Should a kindergartener be able to read
Kindergarten reading Reading | GreatSchools.org
If learning to read is like building a skyscraper, then kindergarten is the year to construct the most solid foundation possible. As part of that foundation, kindergartners will be working on the five pillars of kindergarten reading: understanding the relationship between sounds and words (phonetics), reading fluently, understanding what they read, expanding vocabulary, and building knowledge.
All about the alphabet
This year, your kindergartner will be expected to recognize all 26 lowercase and uppercase letters — as well as their sounds. They should be able to identify which letters are different in similar words (e.g. map, lap, tap). They should also know that spoken words represent a sequence of letters.
Left to right, up to down, front to back
Kindergartners need to learn the reading rules: that you start at the top of the page and going downwards, you read from left to right, and page by page. By the end of the year, students also need to become familiar with parts of a book, such as the front cover, the back cover, and the title page.
Related: Learn one simple way to boost your child’s reading skills.
Word sense and rhymes
Word play helps kindergartners understand how words are broken into individual syllables and how words with similar endings rhyme. The more exposure kindergartners get to how syllables and words work together, the more they’ll build their word knowledge.
All year long, kindergartners are working on what’s known as “decoding” skills — deciphering the meanings of words and phrases within the context of what they’re reading. And when your child asks you to read their favorite book over and over (and over) again? Take heart! Your clever kindergartner is practicing decoding without even knowing it!
Related: Watch our Milestone video Does your kindergartner “decode” like this?
Finally, with the help of adults, kindergartners are learning to make connections between words and their nuances, so they can sort them into categories (e.
g. shapes and colors) and figure out antonyms, a fancy way of saying opposites (e.g.
open/close, hot/cold). This year, they’ll even be deciphering shades of meaning between words. Tip: Have your child act out similar words. What does it look like to march, strut, walk, and stroll? What does it look like to cry, sob, and howl?
Mastering common words
According to the Reading Teacher’s Book of Lists, about half of all reading texts are made up of the same 100 words! Here’s something even more remarkable about these wonder words: most kindergartners will know all of them by the end of the year. To that end, many kindergarten teachers will send their students home with lists of these high-frequency words (e.g. at, be, of, and to). Your child will also need to learn sight words — words that can’t be easily sounded out or illustrated with a text (e.g. good, out). When it comes to sight words, memorization is key, since using phonics or decoding skills don’t often work for these short, common, but often oddly spelled words.
(How does one sound out “the” anyway?) Tip: Word lists are perfect for the refrigerator, where you can playfully quiz your kindergartner before dinnertime.
Exploring fiction and nonfiction
While reading with your child, start asking: is this real or imaginary? The goal is for kindergartners to split their time between stories and information (think: dinosaurs, trees, and starfish) while learning the differences between the two types of text. By the end of kindergarten, your child should be able to recognize stories and poems and find the name of a book’s author and illustrator with the understanding that the author wrote the words and the illustrator drew the pictures — whether the book is a true story or a truly fantastic tale.
Related: Check out our lists of classic childhood favorites and history books for kindergartners.
Building a knowledge bank
Kindergartners need to grow their understanding of the world by integrating new information into what they already know.
Think of it as your kindergartner opening a knowledge bank account and filling it with accumulated information.
Related: Watch our Milestones video Does your kindergartner read to learn like this?
Key skills that will help your kindergartner build knowledge include being able to retell familiar stories; identify characters, setting, and major events in a story; and compare and contrast characters and events in different stories.
What does this sound like? It’s your 5-year-old explaining that Harold in Harold and the Purple Crayon had an amazing adventure because of what he imagined. It’s your T-rex lover understanding dinosaurs were real, but now don’t exist. The key is getting kindergartners understanding and thinking about the big ideas they learn when they read — and taking that information with them as they grow.
Show me the evidence!
In kindergarten, this really just means finding — and literally pointing to — answers to questions.
Your child could show evidence by flipping through the pages and finding the words — or the picture of the scene you asked about.
Related: Watch our Milestones video Does your kindergartner show understanding like this?
Your child’s teacher will emphasize evidence in different ways this year, but the main skills are:
- Asking and answering questions about details in books and showing exactly where those answers show up in the text or illustrations.
- Being able to discern a book’s main point and using the text or images to show how the author makes this point.
- Connect a book’s illustrations to the exact words they illustrate.
Not every child needs to read in kindergarten
By Jessica Smock
@schoolofsmock
I remember few details from kindergarten: a giant slide in the middle of our classroom, a mid-year visit by Smokey the Bear, the gentle voice and red hair of my teacher.
Kindergarten was its own little world within the school—a nurturing cocoon—with its own special playground, its own tiny buses, its own half-day schedule.
This spring when my son’s wonderful teacher recommended an additional year of preschool for him, instead of advancing with the rest of his class to kindergarten, I didn’t panic. After all, the school he was attending was small and academically challenging, and I understood he might not be ready for its particular standards. The teacher’s concerns—that he had trouble writing his letters, didn’t focus all the time in class, didn’t answer questions about literature with enough detail—didn’t worry me much. He was four. Just a little boy who liked garbage trucks and Sesame Street. We were moving to the suburbs anyway, and I figured my son would do just fine at our local public school, where he would spend his days listening to stories, playing in sandboxes, making friends, and learning the basic routines of classroom life.
Months after this conversation with his teacher, I realized that my son would probably do just fine in public school kindergarten, but only if he could go back in time and attend kindergarten in 1980, not 2016.
My son is not ready for kindergarten in 2016.
Kindergarten—which means “garden for children” in German—is not kindergarten anymore. It’s yesterday’s first grade, or even second. Kindergarten’s academic standards are dramatically more rigorous than even a decade ago (“find textual evidence”; “read texts with purpose and understanding”; “distinguish between similarly spelled words by identifying the sounds of the letters that differ”).
A 2014 study from the University of Virginia compared kindergarten teachers’ expectations for their students in 1998 to today. The differences were striking. In 1998, 31% of teachers thought that kindergarten students should be able to read by the end of the year. By 2014, that figure is now about 80%. More than a third more kindergarten teachers now think that kids should enter school already knowing the alphabet and how to hold a pencil. In 2014, about three-quarters of kids in kindergarten took at least one standardized test. In 1998, the researchers didn’t even bother asking that question on the survey.
Overall, the researchers found huge decreases in the amount of self-directed, creative play time—dress up, art, sand and water play—and increases in the amount of time students were involved in teacher-directed, whole-class instruction.
I have a doctorate in educational development and policy, and in graduate school, as the Common Core standards were being developed, I was a passionate champion of higher, common standards for our nation’s students. Yet I took it for granted that the standards would be determined by experts in each age range to be developmentally appropriate.
Unfortunately, the Common Core academic standards for the younger grades were not written by early childhood professionals or scholars. Of the 135 people on the committees that wrote and reviewed the Common Core Standards, not one of them was an early childhood teacher or early child development expert.
Kindergarten today ignores a basic fact of young children’s development that is well-known by early childhood educators: normal development in young children occurs at very different rates and in very different ways.
For example, the average age that a baby starts to walk is 12 months, but some kids start walking at eight or nine months and others (like my toddler daughter) at 15, or even 16, months. Some may crawl before they walk; some—like my daughter—skip crawling altogether. My daughter is now 19 months old and walks just as proficiently as the other toddlers in her class who learned to walk several months before she did.
Similarly, the average age that a child learns to be an independent reader is about six and a half. Some learn to read at four, and others at seven, and both extremes are developmentally normal. In fourth grade, kids who learned to read at four are typically not any better at reading than those who started at seven. Countries like Finland and Sweden, which outpace the United States in international testing, do not even start formal academic schooling until age seven.
We need to respect children’s individual developmental timelines. The idea that “earlier is better” for reading instruction is simply not supported by research evidence.
Children’s long-term achievement and self-identities as readers and students can be damaged when they are introduced to reading and literacy too early.
Where does that leave my family? I’m sad that my son won’t experience kindergarten as a gentle transition into the rhythms of school, as a space primarily for exploration and play, and as a place where building strong relationships with adults and other children is the primary annual goal. I’m sad that our culture of testing and assessment has moved down to even the youngest grades.
And I’m angry. I’m angry that in kindergarten he may be expected to meet standards that are not developmentally appropriate for him. I’m angry that our educational system ignores what research and evidence from other countries tells us is best for our children’s emotional, social, and academic lives.
I want to protect my son’s childhood, and I want him to grow and learn at his own pace. Increasingly, the early grades of our country’s public schools are not the place for kids like him—kids who are not ready at five to become “proficient” readers and writers—to thrive.
AUTHOR’S UPDATE: It’s two years after I wrote this piece and my son is now in first grade at his neighborhood public school. He is thriving. He gets lots of support, loves his teacher, and enjoys school. Somewhere around the age of six, it was if a switch went off in his brain and he began to write, read, and focus in a newer, more sophisticated sort of way.
I’m grateful that I didn’t force him into a formal academic environment when he wasn’t ready. That extra year allowed him to mature at his own pace, ease into a full day of academics, and gain confidence.
When he was four, he attended a very structured, academic preschool. It was a disaster. I didn’t understand it at the time, but he simply wasn’t ready. During a parent-teacher conference, his preschool teacher said to my husband and me, “Your son needs the gift of time.” She wanted him to repeat preschool.
At the time I inwardly rolled my eyes.
“Gift of time”? What did that even mean? Or was she really saying that my son wasn’t all that bright?
Now I understand that this teacher did actually mean that this extra time—of trusting in your child’s potential, of being patient as a parent, of understanding that your kid’s development might not match today’s timetable—was a gift to my child. I don’t think every child needs that “gift,” but for some it makes all the difference.
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Reading, counting and writing lessons will disappear in kindergartens: Society: Oblgazeta
Russia's first federal standards for preschool education will soon appear. The reform after universities and schools reached kindergartens. What awaits children and their parents? We asked this question to the specialists of the Sverdlovsk Regional Institute for the Development of Education, who participated in the development of this important document.
Recently had an argument with a colleague, discussing the preparation of their offspring for school. Very often, already in September in the first grade, children are required to be able not only to count to ten, but also to read tasks in the textbook themselves. And that is why I decided to take up the education of my daughters in advance. And what? Let them work hard while they go to kindergarten, but it will be easier at school. My colleague categorically disagreed with me: “Let the child have a childhood! Not children for school, but school for children.” nine0003
As it turned out, my interlocutor unknowingly paraphrased Alexander Asmolov, academician, Doctor of Psychology, professor at the Federal Institute for the Development of Education, who led the group of developers of the preschool education standard. He formulates the main theses of the document: “childhood for the sake of childhood, and not for the sake of preparing for school” and “not a child should prepare for school, but a school should prepare for a child.
”
Children should be taught to read, write and count in the first grade, and not in kindergarten, Yury Biktuganov, Minister of General and Vocational Education of the Sverdlovsk Region, explained to OG. All the necessary knowledge will be given to children at school. Under the new standards, preschoolers do not have to take any final tests or subject knowledge exams. The main thing that preschool education should give is the qualities that can ensure his successful studies at school the ability to fix attention, developed speech, curiosity, the desire to learn new things. It is very important that the preschooler has correctly formed moral and ethical guidelines. In addition, one of the main areas of the new standard is the development of physical activity and general health of the child. nine0003
Alexander Asmolov believes that the cultural socialization of the child is needed, his familiarization with the best humanistic examples of culture through play and communication.
One of the objectives of the standard for kindergartens is to protect childhood from "adulthood". If a girl has not played enough with dolls, and a boy with cars while going to kindergarten, they will never be able to catch up, the developers of the standard explain. Play is the main activity of a preschooler. By seating the kids at their desks, adults do not allow them to develop in the way that nature should. nine0003
Unfortunately, usually parents consider the game to be entertainment, leisure, a waste of time, says Olga Tolstikova, Associate Professor of the Department of Pedagogy and Psychology of the Sverdlovsk Regional Institute for the Development of Education. But a game for a child spontaneous, unpredictable, active testing of oneself or the subject of the game, a riddle, improvisation, surprise, surprise... Such an activity is very important because it gives the child the opportunity to try himself, take the initiative, make some kind of choice and, accordingly, be responsible for it.
The game has a positive effect on the formation of independence, initiative and personality of a person. No classes can replace the developmental effect that a free, independent, initiative game brings. When a teacher constantly leads children from one lesson to another, constantly leads and controls, and the children themselves do not choose anything, do not come up with independent activities, they do not feel their independence, activity, independence. Namely, from this a personality, self-consciousness and a responsible position are born. nine0003
How do you prepare for school? I was puzzled.
Preparing for school not early study of the first grade program, learning to read, write and count, explains Tolstikova. The presence of knowledge in itself does not at all determine the success of learning, it is much more important that the child is able to independently obtain and apply it. Therefore, the best preparation for school is the formation in a child of the qualities necessary for a school desk: curiosity, initiative, arbitrariness, independence, creative self-expression, the presence of cognitive and social motives for learning.
A preschooler should be able to fantasize, imagine and work according to the model, be able to obey different rules and social norms. He must have developed the ability to make strong-willed efforts, the ability to negotiate, take into account the interests and feelings of others. Tomorrow's schoolboy knows how to choose his occupation and participants in joint activities. nine0003
The teacher says that the form of "training" classes in the kindergarten is unacceptable this contradicts the logic of child development. The education of a preschooler is socialization and individualization of development, not learning. And preschool childhood is not only preparation for school, it is ... life itself. Having received all these explanations, I decided not to pester my preschool daughters to “do their homework” anymore. Of course, I will not stop teaching them to read or solve problems, I will only do it in a different form. Let them play more, since it is so useful for development :)
By the way
60 percent of the standard is mandatory for all of Russia.
This is a comprehensive approach that ensures the development of children in social, communicative, cognitive, artistic, aesthetic and physical development. The remaining 40 percent is a variable part that each kindergarten sets, taking into account the area where it is located, the specifics of national, sociocultural, economic conditions, individual needs and expectations of parents.
The Ministry of General and Vocational Education of the Sverdlovsk Region told OG that in order to prepare kindergarten teachers for the introduction of new standards for preschool education, mass professional development is planned in various forms and work as close as possible to the place. That is, it is not planned to separate educators from children for a long time. In addition, new state assignments have already been formed for all pedagogical colleges in the region, taking into account the new Federal State Educational Standard
Olga Viktorovna Tolstikova, Associate Professor of the Department of Pedagogy and Psychology of the State Autonomous Educational Institution of Additional Professional Education, the Sverdlovsk Regional Institute for the Development of Education, answers the questions of the OG correspondent.
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What is the difference between the federal standard and the current regulatory framework?
There are federal state requirements, represented by two groups of requirements: requirements for the structure of the program, which determine the required minimum content of preschool education, and requirements for the conditions for the implementation of this program. Now we do not have a goal-setting thing that will appear in connection with the standard, I mean the requirements for the results of preschool education. nine0003
But these will not be requirements for a preschool child, "you must." It is we, adults, who must create such psychological and pedagogical, personnel, material and technical conditions, conditions of the subject-spatial environment that would contribute to its development. This approach to evaluating the result of mastering the program by children is defined in accordance with the specifics of preschool childhood (flexibility, plasticity of a child’s development, a wide range of options for its development, its immediacy and involuntariness), as well as systemic features of preschool education (optional level of preschool education in the Russian Federation, lack of opportunity imputing to the child any responsibility for the result), make unlawful the demands from a preschool child of specific educational achievements.
Unlike other standards, the Federal State Educational Standard of preschool education is not the basis for assessing compliance with the established requirements of educational activities and training of students. The development of educational programs of preschool education is not accompanied by intermediate certification and final certification of students. There are no numbers in the preschool education standard. There are no curricula, there are no compulsory and optional subjects, which annoyed the parent community so much when discussing the school standard, there is only a percentage of the compulsory (60%) and variable part (40%), i.e. part formed by the participants of educational relations. nine0003
The compulsory part of the Program assumes a comprehensive approach, ensuring the development of children in all five complementary educational areas: social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development.
The variable part of the program is designed to ensure that each institution can and should have its own program, taking into account the specifics of national, sociocultural, economic conditions, the area where it is located, the individual needs of citizens, their expectations from this institution. It is made up of educational programs of various directions, chosen by the participants in educational relations from among partial and other programs and / or created by them independently. This part of the program, formed by participants in educational relations, must take into account the educational needs and interests of pupils, their families and teachers. nine0003
There is one fundamentally important point in the draft preschool education standard the program is implemented during the entire time the pupils are in kindergarten.
In addition, the draft standard defines the requirements for the conditions for the implementation of an educational program in kindergarten, which include requirements for psychological and pedagogical personnel, material and technical and financial conditions, as well as for a developing subject-spatial environment and are aimed at creating an educational environment and the social situation of development for all participants in educational relations (child, teacher, parent).
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What should a child be taught in kindergarten? How should it be done?
Article 2 of the Federal Law "On Education in the Russian Federation" introduces the concept of "educational activity" (activities for the implementation of educational programs), which previously included holding several classes during the day. At present, joint educational activities are considered as directly educational activities, activities in regime moments, interaction with families of children to implement the tasks of the main educational program of preschool education. nine0003
For many years, a single form of educational work with children has prevailed in preschool institutions lesson (learning activity). Teachers, and parents as well, have always perceived the regular conduct of classes in kindergarten as something obligatory, due, as the only form of teaching children that is familiar to them. The organization of classes was more often carried out in the school educational model, even if the teacher used game techniques.
A serious mistake of kindergarten teachers is ignoring the use of a full-fledged, multi-species game, cognitive, research activity. Both in the provisions of the FGT and in the provisions of the Federal State Educational Standard: the activity of the preschool educational institution, regulated by the type of training, does not correspond to the age and mental characteristics of a child of preschool age. nine0003
Since 2010, the federal state requirements have established: "... solving program educational tasks in the joint activities of an adult and children and independent activities of children not only within the framework of directly educational activities, but also during regime moments ..." in accordance with the specifics education of preschool children. At present, the educator plans and organizes flexible and interesting activities with children in various forms (observation, excursion, drawing, modeling, experiment, research activity, project activity, reading with subsequent discussion, theatricalization, creative workshop, etc.
) , where the lesson stands in line with other forms of work with children, and the game is recognized as the main one of them. Unfortunately, the game is most often considered by parents as entertainment, that is, just leisure, as an excess element, as a waste of time, while teachers, mainly, as a means of learning. But a game for a child is always spontaneous, unpredictable, active testing of oneself or the subject of the game, it is always some kind of riddle, improvisation, surprise, surprise. Even if this game is played according to strictly defined rules, it is still unclear who wins, and the intrigue of the game is how it all ends, what will happen next. This distinguishes play from any other activity. Such activity is very important because it gives the child the opportunity to try himself, take the initiative, make some choice and, accordingly, bear some responsibility for him. The game, in the broad sense of the word, covers a lot of children's activities and has a positive impact on the development of independence, initiative and personality of a person.
And all classes cannot replace the developing effect that a free, independent, initiative game brings. When a teacher constantly leads children from one lesson to another, constantly leads and controls, and the children themselves do not choose anything, do not come up with independent activities, they do not feel their independence, activity, independence. Namely, from this a personality, self-consciousness and a responsible position are born. nine0003
And if we talk about the lesson as a form of work with children, then in their organization a modern teacher needs to abandon the explanatory and illustrative method, making the transition to an active-activity method in teaching and educating preschoolers; you should take into account the patterns of development of a child of preschool age, adapt to his level and individual characteristics; move to activity-developing technologies that form a wide range of personal qualities, which will then form the "golden fund" of a mature personality (A.
V. Zaporozhets) and ensure their successful entry into school life, which is associated with the organization of various types of children's activities that are significant for a child and have a serious emotional component. In the process of such activities, children develop arbitrariness (the ability to control their behavior), imagination, imaginative thinking, communicative speech, free communication with both children and adults, without which it is impossible to expect a painless transition of children to new conditions and a gradual entry into the educational environment. activity. nine0003
Each child develops and grows in his own way, he has a special temperament, style of perception and his own family. These individual differences must be taken into account both in the program and in the relationship between children and adults. The child learns as a result of the interaction of his own thoughts and experiences with materials, ideas and people. This practice should be suitable for his age and at the same time activate his interest and understanding.
If classes are conducted with children without regard to their level of development, children fail and experience frustration. However, classes should not be made too simple; they should be exactly the level of complexity that corresponds to the current stage of development of a particular child. nine0003
In order to ensure that the activities conducted with children correspond to their individual and age characteristics, educators must constantly monitor each child in order to identify his abilities, needs, interests, temperament and style of perception. Educators should respect the ideas of the children and use those ideas to build the program. They should interact with children in their play and other activities, set an example of an attentive and responsive attitude towards others; record and evaluate your observations; use your observations when planning and for individualizing work with children. In an environment where children are oriented towards the realization of their own interests, children develop a sense of self-worth and initiative.
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We are faced with an important problem of developing readiness among teachers and leaders of preschool institutions to solve new problems in the context of modernizing education, developing in them such abilities as the ability to see a potentially successful personality in every child, to ensure success in activities for each child, which will allow them organize the educational process taking into account an individual approach, turn the educational task into a personally significant one for the child. An essential part of the advanced training and retraining program should be the training of teachers in specially developed technologies for evaluating the process and results of their activities, the ability to independently improve it, generalize and present their work experience. nine0003
Should kindergarteners be taught to read, count and write?
Preparing for school, by parents in the first place, continues to be considered as an earlier study of the first grade program, comes down to the formation of narrowly subject knowledge and skills (be able to read, write, count, etc.
).
In this case, the continuity between preschool and primary school age is determined not by whether the future student has developed the qualities necessary for the implementation of a new activity, whether its prerequisites have been formed, but by the presence or absence of certain knowledge in academic subjects. nine0003
However, numerous studies by psychologists and teachers show that the presence of knowledge in itself does not determine the success of learning, it is much more important that the child is able to acquire and apply it independently. Therefore, the leading goal of preparing for school, both in the conditions of a kindergarten and a family, should be the formation in a preschooler of the qualities necessary for mastering educational activities curiosity, initiative, arbitrariness, independence, creative self-expression of the child, the presence of cognitive and social motives for learning; the ability to fantasize, imagine; ability to work according to the model; the ability to obey various rules and social norms, including the rules of safe behavior, listen to an adult and follow his instructions; the ability to make volitional efforts, the ability to negotiate, take into account the interests and feelings of others; the ability to choose one's occupation, participants in joint activities.
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Important at the stage of completion of preschool education are the prerequisites for literacy, command of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, understanding by ear the texts of various genres of children's literature.
All of the above qualities are targets for kindergarten teaching staff in the education of preschool children, their development of the main educational program for preschool education. Preschoolers should be involved in an independent process of seeking knowledge, thinking, expressing their own point of view, mental actions, etc. Here, modeling, experimentation, intellectual games, cognitive fairy tales, stories, training, etc. can act as active methods and means.
Counting, reading, writing are by-products of activities through which the child enters the world of adult life and lives.
Therefore, the development of symbolic forms of thinking in a preschool child through specially organized teaching of writing, reading, and counting in the form of "training" classes is unacceptable. This contradicts the logic of child development, which acquires the character of acceleration (acceleration), instead of amplification (enrichment) (according to A.V. Zaporozhets).
The continuity of education between preschool and primary school age is understood as providing conditions for the full entry of the child (future student) into educational activities, as the acceptance of the task of “learning to learn” from an adult. The solution to this problem is provided at preschool age through the use of specific forms and types of children's activities. Education of a preschooler today is understood as socialization and individualization of development, and not as learning. And this means that the intrinsic value of preschool childhood is not only preparation for school, it is life itself, and at this stage it is extremely dangerous to put on school uniforms.
A child in preschool childhood should develop in the context of children's activities. It is very important today what pedagogical technologies the teacher uses, how they meet the goals and objectives of the Federal State Educational Standard of preschool education, and the results that are planned to be achieved. nine0003
No be, no me! Should you be able to read the future first -grader
Komsomolskaya Pravda
Society: Pedagogical Council
Anna Lukyanova
March 15, 2022 7:00
We analyze the frequent mistakes of parents in the preparation of the child for school
Photo: Nikolai Oberemchenko
Parents Preschool children are often sure that the ability to read is almost the main skill that should be developed by the age of 6-7, or even earlier. At the same time, in kindergartens, educators instruct parents of pre-trainers: do not torment the children with studies ahead of time, everyone will be taught to read and write at school.
Is it necessary or not? We discussed parental pitfalls and misconceptions with Anna Melnikova, a teacher of preschool and primary education, a speech therapist, and the founder of the Kidskey online school for children. nine0003
Error 1: hurrying to school
- It is desirable that the child knows all the letters before entering school, puts them into syllables and can read small words. So it will be easier for him to assimilate the information that the teacher says, to understand new material. The classes are large, the teacher physically does not have time to devote time to each of the 30-35 students, - says Anna Melnikova. - Do not worry that a prepared child will get bored, lose interest in learning in the first months, while other guys in the class catch up. On the contrary, the ability to read will only strengthen the desire to learn. Even first-graders who read well will have something to do - hone their writing skills, solve mathematical problems, study the world around them.
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Mistake 2: the sooner the better
- Listen to your child. If the baby points to the letter, asks what it is called and pronounced, it means that interest in reading has awakened. And even if it seems to you that it's too early, support this interest. Letters can be learned at an early age. How to interest the baby? With the help of the game, of course, then the process will be easy and relaxed. There is a magnetic alphabet, there are a large number of training videos. You can sing songs, read poetry. Lay out letters from sweets or cereals, draw them or cut them out of paper. nine0003
Error 3: if he doesn't want to, we'll force him!
- It also happens like this: parents want to teach their child to read, but the child resists. Please don't overdo it. Wait until the baby "ripes" both psychologically and intellectually. Otherwise, you can form a negative attitude towards reading.
Error 4: hold on, my friend, tablet
- At preschool age, it is necessary to learn letters as sounds: [m], not [em], [k], not [ka]. If the child learns alphabetical pronunciation, then, conditionally, the word “mother” will be read as [uh-uh-ah] instead of [ma-ma]. By the way, this is how the letters are voiced in applications on the phone or tablets for learning the alphabet, which parents give to children, and then they make mistakes when reading. It's better to teach the child live. nine0003
Photo: Julia PYKHALOVA
Mistake 5: reading letter by letter
Many parents believe that they should learn to read letter by letter. But, if a child remembers a short word, for example, “cat”, without difficulty, then he will think about the word “excavator”. In Russian, it is correct to start with syllabic reading: syllables are made up of sounds, and then words are made up of them. You can start with simple examples: the sound “d” and the sound “a” - it turns out “yes”.
Error 6: I don't read myself, but you have to
- If a mother reads to herself or to a child in the evening, tells about new books, they go to the library together, then this will be the norm for the child.
If it is not customary to read in the family, then children will not have an interest in books. And adults are now increasingly looking for information on social networks or watching TV. But even this situation can be used to good use: turn on audiobooks for your child, show the possibilities of 3D publications, tell them that it is worth learning to read at least in order to find the right game and download it. nine0003
NOTES
What are the benefits of reading aloud?
- Reading aloud develops attention, the ability to listen and concentrate on speech, which is important in everyday life. For example, you are standing at a crossroads and say to your child: "Look to the right." He must understand you and perform the action, the expert continues. - There is also an important psychological moment: when a mother reads to her son or daughter before going to bed, it brings them very close. Therefore, even if the child is ten years old or more and he asks to read to him at night, do not refuse.
And to make it more interesting, read the book together in roles. nine0003
Paper, electronic or audio books?
- When a child reads fluently, all formats are good. And when you are just studying, it is better to take paper books. They are more convenient if you need to re-read some place. For many, it is important to know the volume of the work, to see the number of pages. There are many beautiful drawings in paper books. Yes, and for health, "paper" is better: there is no screen glow.
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