Early reading is an important content in early education, which has a great influence on children's growth. Modern parents also pay more attention to the cultivation of children's early reading. However, in concrete practice, what influence will parents' language, especially mothers' language, have on children? This paper puts forward my own views on this and gives parents scientific guidance in their early reading practice.

Keywords: parent-child reading; Mother; Language use; development direction

First, parent-child reading and its types

(A) cooperative parent-child reading, this type of parent-child reading is done by the mother and the child together, and the mother communicates with the child by explaining books. First, the mother and the child read together, pay attention to the child's reaction during the mother's explanation, judge his understanding degree through the child's expression and body language, and adjust the explanation method in time. When there are repeated plots in the story, the mother will let the children predict the story that will happen in advance, and in corresponding circumstances, she will also put forward some reasons for the children to answer, and encourage the children to express their views and combine them with real life.

(2) Free parent-child reading usually has the following characteristics: misunderstanding the content of pictures and paying too much attention to details; Interpretation and function of characters in Free Viewpoint; Too much association with the picture in the picture, on the surface, is to see that the actual idea has drifted away from the picture. Moreover, in the process of mother's explanation, she just turned over a page to explain, which was disorganized; I didn't interact with my child during the explanation, or stopped directly during the browsing, pointing to a picture to ask the child why or guide the child to contact life. This is the low reading level, mainly because the mother's reading level is relatively low, it is difficult to guide the children, and it is easy for the children to have a wrong understanding of the picture story, thinking that the story is meaningless and boring.

(3) Parallel parent-child reading, which is more common, shows that the mother only reads the story according to the script, rarely communicates with the children about the content of the story, and the children will not show positive feedback on the mother's reading. Mothers put almost all their energy into books, and they don't pay attention to their children's expressions and movements, and they don't care whether their children can understand them or not. In this type of reading, the mother and the child go their own ways, even if the mother deliberately guides the child, she can't devote herself to the picture. This is a separate communication, during which the mother didn't help her children read.

Second, the application of mother's language in parent-child reading

(1) The level of language inclination is mainly to analyze the inclination intention of mother tongue in reading. Mothers will adopt language expression types consistent with children's different age groups, which is very beneficial to children. Another way is that mothers skillfully link what happened in books with real life by using language guidance to promote children's understanding of books. However, it should be noted that we should not overemphasize the connection with reality. Excessive use of association and imagination will have a negative impact on children's language application. Therefore, this requires that in practice, don't cling to a detail too much and associate with it wantonly, which will distract children's attention to books, which is not conducive to children entering the reading situation and better communicating with books.

(2) The level of language action is mainly to examine the language forms adopted by mothers when communicating with their children. For children of different ages, different forms of language communication should be adopted. Research shows that mothers take the most diverse forms when explaining language to children aged 3-6, and different language forms will have different functions. Giving reasons is far more important than answering reasons in children's reading guidance. What needs to be pointed out here is that if the mother asks too many questions in reading, the child only focuses on answering the reasons, which inhibits the enthusiasm and initiative of the child to find and give reasons.

(3) The flexibility level of language mainly refers to the flexibility of mother's use of language. This paper mainly examines whether mothers can skillfully use language to describe trends related to content in specific situations, and will not change because of their children's age. Mothers can guide their children to deepen their understanding of the stories in the book by looking at the pictures themselves, but after all, the content of mother's questions is limited, and there are too few open reasons to expand children's imagination by asking questions. So mother's reading ability and language expression ability need to be further strengthened.

Third, the development direction of parent-child reading

(1) Parent-child reading, as the name implies, means that parents and children read together. It must be emphasized that they do it together and watch it together. The advantage of this is that children can not only learn knowledge in reading, but also enjoy the love of their parents, bring them happiness and feel the pleasure of reading. This is actually a sharing process. Children feel the love of their parents, and as parents, they feel their wit and cleverness. This interest is mutual.

(2) The choice of books plays a great role in children's reading. Picture books are the most important tool for children's early reading, so the choice of picture books becomes particularly important. What kind of picture book you choose represents how much knowledge and happiness you choose.

Four. conclusion

Early reading is an important part of children's education. Let children experience happiness in morning reading, express their understanding of the story with their own understanding and expression, give full play to the role of morning reading, stimulate children's creativity and help children develop in an all-round and healthy way.

References:

[1] Zhu Congmei. An analysis of the characteristics of mother's language use in parent-child reading [J]. Early childhood education, 2009(9).

[2] Mona. On the Understanding of Early Reading [J]. Science and Technology Information, 2008(20).

[3] Zhou Jing. Parent-child reading types and their influence on children's reading ability development [J]. Early childhood education, 2007(8).

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