Abstract
This research aims to explore how preschool educators understand about raising children's reading motivation through operating classroom aesthetic reading environment. With one year qualitative research, sixteen 4-6 years old young were observed and interviewed. The first stage interviews were undergone with environmental guidance. After the physical class reading environment was adjusted into aesthetic perspective, children's reading motivation and attitudes were triggered. The second stage involved themed reading activities, including the child-centered extended reading activities, arranging parent-child and peers shared reading time, designing borrowing books home activities, promoting peers and parent-child shared reading, and classroom hot-popular reading books selection ballot. Data collection methods included observation, interviews, children's relative documents, drawings, and hands-on works. Based on analysis of research data, main results were extracted as below: young children's reading motivation including interest, perceived control, collaboration, involvement, and efficacy were promoted through classroom aesthetic reading environment and parent-child shared reading promotion activities. Finally, according to conclusion of this research, suggestions for relative teaching application and subsequent research were proposed as reference.
Highlights
Motivating children’s reading plays an important role in era of information technology today, since reading is the integral part in process of educating children (Alderman, 2013)[1]
Children are likely to enjoy readings encrypted in a friendly environment and language usage they can make association with (Bishop et al, 2010)[7], with the considerate interaction with aesthetic environment, reading process can foster the children’s comprehension of their reading materials (Buyse et al, 2009)[8]
Incentives: In order to stimulate children's reading motivation and performance, we provided some incentives
Summary
Motivating children’s reading plays an important role in era of information technology today, since reading is the integral part in process of educating children (Alderman, 2013)[1]. In regard of the significance of promoting children’s reading habit and attitude, preschool educators pay much attention on its relation toward stimulating children’s language, social, emotional, and aesthetic development (Becker, McElvany & Kortenbruck, 2010)[5]. Children are likely to enjoy readings encrypted in a friendly environment and language usage they can make association with (Bishop et al, 2010)[7], with the considerate interaction with aesthetic environment, reading process can foster the children’s comprehension of their reading materials (Buyse et al, 2009)[8]. 1. The research aims to realize in what way preschool educators should elevate children’s reading motivation through manipulating classroom reading environment. 2. The research aims to realize in what way preschool educators should elevate children’s reading motivation through implementing classroom reading activities
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