When children discover reading ...
From primary usually means learning to read. To succeed in this difficult and necessary task, children must have and use many skills. For example, children learn that words are made of phonemes (phoneme is a set phone (speech sounds or sign elements) that are cognitively equivalent) must have an excellent knowledge of literature and be well with various materials such as books. Recent studies have shown that both parents and educators can encourage children to develop skills in early childhood.
The role of parents and family
First, a researcher in Canada sought to determine the impact of exposure of young children to write reading or any other form of letters and words in the teaching of reading skills in third grade. She accordingly followed 168 children from families of middle and the upper classes in the Ottawa area, Ontario, for five years. The researcher concluded that early exposure to print materials various helped develop better reading skills in third grade. The association between parental education and reading performance is much less clear. However, There is probably a key element in the learning success of children's reading is an awareness of phonology, which may be stimulated by the reading rate rhymes and poetry.
The Canadian study also shows the importance of exposure in young children the language, especially the songs and rhymes poems. Programs in which parents and children listen to simple songs and rhymes therefore be favored. One major challenge of helping families, especially poor families, is the integration of reading a daily basis among preschoolers. For many parents, buying books is not an option. On the other hand, many parents feel uncomfortable to go to the library. More research should be done on this subject in order to develop more programs to include families of all socioeconomic levels in reading and writing, an important element of early childhood.
The role of educators
Many children spend hours in the nursery every day, researchers have also begun to examine the impact of teachers of children in interactions in language development. Therefore, not surprisingly, researchers found that when teachers responded better to the efforts of the children of the communication, encourages conversation among colleagues and helped the children to express their ideas and vocabulary, suggesting new words and concepts, the children developed better communication and language skills. Another Canadian study showed that children benefit when their teachers have been trained to provide linguistic interactions of better quality. Children whose teachers were trained to use more combination of words tend to talk more often with their peers.
This research confirms what many have observed. Illustrate the gap in training of this kind can do. In addition, training has created new needs and costly for educators, and the result was additional work for them. The only training needed to increase their level of consciousness. By making minor changes in their interactions with children, educators can cause such an impact on the language of children. Just to improve the quality of the interaction of children-teachers.
References
1.Sénéchal M, Lefevre JA. Parent participation in the development of children's reading ability: A five years longitudinal study. Child Development 2002, 73 (2) :445-460.
2.Girolametto L, Weitzman E, Greenberg J. Training day care staff to facilitate children's language. American Journal of Speech - Language Pathology 2003, 12 (3) :299-311.
3.Canadian Language And Literacy Research Network
4.Centre of Excellence for Child Welfare
Natasha has worked in elementary schools, high schools and in summer camps. She is also a freelance writer and has helped develop the science books for kids website (http://www.science-books-for-kids.com), a useful tool for all parents.
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