| Language learning is an important cornerstone of individual lifelong development of preschool children and an important part of early academic achievement at school age.As a key transition stage for early children’s language learning from oral language development to written language development,the transition from pre-kindergarten means that children have changed from the pre-kindergarten literacy of“pictures as the main and words as the supplement” to the “writing as the main and pictures as the supplement” Primary school literacy conversion is related to children’s early literacy learning from“pictures” to “words”.The long-term dislocation of the graphic-text link between pre-kindergarten literacy and primary school literacy affects the smooth transition of children’s symbolic reading “from pictures to text”.This study tries to find an educational organizational structure between “pictures” and“text”,which can support children to realize the transformation from “pictures to text”,and promote the“form and meaning mastery” between pre-literacy and literacy.The pictographic characters represented by the image-text association provide a feasible path for the realization of “form-meaning accessibility”.This study is based on early children’s language learning,explores the law of early children’s development from “pre-literacy” to “literacy”,and bridges the unreasonable gap in material cognition between “pre-literacy” and “literacy” under the traditional childhood connection.Using 241 children aged 4 ～ 6 years,Study 1 examined the development of children’s morphosyntactic competence in 6 categories of symbols with different levels of morphosyntactic fluency,including sketch,Dongba,oracle bone,small seal,clerical and Song,from which potentially suitable materials were selected.The results show that,overall,children’s morphosyntactic abilities develop with age;specifically,with or without controlling for literacy experience,the correct rates of morphosyntactic communication in both Dongba and Oracle were significantly lower than those in Simplified Chinese,and significantly higher than those in Little Seal Script,Clerical Script and Song Script.In contrast,the correctness rate of oracle bone characters for children aged 4 ～ 6 years always develops with age,which is in line with the characteristics of age development.This suggests that the oracle bones may be a suitable material for Chinese children to move from the concrete and pictorial stage to the progressively more abstract stage of writing.Study 2 took 192 children aged 4 ～ 6 as the research object.On the basis of Study 1,8 groups of matching pictures,oracle bone inscriptions,and simplified Chinese characters were selected as task materials,and innovatively used pictures to induce the matching oracle bone inscriptions and simplified Chinese characters in random order.The way of presentation is to explore the impact of oracle bone inscriptions on the development of formal and meaningful comprehension ability of children aged 4 ～ 6through a combination of quantitative evaluation and qualitative analysis.The results of the accuracy rate show that the transition of oracle bone inscriptions has a significant impact on the correct rate of comprehension of simplified Chinese characters for children aged 4 ～ 6.Specifically,under the condition of transition of oracle bone inscriptions,the accuracy of comprehension of simplified Chinese characters for children aged 4 ～ 6 is significantly Higher than the correct rate in the transition condition without oracle.Based on grounded theory,the oral reports during the task were coded.The results of the text analysis showed that children aged 4 ～ 6 experienced simplified Chinese characters in sequence from unreadable,confused,differentiated,misread,and accurately recognized.After reading correctly,children will also analyze the appearance and characteristics of simplified Chinese characters,connect with their life experience and experience of the evolution of Chinese characters,and strengthen their further understanding of the simplified Chinese characters.Compared with the transition condition without oracle bone inscriptions,the 4 ～ 6-year-old children under the transitional condition of oracle bone inscriptions have enhanced analysis of the appearance characteristics of simplified Chinese characters,connection with life experience,and enhanced awareness of the evolution of Chinese characters.similarity.The above results show that oracle bone inscriptions can support children aged 4 ～ 6 to realize the conversion from pictures to text,and promote the “form and meaning mastery” between “pre-literacy”and “literacy”.The possible reason is that early children are mainly in the stage of concrete image thinking,and their understanding of symbols will be more dependent on their appearance characteristics.Oracle bone inscriptions,as pictographic symbols between “pictures” and “words”,not only have the image of pictures,but also are closely related to the appearance characteristics of simplified Chinese characters,so that when children visually process “pictures” and “words”,Spontaneously establishes the connection between symbolic shape and meaning,and finally realizes the “accessibility of form and meaning”.To sum up,this study believes that oracle bone inscriptions can be a suitable material to promote the conversion of “from pictures to text” in symbolic reading for children aged 4 ～ 6.The transition of oracle bone inscriptions can not only make up for the long-term connection gap between “pre-literacy” in kindergartens and “literacy” in elementary schools,but more importantly,it can meet the needs of children’s specific image thinking development on the basis of the continuity of children’s development.To provide effective pre-literacy education support at the preschool stage,we should extract pre-literacy education materials based on children’s life experience;create a pre-literacy support environment that makes children feel participatory;fully tap the cultural connotation of Chinese characters to link the continuity of children’s development;cultivate Children’s Chinese cultural identity is the core value of pre-literacy support. |
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