Volume 10,Issue 9
Current Status and Improvement Strategies for Utilizing Science Picture Books in Kindergarten Early Reading Activities
Science picture books serve the dual functions of transmitting scientific knowledge and constructing reading experiences, making them indispensable high-quality educational resources in kindergarten early reading activities. Compared to narrative story picture books, science picture books possess unique characteristics in content organization, text-image integration, and knowledge construction, imposing higher demands on teachers’ book selection and instructional guidance capabilities. Taking 54 teachers from three kindergartens in Changsha City as the research sample, this study systematically investigates the current application status of science picture books in collective teaching and reading corner activities through a combination of questionnaire surveys, in-depth interviews, and field observations. The findings reveal an overall underutilization of science picture books in kindergartens, primarily reflected in small quantities and low replacement frequencies in reading corners, low usage rates in collective teaching, as well as practical dilemmas faced by teachers in setting educational goals, identifying key instructional points, and implementing reading intervention strategies. To address these issues, kindergartens should optimize the allocation of science picture book resources, establish a comprehensive teacher professional training system, and promote the deep integration of scientific reading with children’s daily life experiences, thematic activities, and home-kindergarten collaboration to fully realize their educational value.
[1] Matsui T, 1997, My Theory on Picture Books, Hunan Juvenile and Children’s Publishing House, Changsha, 78.
[2] Department of Basic Education, Ministry of Education, 2002, Interpretation of the Guidelines for Kindergarten Education (Trial), Jiangsu Education Publishing House, Nanjing, 85–88.
[3] Zhang MH, 2005, Instructional Strategies for Early Reading from the Perspective of Information Processing Psychology. Studies in Preschool Education, (1): 27–30.
[4] Yu ZY, 2005, Early Reading Guidance in Daily Life. Studies in Preschool Education, (1): 31–34.
[5] Wang J, 2013, Research on Reading Comprehension of Science Knowledge Picture Books in Preschool Children, thesis, East China Normal University, Shanghai.
[6] Wang J, Zhou J, 2013, The Concept, Value, and Reading Guidance Strategies of Informational Picture Books. Studies in Preschool Education, (5): 62–66.
[7] Duke NK, Kays J, 1998, “Can I Say ‘Once Upon a Time’?” Kindergarten Children Developing Knowledge of Information Book Language. Early Childhood Research Quarterly, 13(2): 295–318.
[8] Pressley M, Rankin J, Yokoi L, 1996, A Survey of Instructional Practices of Primary Teachers Nominated as Effective in Promoting Literacy. The Elementary School Journal, 96(4): 363–384.
[9] Jacobs JS, Morrison TG, Swinyard WR, 2000, Reading Aloud to Students: A National Probability Study of Classroom Reading Practices of Elementary School Teachers. Reading Psychology, 21(3): 171–193.
[10] Yao XJ, 2011, Research on the Current Status of Teaching Children’s Picture Books, thesis, Hangzhou Normal University, Hangzhou.
[11] Sun Y, 2011, The Value and Approaches of Educational Reading in Scientific Knowledge Picture Books. Early Childhood Education, (16): 6–7.
[12] Wen BZ, 2014, Research on Reading Guidance for Scientific Knowledge Picture Books. Early Childhood Education, (Z4): 15–17.
[13] Xu XZ, 2012, Entry Points of Teachers’ Questioning in Reading Activities of Science Knowledge Picture Books. Studies in Preschool Education, (7): 67–69.
[14] Zhang MH, 2000, Several Reflections on Early Reading. Studies in Preschool Education, (4): 17–18.
[15] Wang L, 2008, Picture Books and Early Language Education for Preschool Children. Studies in Preschool Education, (7): 52–54.
