A Study On The Relationship Between Family Reading Environment And Early Reading Interest Of Rural Childre

Early reading interest is of great significance to children’s development,and good early reading interest can improve children’s reading ability and help children achieve academic success.At the same time,according to Bronfenbrenner’s theory of human development systems,the family is the microsystem that has the greatest impact on children,and the early family environment and family background will subtly affect the development of children’s reading interest.Previous studies have focused on the family reading environment and early reading interest of urban children.Rural areas are different from cities in terms of humanistic environment and educational resources,but in today’s advocacy of universal reading,the current situation of rural children’s reading environment and early reading interest and the relationship between the two also deserve attention and in-depth study.This study used questionnaire survey and interview method to investigate 394 rural children from four township kindergartens in Handan City to understand the current situation of rural children’s reading environment and early reading interest,and analyze the relationship between the two to promote the development of rural children’s early reading interest.The results show that:(1)The reading environment of rural families is at a lower middle level,which needs to be further improved.The scores of each dimension were ranked from highest to lowest: parents’ achievement expectations,parent-child reading interaction,family reading resources,and parents’ reading habits.(2)There are significant differences in the reading environment of rural children whose parents are rural children with different educational qualifications and monthly incomes.(3)Rural children’s interest in early reading is at a medium level.Among them,the tendency scored the highest,followed by participation and extensiveness,and the efficacy scored the lowest.(4)There were significant differences in tendency,participation,extensiveness and early reading interest of children with different educational qualifications and different monthly family incomes,but there were no significant differences in the dimension of efficacy.(5)There was a significant positive correlation between the reading environment of rural children’s families and their early reading interest.The better the home reading environment,the higher the early reading interest of young children.(6)To a certain extent,the family reading environment can predict the development of children’s early reading interest.Based on the above findings,this study puts forward the following suggestions:(1)in terms of families,parents of rural children should actively understand the development level of young children and provide scientific reading resources;Actively participate in parent-child interaction and correctly guide children to read;Give full play to their role as a model and set a good example for young children;Establish reasonable educational expectations and give companionship and care to young children.(2)In terms of kindergartens,rural parents can be helped to establish correct educational concepts in a variety of ways;Share scientific guidance strategies to improve parents’ reading guidance;Homeland co-education,sharing reading resources;Various forms are used in the kindergarten to enhance children’s interest in reading.