In addition, to take a step back, even if you don't have time or are unwilling to do this kind of communication with kindergarten teachers, you can refer to the following practices of American kindergarten teachers when reading to their children at home. Cultivating children's reading habits In order to help children develop their daily reading habits, American teachers will incorporate reading activities in the book corner into their daily lives, and arrange at least one or two fixed and continuous reading hours every day. They will open the book corner in daily regional activities to ensure that children have at least 1 hour of reading time in the park every day. Some teachers also open the book corner during the nap to provide reading opportunities for children who can't sleep. In contrast, children in China have very few reading opportunities in kindergartens. Most of the book corners in kindergartens are ignored in regional activities, and children are not interested in using them, and teachers are also negligent in guiding them. Although some teachers will arrange other time for reading activities, their arrangement is also very unscientific. For example, after drinking milk, some children are asked to take a book to the seat and wait for other children while reading. Many times, children have just opened the book, and other children have finished drinking milk, so they have to stop reading. Reading to children and telling stories American linguists generally realize that adults reading to children or telling stories aloud have a positive effect on the development of children's reading and language ability. Some experts suggest that parents or teachers should read more than three books to their children every day. These three books are not necessarily brand new to children, but they can be heard in the past. Most American children's teachers can read or tell stories to all children once a day. They will come to the book corner during regional activities and read to children who need it alone. Few teachers in China can read a book or tell a story to all children every day, and few teachers will go to the book corner to read to individual children during regional activities. Formulate the rules for using the book corner, and remind children to remember and abide by the rules for American teachers to use the book corner according to their own class situation. Sometimes, these rules are made by teachers and children through discussion. Usually, the rules for the use of book corners include: do not destroy books; Must be shared with other children; If you destroy the book, you must leave the corner; Don't throw books; You must register the book before you take it home. If you take the book home, you must bring it back and wait. Some American teachers also encourage children to bring home books to the book corner to share with other children. They will arrange for children to introduce their books to other students in group activities. Teachers in China have also formulated the rules for the use of book corners, which mainly involve the protection and sharing of books. Different from American teachers, most teachers in China don't allow children to borrow books from the corner of the library, and at the same time don't encourage children to bring books from home to school to share with other children, mainly for fear that the books in kindergarten or the books brought by children will be damaged or lost, which will cause dissatisfaction among leaders and parents. Integrating reading activities with other activities, American teachers will take every opportunity to link reading activities with other activities. For example, provide paper, pens, tables and chairs in the book corner, link reading and writing activities, and encourage children to continue editing, copying and creating stories or homemade books; Choose the story book in the corner of the book as the script to play the game, and let the children play various roles in the story respectively; With the library as the theme, we will play a role game, in which teachers and children will have at least one book, organize books together, formulate rules for use, and give full play to the role of library managers and readers. Children can understand the basic functions and rules of the library through the gamification of borrowing and returning books, form the habit of using the library frequently, and form the consciousness of finding information through the library; Connect reading with artistic creation, encourage children to appreciate the illustrations in the book, draw illustrations according to the story or make hand-made models. Teachers in China often use books in performing games (such as story-telling, poetry recitation and drama performance), scientific activities, mathematics activities and artistic creation, but the use of books is mainly led by teachers, and children have less opportunities to choose independently. In many cases, books play the role of teaching materials. Compared with the United States, the kindergarten book corner in China has many shortcomings. In the final analysis, these shortcomings are caused by the fact that preschool teachers in China generally do not pay attention to the book corner. A very important reason why teachers don't pay attention to the corner of the book is that they confuse the concepts of early reading and early literacy. They believe that the purpose of early reading is to let children learn to read and read before going to school. As long as literacy activities are carried out, children's early reading ability can be cultivated. The real significance of early reading in kindergarten is that teachers cultivate children's awareness and skills of independent reading by providing them with rich reading materials and a lot of reading opportunities. Independent reading consciousness refers to reading habits and reading interests; Self-reading skills refer to children's pre-reading skills, that is, when reading a book, they browse the text from left to right and from top to bottom, turning page by page from front to back, and do not scribble, tear or break pages in the book. When listening to adults reading aloud, they can associate visual words with auditory words to understand their meanings. Therefore, the focus of kindergarten reading education should be to create a reading environment and provide reading opportunities. The book corner is a typical and effective early reading environment. By organizing and arranging teachers to carry out book corner activities, children can be provided with the best reading opportunities.