Early reading means that in kindergarten language teaching, pictures are the main reading materials and the organic combination of reading, listening and speaking is the main means. Judging from children's interest in people, children's love for books has sprouted, enriching their reading experience and improving their reading ability. In the process of reading, stimulate children's reading desire, gain knowledge about written language, develop children's imagination and thinking expression ability, and prepare children for formal school education and lay a good foundation. However, some teachers and parents have a one-sided understanding of the connotation of children's early reading, pursue quantity and efficiency unilaterally in teaching, and neglect the cultivation of children's reading interest and habits. In the long run, it is also extremely unfavorable to the healthy growth of young children. People often feel confused: how can children read if they can't read? In fact, infant reading is very different from school-age reading. For young children, any behavior related to reading activities can be counted as reading. Such as turning pages with thumb and forefinger; Can look at pictures, can find the changes of things, connect together to understand stories and read books; Will use spoken language to tell the content of the picture, or listen to the teacher reading and words and so on. The education of children's early reading should be lifelong education, and reading is an activity that will accompany children's lifelong growth. Early reading is not simply to cultivate children's reading ability, but to let children receive all kinds of information through various channels and form a whole set of formative education: reading, listening, reading and writing, so as to lay a good foundation for children's future study. It is precisely because children's early reading is very important that we should promote children's early reading in different ways.

First, stimulate children's interest in reading, so that children have the internal motivation to read.

For a long time, children have many reading disabilities because they can't read or can only recognize a few simple words. If children are forced to read blindly, they will get bored. Therefore, it is particularly important for teachers to use various methods to guide children to read.

1. Timely praise and reward.

Every child is eager to be praised and rewarded by the teacher. We can use children's psychology to guide children's reading, stimulate children's interest in reading and improve their enthusiasm for participating in activities. For example, whether the child's language is coherent, whether it is closely related to the theme of the picture, whether the voice is loud, and whether the words are appropriate. Excellent performance and excellent answers to questions. At this time, you can get the reward in time. The more praise and rewards a child gets, the more rewards he or she gets in this activity. For example, when reading a book, the first child in a big class reads very quietly at first, but with great care. When the teacher saw it, he praised it in time, encouraged the children to have confidence, and the voice was much louder. Judging from the child's facial expression, he is reading happily and enjoying the process.

2. The teaching AIDS are colorful and anthropomorphic.

Children's thinking characteristics are concrete and vivid. They like all kinds of small animals, personification and imitation, and they like to give life and emotion to everything around them. Therefore, the layout of the environment, the production of teaching AIDS and the layout of teaching should reflect the characteristics of personification and animalization as much as possible, so that children can have great interest in reading. In class, the teacher gives life to all the characters and animals in the story. Children are absorbed in listening to stories, just like what is happening around them. He will take the initiative to imagine and improve his various abilities invisibly.

3. Implement point-by-point teaching

Use a tape recorder to record the voice of children reading aloud, let the children guess whose voice it is, stimulate children's interest in reading and improve their enthusiasm for learning. For example, the teacher wants the children to read the story "Lamb Crossing the Bridge". Make the story pictures into slides before class, and let the children dub the cartoons (tell pictures). The teacher recorded his voice with a tape recorder so that everyone could listen. Whoever gives the best sound to the cartoon will be chosen. Give priority to children in activities and ask them to undertake certain tasks in their studies, so that their enthusiasm and interest will be higher.

4. Set suspense to stimulate children's interest in reading.

Every book has a story, so setting suspense is the best way. Children are very curious, so they stop at the climax of the story to let them read and think for themselves, so that they can enjoy reading more actively, or deliberately set a different ending from the story. This requires the teacher to create an unconventional scene with language first. For example, teacher: There is a big tiger with terrible teeth, but in the end, after you finish reading this book, you will understand everything.

Second, create a suitable environment to improve children's early reading ability.

It is very important to create a good reading environment for children in their reading activities. Providing children with an educational environment with more reading information can not only stimulate children's reading interest, but also consolidate the reading effect, so that children can fully feel the written language in a rich reading environment, subtly accept relevant language knowledge, actively explore and discover, and thus gain the joy of success. Relevant studies have pointed out that people's main reading ability is formed between the ages of 3 and 8. How to create a suitable early reading environment for preschool children and lay a good foundation for their written language learning and lifelong learning after entering school is an important topic in kindergarten work at present.

1. Provide reading materials for children.

In the pre-school stage, the written language that children are exposed to is generally the written code of what they already know. Starting from children's understanding of written language, in early reading activities, we should provide children with a large number of meaningful and vivid reading materials according to their age characteristics and cognitive level, and put them in places where children can easily get them, so that children can freely choose reading materials and feel, experience and explore independently. For example, before each reading activity, teachers should provide corresponding new books and pictures in the activity area and book corner, introduce the names and contents of books and pictures to children, and stimulate their reading desire and interest. After reading activities, you can play role games, let children choose their favorite roles to perform, or tell their favorite stories to develop their imagination. When providing children with reading materials, we should pay attention to three points: 1. The pictures are bright and easy to attract children's attention. 2. Related to children's life, the content of the picture is simple, concrete and interesting, which can arouse children's interest in watching and give them opportunities to exert their creativity and imagination. 3. The words are correct, beautiful and catchy, and the sentences are short and repetitive. Through several years of practice, we think that the textbook "Children's Listening and Reading Game Literacy" is an early reading suitable for children's age characteristics. This set of teaching materials is illustrated with pictures and texts, with standardized pronunciation, simple semantics, diverse themes and wide knowledge. By listening to sound and emotional tapes, watching colorful pictures and reading catchy words, children gradually connect oral symbols with written symbols through games and life, and naturally transition to early reading.

2. Providing opportunities and places for reading Early reading activities focus on providing children with a reading experience. Therefore, it is very important to infiltrate reading content in daily life and provide children with opportunities and places to read. According to children's listening to game literacy textbooks, we should make use of every opportunity and place to combine seasonal changes, the growth law of animals and plants, children's daily life with reading education, so that children can fully enjoy written language, subtly accept the knowledge of related languages, and accumulate reading experience through constant perception and internalization. At the same time, try to provide children with time and opportunities, let children freely choose communication objects, communication contents and communication places, and carry out reading exchange activities. In the experiment of "children's scientific Chinese character education", we paid attention to the research of opening children's reading room in kindergarten. According to children's cognitive level and the demand for children's reading materials and forms, the reading room is divided into several areas, namely: data warehouse area, main reading area, casual reading area, audio-visual reading area and auxiliary tools storage area. Columns such as "Reading Sentence Corner Every Day", "Speaking from the Heart", "I Make Friends with Word Baby", "Drawing Corner", "We Love Reading" and "Why Books Cry" are also set up to provide children with rich children's books purposefully and in a planned way, ensuring that they can change books once a month and short sentences once a day, and arrange certain time for children to read freely, so that they can have the existing reading experience. We found that through scientific Chinese character education activities, children will freely choose reading content and communication methods, choose their favorite word baby, say a few small advertisements and stories related to word baby, put on their favorite animal headdresses to communicate with small animals on the wall, and some will tell their peers and teachers the latest news.

3. Establish an interactive reading relationship.

Good teacher-student relationship and peer relationship are important components of early reading teaching activities. The generation of children's reading interest and the development of reading ability are inseparable from the interaction with reading communication. In a relaxed and pleasant intimate atmosphere, read some books to children and guide them to choose books, read books and read books; Guide them to ask questions, discuss and think; Guide them to carry out reading expansion activities such as painting, performing, singing and playing games. Through these efforts, children's reading ability can be cultivated and children can enjoy reading.

We also attach great importance to the participation of parents. Many studies show that the earlier parents start reading with their children, the more times they read with them, the stronger their ability to understand words, write and solve problems, and the wider their knowledge. Family environment and parents' reading habits have great influence on the cultivation of children's reading ability. After school, parents often read one or two short stories to their children: we can read children's books with our children. Some parents are also good at guiding their children and sharing feelings together after telling stories; Ask some questions to let the children use their brains; Or perform together in different roles. The relationship between our parents and children has become more intimate and harmonious.

Third, carry out colorful reading activities to develop children's reading ability.

According to the goal of early reading education, systematically cultivate children's reading ability in a planned and purposeful way, and carry out a series of reading activities, so that each child's reading ability can be developed to varying degrees. Combine life reading, in-class reading and out-of-class reading organically, and let children participate in activities in various forms, that is, concentrate on reading, and adopt a relatively concentrated reading form to let children concentrate on reading. In this form, teachers can comprehensively observe most children's activities and give concentrated guidance; Leisure-style, taking a more casual reading form, children can freely go to small activity areas or personal activity areas in twos and threes after choosing reading materials. Teachers can observe the activities of individual children in leisure reading activities and give individual guidance. We also carried out weekly reading day activities, reading competitions, story creation activities, story performance activities, letter writing activities, story king campaign activities, picture book production activities, and bookstore theme education activities, so that parents and children can participate in the activities of "visiting bookstores" together, so that parents can consciously infect their children with their enthusiasm and interest in books, thus realizing that they should be the first teachers for their children to read. Set up a "spiritual record", let children tell their mothers what they think on March 8, let children send their blessings to their teachers on Teacher's Day, and let children say encouraging words to each other on June 1. Set up "Little White Rabbit TV Station", invite a child to be a small announcer every day to broadcast a news, read a children's song or introduce a book for everyone; There is also a "big windmill theater" where children can happily perform "Big Head Son and Little Head Dad", "Snow White" and "Seven Colors Flowers". Through a series of colorful reading activities, children's competitive consciousness is cultivated, their language is developed and their reading ability is improved. In addition, games are their favorite activities, which are most in line with their age and psychological characteristics, and children are active and good. After the activity, some simple props were provided to start performing the game. When children put on headdresses and perform stories with props, the stage and the audience echo each other, sometimes absorbed, sometimes dancing and overjoyed. Children's keen interest in these games has effectively prompted them to actively participate in learning unconsciously.

The infant period of 0 ~ 6 years old is the starting line of human life and the critical period for the development of human wisdom potential. Bloom, an American educational psychologist, put forward a famous hypothesis in The Stability and Change of Human Characteristics: If a person's intellectual development level is 100 at the age of 17, it is 50% at the age of 4, 80% at the age of 8, and the remaining 20% is from 8 to 17. Studies by psychologists and educators show that children's early reading and computing skills have the greatest impact on their future intellectual development. These two items constitute the main learning disabilities of some children. Precocious children all have one thing in common, that is, they like reading.

Therefore, teachers and parents should explore and learn with their children with an open attitude. Even if the children's friends are the children's guides and supporters, they should create a systematic, safe and well-defined reading environment, effectively carry out early reading education and promote the continuous improvement of children's reading ability.