Reading to Children – Should We Do It Right?

Set the ladder – Reading is one of the big boosts in life:

Several studies in several years in a few settings have all shown great correlation between reading for young children and academic skills through traditional school years. We all know now that reading stories to a child is an important part of the child's early development, and so we read them. Some parents read that they benefit from the good feelings they remember or understand they had as a child. Others read to their young children because they have heard that it is good to do. Still others do it to calm a troubled child. And then there are those who do not see the team. The purpose of this article is to help you think about what might happen inside your child as you approach the train time and see if there could be something that could improve this quality time you invest in each other.

The problem:

The problem of reading in children is that available content is often pretty boring for us, readers. This often makes a genuine reading card for us. The combination of this problem is the fact that young children, and almost everyone else, can say when you are doing it. When you put these facts together, unless your children are very talented or fortunate, probably teach your children to learn all about what academic preparation they are reading from you. Or worse, they get the idea that reading is boring. It's hard to say exactly what's going on in the head at this stage, but I have to imagine that there's little to mix up with developing their synapses.

How to deal with these potential problems?

There are two methods:

PROCEDURE # 1: Work with the symptoms (Do not feel bad, this is what almost everyone does) – Overcome yourself with the voice and condemn to preach – similar to sales preparation and self-hypnosis. This is actually a pretty good form of compensation and can really conceal boredom. The challenge is to make boring stuff live through animation. If you can reduce this consistently, you will be fine. Another "mask symptom" approach is to add that the story will be interesting for you. This takes Robin Williams's kind of personality, and most will not be able to resist this with any long-term ability. The last "bandaid" is to read it as you see it – read sleepy sleep and use it to endure your baby to sleep. This may have unpredictable consequences later, but it has been shown that it is much better than not reading the child.

DECISION # 2: Working at root cause: Choose content you like – not in terms of content, necessarily, but in terms of rhythm or clever wording or fun, logic outside the wall. It's out there, but you need to look for it. Choose content that helps you recover some of the audience's viewpoints and use it as launch pad to get your "score" level of joy and sense. Another approach to chip rooted in the problem is to write own content on its own standards. Do not be afraid to try this. You will not do anything worse than most authors of published children.

Scope of the Solution:

Since the cause of the problem is boring, we need to find more stimulants that would also be interesting for children who begin to understand our language. It would be best to find material that makes sense, indicates the child's perspective, is well shown, has short sentences, has appropriate vocabulary, and helps us connect with the child's vision of life. . This can be something tricky, but it's not impossible.

Components of the Solution – Perspective:

From the perspective of the child, everything that interests you as a prose will work for about 6 months (no chemistry manual). At this point, the child is still alright and all the sound it receives is a useful input for the little computer that is categorized through the foolish language of the language at an awesome pace. After this age, it's probably wise to start choosing stories that a child with 6+ months of experience may relate to, from his experience, so that he may be interested in the subject as his understanding is adapted to the project. I'm talking about stories with short sentences that are loaded with crisp, age-consciousness and general things found below 2 feet. It might be useful for you to walk around the camera attached to a character that is easy to move around the foot of the ground and watch the video to see what the target audience is seeing and how they see it. You will be surprised to see how much construction engineering they are recording. This exercise can give you a standard by judging the content that you think might fit your audience.

Examples – both good and bad:

Think about stories you remember and benefit from your childhood. There are probably not very many. For the younger set, Dr Seuss's collection seems to be Cat in hat Green egg and ham Oh say say etc.). Seems to be a consistent winner. Rhythm, rhyming and surprise keep the stories moving, the sentences are short, the ideas are simple and the length of the story is about right for the content. The plots and results are sometimes a little peculiar, but hi, maybe part of the magic. For the same group of young children, The Very Hungry Caterpillar is a good choice. This is what I refer to as a crazy book – but this is especially good because the sentences and the sheets make it particularly easy to move and the images are big and colorful. In addition, the focus is actually relevant to the story. Very well done. This is my article, so I can conduct personal review.

Adventure scenes are special cases and are likely to depend more on your personal memories than on any "gold value". Beauty and the beast and Sleeping Beauty seem to be good, despite somewhat unknown ideas of witches and adventurous births. However, Little Red Riding Hood has so many delusions of common sense and the so serious consequences of parenting that responsible adults would run from that story. Of course, it collects the parents who pay attention, which goes back to my original essay that boredom is a problem. I can either go through Three Little Pigs but your children must know "Huff and Puff" things to be accepted later in social situations and the same things make for a good and memorable animation opportunity.

Adventures Recommendation: Set the fools in the 0-6 months old so that they can benefit from cultural knowledge, but switch to more "prosperous" choices when understanding begins to become apparent.

As the child gets older, Alexander seems to be a terrible, horrible, no good, very bad day . A good point of view, appropriate wording, fun, long enough to be happy, but short enough to be interesting and challenges that children can refer to. This is really close to the ideal book, if it is. A very interesting example is The Giving Tree . This story is pretty good for children because of style, emotion, and vocabulary, although it involves quite complex and abstract feelings that are beyond their extensive experience. These emotions are treated in such a way that history works for all age groups. Pure Genius.

Close comments: You are in charge. You are the absolute choice for your children. You must take responsibility for using this authorization and make informed choices. You control how boring, inappropriate or mental content is that you are ready to deal with yourself and then move to children. However, you control how exciting, interesting and profitable this choice is too. Then point out all the excitement you find for the content through your videos. After a critical choice and inflammatory phase, the only thing left is to keep up with how the subject is written and read it with the rhythm the author was humming in his head when he wrote the story (if rhythm is part of the content).

Source by Kent Walters

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