In China, with the deepening of the theoretical and practical research on preschool education, children's reading education has attracted people's attention, and the research on children's reading education has also developed from discussing its importance to studying how to guide children's reading. After years of exploration and practice, we find that early reading education can not only be accepted by children, but also promote their development at different levels. Early childhood is a critical period for language development. Traditional children's language education focuses on the cultivation of oral ability, but ignores the education of written language. Written language is not a complete language education, which makes children lose a very important channel in the process of understanding the world. The early reading education we carry out enriches and integrates children's literary activities, and does not take literacy as the only content and method. Instead, in the literary activities to cultivate children's appreciation, telling and reciting, children can learn some written language information, increase their interest in reading activities, establish good reading habits, and realize the multi-value function of literary activities.

Early reading can help children open the window to know the world earlier and lay a good foundation for future learning activities. At present, the international research on children's language education advocates "complete language" education. This view holds that although children mainly develop oral language, they should also create certain reading and writing opportunities for children. Some studies believe that 2 years old is the key period for oral development, and 4-5 years old is the key period for learning written language. If we can seize the favorable opportunity in the critical period and carry out proper training in time, we can get twice the result with half the effort. Studies have shown that children who lack good early reading experience will have difficulties in learning adaptation, lack of reading interest and poor reading comprehension after entering school. Therefore, it is necessary to cultivate children's interest and habit in reading in time, and make it an inexhaustible asset for children's life. How can children better grasp the opportunity? First, we made a series of implementation plans:

First of all, build the target system of early reading education.

The goal is a guide to educational behavior. With clear goals, children can be educated in a targeted manner in the education process and good educational results can be achieved. Therefore, early reading education must have clear goals.

Ralph Taylor, an American curriculum expert, believes that the construction of educational goals should consider children's interests, cognition, ability, habits and attitudes.

Judging from the characteristics of early reading education, it is an integral part of kindergarten language education. Early reading education has its unique value in language education. When constructing the goal, we should reflect its particularity, follow the law of children's language development, and fully consider children's age characteristics and needs.

Based on the above understanding, combined with the goal of early reading education in Language Education for Preschool Children edited by Professor Zhao Jishi and Professor Lou and the reality of children in our kindergarten, we have established the goal of early reading education for children: to stimulate children's reading interest, cultivate their sensitivity to written language, help children understand the corresponding transformation relationship between language symbols and picture symbols, master the methods of early reading, cultivate their ability to transfer early reading experience to other activities, develop good habits, and improve their observation and imagination. On this basis, we will determine the decomposition goals and hierarchical goals of each age group.

The construction and establishment of the target system of early reading education make teachers clear the requirements of early reading education for children and make early reading education more targeted.

Second, ways to cultivate children's early reading ability

(1) According to the goal of early reading education, teachers systematically cultivate children's reading ability in a planned and purposeful way, so that each child can develop at different levels.

1. Reading activity (an educational activity that is carried out from shallow to deep, step by step and relatively concentrated in content according to the goal of early reading education)

(1) Big book reading activity: Teachers make big picture storybooks according to children's age characteristics, educational goals and educational contents, and use this big picture storybook to help children learn and master reading skills of carefully observing pictures in sequence and understanding the links between pictures before and after. (Suitable for group activities and group activities. )

(2) Small book reading activities: Children with the same content have a picture book and story book, and read independently, mainly to help children master the method of turning pages, so that children can feel and experience themselves in the process of reading, and constantly gain the experience of independent reading. (Suitable for group activities and individual guidance. )

(3) Appreciation activities: activities with listening to picture stories or other literary works as the main content are mainly to let children listen to the stories told by teachers repeatedly, constantly experience the taste, develop good listening habits and improve their appreciation of literary works. (Suitable for group activities, group activities and individual guidance. )

(4) Arrangement activities: The teacher provides each child with a group of disordered pictures. On the basis of understanding the pictures, children arrange the pictures in order according to the inherent logic of the story, and express the reasons for the arrangement, which is conducive to cultivating children's orderly thinking ability. (Suitable for group activities and individual guidance. )

2. Comprehensive activities based on reading.

(1) Self-editing picture book story book activity and poem matching activity: Under the guidance of teachers, children use their existing reading experience and painting skills to match their own stories and poems with pictures that conform to their plot and content, and compile picture book story books, so as to cultivate children's ability to change language symbols and develop their creative thinking ability.

(2) Listening to songs and making up stories: This is an activity that combines reading experience and musical feeling. Let children understand music through feelings, turn music into language symbols, speak it out, and form music picture story books with pictures, so as to cultivate children's ability to turn music scores into language symbols and painting symbols, and develop their imagination and creative thinking ability.

(2) Let children choose reading materials according to their hobbies, and actively construct, accumulate and assimilate reading experience. Teachers give appropriate guidance to encourage children to carry out independent reading activities.