Reading stories from children’s books, telling tales imagination and creativity as well as providing emotional and social development It is very important for their skills.
The child wants to explore and know. For this reason, he constantly observes his environment and asks questions about every event, object and existence. We observe the question “why” more clearly, especially in children over the age of two; the child’s demands for experience and observation of the outside world increase during the period of curiosity and discovery. this will have fulfilled an important function in his feeling and revealing himself as an individual.
The Child Who Meets with the Book
The child should come together with the book in the early period. Of course, it cannot be expected from a child who comes together with a book between the ages of 1-2, to make interpretive inferences and to focus on the book like an adult. In this period, the child will make physical contact with the book and it will be his nature to carry out all kinds of actions, including holding it, biting it, tearing it. For this reason, the books to be given to the child should be suitable for the age of the child, visually rich, with striking pictures, appealing to the child’s sense of touch, and prepared in a way that the child can establish both visual and physical bonds. The visuals of the books in question should be more prominent than the stories, and the child should be able to sense the presence of colors and objects. Children’s books have the image of animals and things, and sometimes they should be fabric, sometimes wooden, and sometimes made of hard cardboard that makes the book three-dimensional. Books can increase the child’s imagination and will also prepare the process in which the child’s vocabulary begins to increase. Books prepared for children between the ages of 1-2 should contain visuals, not words, and this should be in a narrative order; It enables the child to start reading activities with their parents or an adult.
The Reading Process and Its Effects on the Child
The book develops the child’s imagination, creativity and problem-solving skills. Children first experience the ability to understand other people’s lives, their behavior and emotions in the face of events, and their problem-solving skills with books. Many desired behaviors can be taught to the child by explaining the characters in the books.
Reading a book to a child requires primarily understanding, definition and evaluation in the linguisticization process. Beyond that, overcoming the problem, that is
It is the child’s internalization of what he has experienced in a textual context and has come to a conclusion about the problem. The resulting process is that the child creates his own text. Here, the most important step is to allow the child to come up with his own text (even if it is incomplete, wrong, erroneous) rather than for the adult to impose his own thoughts and say his own text in the child’s creation of his own text. This will develop the child’s self-confidence, multiply and improve both his vocabulary and expressive ability. In this context, it is very effective for parents and children to read books together. From within the family such as mother, father, grandfather, sister, older brother, aunt; Reading with people outside the family, such as the teacher and the narrator, is one of the most favorite moments of the child. Among them, the one that gives the child the most pleasure is reading to him by the people he loves most in the family. The child especially enjoys reading a book before going to bed. Lying down on the bed together, the child resting his head on your chest, leaning on your body is the most crucial message he gives to the adult. What the child really expects is not just reading a book. The child leans on the adult and begins to regard him as completely his own. The message he gives to the adult is “You are now mine alone in this reading process”. Leaning on him, he took his heart sound and bodily warmth to himself, and when he started reading, he started to consider her voice as his own. Most of the time, adults may encounter a situation like this: The child has brought a book that has been read perhaps a hundred times, to be read. Sometimes adults get bored during the reading process and try to make jumps in the text to speed up the reading. That’s when the boy said, “No, it wasn’t like that!” he reacts. In this case, the adult says, “If you know, why are you teaching it?” he reacts. The real truth here is the situation we tried to explain above. The child wants the adult to belong to him, to hear his warmth, to feel his heartbeat, and to have his voice by talking to him. These are the rare moments when the child perhaps establishes a one-on-one relationship with the adult. Some adults buy fairy-tale toys to develop a reading-only culture. Worse than that to the child “Stay away from me.” message cannot be delivered. The problem is not reading culture, it shouldn’t be. Because such a culture of reading is mechanical, soulless, meaningless. The important thing is that the child touches life and people, and this can only happen when these feelings are lived without account. In any case, when the child feels loved, warm and accepted, he will be relieved of his worries and fall into a comfortable sleep. Watching that child’s face at that moment would perhaps be the best moment to describe. It is beneficial for adults to internalize this in a healthy way.
The important thing here is that it is very important to choose a book according to your child’s age level. The most important point that families should pay attention to when choosing a book is the selection of books suitable for the interests and curiosity of children and should be chosen together with the child. For this purpose, it should not be forgotten that it is a very important requirement for each child to have a library of their own, in which they have their own books.