Analysis methods early learning reading preschool children

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Analysis methods early learning reading preschool children

Ushkov M.

Abstract

The article describes the main characteristics and distinctive features of early learning preschool reading techniques.

Аннотация: в статье рассматриваются основные характеристики и отличительные черты методик раннего обучения чтению дошкольников.

Keywords: methodology, training, speech, preschool age.

Ключевые слова: методики, обучение, речь, дошкольный возраст.

Preschoolers with strong inclinations, with the right education and development have a high interest in cognitive activity. Formed curiosity, the basis of which is the high level of children's curiosity, in turn, develops an interest in literary works [3]. preschool child reading

Questions of preschool early learning is relevant always and for all parents who are attentive to the education of their children. For example, why should a child start learning to 4-7 years, when "after three too late"? The absurdity of the situation is obvious: the formal training begins, when it ends sensitive period of development of the child. According to scientists G. Doman and N. Zaitseva early training effective and useful. American scientist G. Doman repeatedly mentioned - "Kids are willing and able to learn ... one year old child to learn to read more easily than six years" [5].

Obviously, the sooner preschooler will start their training and development, the higher the chance to get more knowledge and skills, respectively, to achieve better results in any activity in the future. In our analysis, we looked at 4 the best-known non-traditional practice of early learning to read preschoolers - is S. Lupan, G. Doman, Zaitsev, A. P. Tyulenev [1, 2, 6].

By the method of early development S. Lupan are increasingly resorting pedagogy and parents created by Belgian actress. The rise in popularity, primarily provides simplicity and the possibility of teaching a child to read virtually from birth. You should begin with the penetration of the alphabet. When a child appears speaking, you can move to the graphic writing words uttered child. Regarding the reading itself, it is necessary to read the teachings begin in three years.

The content is a technique that on cardboard cards are written the names of objects that surround the child in everyday life and hang on these same subjects. In parallel with this work being acquainted with writing letters S. Lupan came up with their own original images.

It is important to note that the authoritarian and violent parents, this technique will not work. This method is very time consuming for the parents. To use this method, you must make a number of illustrations, cards with inscriptions, prepare many works of literary creativity. In addition, the whole apartment is transformed into a museum of cards and images [7].

The basic position G. Doman method lies in the fact that the brain develops its maximum possible only when it works. So from an early age it is necessary to force the brain to process the information that in subsequent years a person could easily develop. Learning to read takes place by means of cards on which are written the words. "The kid clearly show the card and call the word, which is indicated by the image. Each time at the end of shuffled cards class to another time did not repeat the procedure. Those cards that the child has learned, can be removed from the demo pack, replacing them with new ones. All material is divided into specific topics, starting with the easiest. Over time, the card set can be expanded, for example, foreign words, important to correctly pronounce them. Excellent results can be achieved only with regular employment" [5]. The sequence of learning to read is divided into several stages: 1. Individual words. 2. Slovosochetaniya. 3. Simple sentences. 4. Rasprostranennye proposal. 5. Knigi.

According to G. Doman, seeing the word several times, the child will remember forever as it is read. And seeing the multitude of words, by itself bring the rules of reading and start to read unfamiliar words.

Despite the fact that there are already several dozen Nobel laureates, who as a child learned from Domani, the technique has a number of significant negative sides: in the process of learning the child is passive - just have to watch; the method is ineffective in the Russian language is not rare, reading children swallow the end; method of training is very time-consuming, difficult to prepare props.

Today, a popular method of N. Zaitsev in Russia. Allows you to start to teach preschool children with 1.5 years.

The main idea of NA technique Zaitseva - a game-mediated learning. The basic unit of language - style characteristic of the traditional reading of the education system, it replaces the phenomenon as a warehouse. In the terminology of AN Zaitseva, warehouse - "muscular effort of the vocal apparatus." It may be a couple of consonant and vowel or consonant and soft sign, or even a single letter.

In the process of learning involves all modalities of sensation. Thus, the author is trying to compensate for the lack of methodology of analytical thinking a keen perception of the child.

To this end, training is conducted in the course of the game with dice, which were written on the faces of warehouses. Cubes are different, depending on their written in warehouses, color, size, and sound. That is, the author endeavors to observe the law system of learning from concrete-shaped thinking through visual-verbal to the logical.

The technique has a number of serious negative aspects: the proposed finished warehouse does not allow the child to understand the mechanism of word formation as a whole; the complexity of manufacturing benefits.

Not long ago, the parents of preschool children were convinced that their child should learn to read in school. Today, not all agree with that opinion. Most parents want their children smart and successful [6]. Thus, it becomes very important to the timely response of the developers pre-school education programs, which may increase the potential of their research to include modern methods of early reading instruction.

References

1. Doman G. Kak nauchit' svoego malysha chitat' / G. Doman. M.: Vindex, 2008. 240 s.

2. Zajcev N. A. Pis'mo, chtenie, schet / N. A. Zajcev. SPb: Lan', 1997. 198 s.

3. Men'shikova E. A. O psihologo-pedagogicheskoj prirode ljubopytstva i ljuboznatel'nosti detej // Vestnik TGPU, 2009. № 1 S. 88-92.

4. Sergienko E. A. Rannee kognitivnoe razvitie: novyj vzgljad / E. A. Sergienko. M.: Izd-vo "Institut psihologii RAN", 2006. 464 s.

5. Sidenko A. S., Jashina G. A. Obzor metodik rannego razvitija detej // Jeksperiment i innovacii v shkole, 2013. № 6 S.31-37.

6. Tjulenev P. V. Chitat' ran'she, chem hodit' / P. V. Tjulenev. M.: Serija "Jera Cheloveka Razvitogo", 1996. 272 s.

7. Методика С. Лупан - Дошкольный возраст. [Электронный ресурс]. Режим доступа: http://www.intensiv7.ru/методики-развития/методика-с-лупан/.

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