Abstract
For the impact of parent-child reading picture books have on the child's learning process has been recommended at the elementary level as the appropriate strategies to bridge preschool and family education. The purpose of the study is firstly, to investigate the key virtues of the implementation in children's reading in preschool and at home; secondly, in terms of the challenges encountered to propose appropriately efficient solutions; thirdly, to enforce teachers' self-fulfillment and confidence in promoting young children's reading. Qualitative data were collected through observations, interviews, recording of anecdotes, adults' feedback sharing, and reflective journals from four projects, including advocating parent-child reading, inspiring young children's motivations to read, enhancing young children's interactions with picture books, and reading is funny. Data analysis included the sound and video records from teaching process, book list for learners, parents' sharing, teachers' sharing, researchers introspection daily, interviewing kids. According to these qualitative data, researchers adopted triangulation strategy to encode the data collected on the scene one by one. The results revealed four elements contributing in successful reading-extension activity, including environmental settings, appropriately developed activities during parent-child reading, the educators' scaffolding, and the educators' fulfillment in growth and self-professionalism. A last, the practical suggestions and possible directions for young children reading were proposed for the institute, preschool, educators and parents of early childhood education.
Highlights
Educators’ instruction for students' gaining the recent knowledge will guide them pass the test of tomorrow; the instruction for cultivating students how to learn will guide them to pass the test for the whole life learning. (Essa, 2012) [1]Since August of 2000, the K-12 Education Administration, Ministry of Education proposed a three-year term “Nation Reading Initiative,” to the time former Minister of Education Ovid Tzeng in his office, fully supported relevant reading policy till there has not shown a significant result
There are three parts beautiful things related to reading happening during one year, the one is parent-child reading at home, the other is parents' reading pictures for children in preschool, and the other is the preschool teachers' self-fulfillment in professionalism reading journey
This chapter is divided into two sections, the first section is the background story of promoting early childhood reading, including difficulties encountered and the efficiency of teachers' promoting children reading; and the second section is to promote early childhood reading with more efficient methods and ways
Summary
Educators’ instruction for students' gaining the recent knowledge will guide them pass the test of tomorrow; the instruction for cultivating students how to learn will guide them to pass the test for the whole life learning. (Essa, 2012) [1]Since August of 2000, the K-12 Education Administration, Ministry of Education proposed a three-year term “Nation Reading Initiative,” to the time former Minister of Education Ovid Tzeng in his office, fully supported relevant reading policy till there has not shown a significant result. Maybe due to the lack of guidance, children cannot make emotion with context and being touched, inspired or motivated by reading. They can’t understand the idea by ancient people: “There are fortunes and mates of soul in books.”. The father of early childhood education, Froebel said: “If you grew a habit very in childhood, it is going to be very hard to quit it” (Beck, McKeown, & Kucan, 2012[11]). It tells us the importance of early childhood education. The educationalist who keeps promoting reading nationwide, always advocates to let people read more no matter during her period of publishing new books or speeches through illustrating advantages of reading
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