Understand the current situation of children's early reading in our garden, help parents to guide children's early reading in a planned and purposeful way under the guidance of correct educational concepts, and improve children's reading interest.

Second, the survey object and method:

Three. Findings and analysis:

1. Parents have initially understood the importance of early reading for their children: 86% of parents think it is necessary to read early for their children, which has a positive effect on cultivating their good study habits; 8% of parents think that letting nature take its course is dispensable, and they can wait until their children are older. Only 6% parents think that children don't need to read early. They think that children just need to listen to stories, and reading is after literacy.

2. Parents don't know enough about the function, educational concept and goal of reading: to cultivate children's early reading is not only to develop their intelligence, but also to gain emotional experience and the ability to distinguish truth, goodness and beauty from books. This is consistent with the goal of early childhood education. The survey results show that parents do not know enough about the function of reading and the educational concept and goal. For example, table 1: The types of books that parents think children must read: 8% are books that are beneficial to their children's growth, 26% are popular science books and intelligent training books, and 40% are story books and children's publications that have no books that children must read. The table shows:

(1) The largest proportion of people-40% of parents think that intellectual development is the most important content in early childhood.

(2)26% parents think that children should read children's publications and story books. Among them, most parents have low academic qualifications, and these parents have vague educational awareness and no scientific educational goals and plans.

(3) There are also 26% parents who think that there are no books that must be read, including parents with high or low academic qualifications. They think that children grow naturally and there is no need to guide them.

(4) Only 8% of parents think that books that are beneficial to children's growth are the contents that children can read. These parents have correct educational concepts and clear educational goals. They understand that emotional and moral education is as important as intellectual development, and interest and potential can only develop normally under the protection of a sound personality.

(1) There is a big gap between parents' and children's answers. Some parents only take their children when visiting bookstores, and children have nothing to do with bookstores and books. Even if parents take their children to the bookstore more often, the children still disagree or even have no impression. Some parents want to strengthen the relationship between books and children by taking their children to bookstores, so that children can become good friends with books in a subtle way, but they lack the necessary guidance, so that children are

(2) More than half of the parents didn't take their children to the bookstore or recommend books to their children, and they didn't know much about the role of recommending books to their children and taking them to the bookstore to improve their reading interest.

(3) There are still 1 1% parents who have never taken their children to the bookstore. These parents obviously didn't notice the more vivid and direct way to guide their children to read. They not only lack their own knowledge needs, but also lack the understanding of the influence of the environment on their children.

Fourth, suggestions:

1. Kindergartens or communities should set up parents' schools and parents' suggestion lectures extensively and with high quality, so that parents can make clear their educational goals, correct their educational concepts, understand the correct reading guidance methods, and recommend reading lists to parents regularly. Teachers and parents should strengthen contact to obtain the progress of children's reading and give targeted guidance. At the same time, combine three T's: say-say, say, say-say, think-think. Let children, teachers and parents really improve their reading ability through listening, speaking and thinking in the "Three T" activities.

2. Carry out regular activities to take children around bookstores, introduce the structure and functions of bookstores to children, recommend new books, and guide children to choose their favorite children's books. Let children take the initiative to contact, like and choose books, make them a habit and fix them, and let children really like reading and benefit from it.

Booksellers should really understand children's needs and preferences and edit more excellent children's books with a serious and responsible attitude. In addition, we should do more publicity, strengthen the advertising effect, let some good books really enter the field of children's reading, and let children read more children's books that conform to the development of the times.

2. Investigation report on children's early reading.

Second, survey objects and methods: 120 children and their parents (including 30 children in small classes, 30 children in middle classes and 30 children in large classes) were randomly selected from experimental kindergartens in Fengze District. The survey method: 1, and the questionnaire method: parents' educational concept, recognition of children's early reading function, book selection, guidance methods, etc. 2. Individual interview method: understand the situation of children reading books and guidance methods.

Three. Findings and analysis:

1. Parents have initially understood the importance of early reading for their children: 86% of parents think it is necessary to read early for their children, which has a positive effect on cultivating their good study habits; 8% of parents think that letting nature take its course is dispensable, and they can wait until their children are older. Only 6% parents think that children don't need to read early. They think that children just need to listen to stories, and reading is after literacy.

2. Parents don't know enough about the function, educational concept and goal of reading: to cultivate children's early reading is not only to develop their intelligence, but also to gain emotional experience and the ability to distinguish truth, goodness and beauty from books. This is consistent with the goal of early childhood education. The survey results show that parents do not know enough about the function of reading and the educational concept and goal. As shown in Table 1, the types of books that parents think children must read: Comparative examples of categories 8% are books that are beneficial to children's growth, 26% are popular science books and intelligent training books, and 40% are story books and children's publications that have no books that children must read. The table shows:

(1) The largest proportion of people-40% of parents think that intellectual development is the most important content in early childhood.

(2)26% parents think that children should read children's publications and story books. Among them, most parents have low academic qualifications, and these parents have vague educational awareness and no scientific educational goals and plans.

(3) There are also 26% parents who think that there are no books that must be read, including parents with high or low academic qualifications. They think that children grow naturally and there is no need to guide them.

(4) Only 8% of parents think that books that are beneficial to children's growth are the contents that children can read. These parents have correct educational concepts and clear educational goals. They understand that emotional and moral education is as important as intellectual development, and only under the guarantee of sound personality can their interests and potential be brought into normal play.

3. Children's books chosen by parents for their children are still fairy tales and classic stories. Table 2: Share of favorite books of parents and children: Encyclopedia knowledge Famous fairy tales Foreign modern children's books China modern children's books I don't know parents 27% 44% 2.3% 3.7% 22% children18% 39% 8%14% 2/. However, there are too few books that are good-looking and concerned by children. Once some good books were praised, they were immediately changed and edited beyond recognition. Such a book is only a temporary sight, which will soon be forgotten by children and cannot stand the scrutiny of time.

4. Parents' preference and choice of books directly affect children's preference and choice: (as shown in Table 2) Statistically, the types of books that parents like are basically the same as those that children like. It can be seen that parents' preferences and choices directly affect children's preferences and choices. For example, 22% parents don't know what kind of books they like, which also causes 2 1% children don't know what kind of books they like. It shows that up to 22% people have no correct understanding of the importance of children's reading. Parents are children's first enlightenment teachers, and their status and influence are irreplaceable. Therefore, parents must have a correct educational concept, so as to give their children a correct learning purpose, and thus choose books that are conducive to their growth from multiple angles.

Visiting the bookstore has become a useful means to cultivate children's early reading interest. Table 3: Comparison between parents taking their children to the bookstore and parents' recommendation books to their children: Do they occasionally take their children to the bookstore 36% 1 1% 53% often recommend books to their children 37% 1 1% 52% This table shows that the data are very close. One hundred parents in their thirties took their children to the bookstore purposefully. While visiting the bookstore, they recommend books that parents think are excellent to their children, so that children can become active in the process of visiting the bookstore, thus enhancing their interest in visiting the bookstore and making friends with books. However, different questionnaires from parents and children reflect different situations of visiting bookstores. For example, Table 4: Parents and children visiting bookstores reflected by different questionnaires: they often take their children to bookstores occasionally, and never have parents 36% 53% 1 1% children 1 1%/89%. This shows that:

(1) There is a big gap between parents' and children's answers. Some parents only take their children when visiting bookstores, and children have nothing to do with bookstores and books. Even if parents take their children to the bookstore more often, the children still disagree or even have no impression. Some parents really want to strengthen the relationship between books and children by taking their children to the bookstore, so that children can become good friends with books in a subtle way, but they lack the necessary guidance, so that children are passive and blindly obedient in the bookstore. Parents' purposeful behavior did not achieve the expected results.

(2) More than half of the parents didn't take their children to the bookstore or recommend books to their children, and they didn't know much about the role of recommending books to their children and taking them to the bookstore to improve their reading interest.

(3) There are still 1 1% parents who have never taken their children to the bookstore. These parents obviously didn't notice the more vivid and direct way to guide their children to read. They not only lack their own knowledge needs, but also lack the understanding of the influence of the environment on their children.