfer skills for school readiness,and using emergent literacy process experiences to promote the development of emergent literacy outcome experiences.