Does your child love to read? Parent meeting "why the child does not like to read" Does your child like to read

The formation of the spiritual culture of the individual is carried out through reading.

Family reading plays an important role in shaping the spiritual, intellectual world of a child - it enriches both children and their parents, brings all family members together and instills in the child a love of books from an early age.

In order to draw attention to family reading, the City Children's Library conducted a survey of parents of preschool readers.

Yes, 99% of respondents answered

No, not really, 1% of respondents

2. What is your child's favorite book? Answers-71%

Poems, fairy tales, riddles, stories, adventures

Pinocchio

Lagunov "Romka, Fomka and Artos"

Ouspensky "Down the Magic River"

A. Barto, S.Ya. Marshak

Fly Tsokotukha

Barmaley

Dr. Aibolit

Kolobok

sleeping Beauty

Cinderella

Mamin-Sibiryak "Grey Neck"

Encyclopedias for preschoolers,

About animals

Magazines - transformers, cars

No answer 19%

3. Do you often read aloud to your child?

a) daily, 32% answered

b) from case to case - 58%

c) rarely - 10%

4. Do you have a home library?

Yes (small, petite) - 92%

5. How often do you buy books for your child?

Often - answered 46%

Not often - 41%,

other answers - 13%

at the request of the child

once a month

once in two months

take in the library

6. Please continue the phrase: “Reading to children is important because ...

- reading develops 79%

thinking

Attention

perseverance

fantasy

imagination

The child receives new knowledge, it is useful, important, necessary for children - 15%

No answer - 6%

7. What do you think Kindergarten can help you get your child to read?

Conducting educational lessons, classes - 24%

Interest in new works, which can then be read at home with parents - 35%

Conduct classes so that the child learns to read, read to children as much as possible - 14%

Interest in new forms of education - 3%

Library visit

No answer, don't know -24%

Thus, almost all parents (99%) answered that their children love books and reading.

They know their children's favorite books, many families have a home library (albeit a small one).

Parents quite often buy new books and magazines for their children (46%), they understand the importance and significance of reading for the comprehensive development of the child and the acquisition of new knowledge (94%).

Parents are very interested in various classes to introduce children to reading in kindergartens, they advise children to read more and talk about new books, visit the library.

But, at the same time, to the question about family reading - how often do you read aloud to your child, only 32% of parents answered that they read daily, the remaining 68% answered with regret - rarely, from time to time.

The culture of joint reading is leaving the family, and after all, young children are eager to communicate with their parents, read interesting books with their mom or dad, learn about the world around them, rejoice or grieve for their favorite characters. Reading together builds a powerful bond between parents and children.

We hope that such a survey will help parents think about the importance of family reading traditions, and libraries and preschool institutions help in this work.

Target: familiarization of parents with the methods and techniques of developing reading interest in children.

Tasks:

1. To acquaint parents with the dynamics of the development of reading technology;
2. Show the role of books and reading in the development of the child;
3. Familiarize yourself with the causes of emerging problems in reading and instilling reader interest.

Materials for preparing and holding a parent meeting:

1. Checking reading technique (all parameters) and comparative analysis reading techniques for the period 1-3 grade.

Proceedings of the meeting

1. Acquaintance with the problem "Why the child does not like to read."
2. Analysis of reading activity and reading interests of children and parents (Questionnaires in the preparatory stage).
3. Speech by the school psychologist (The results of testing for the development of figurative thinking in children and recommendations for parents “Exercises for the development of figurative thinking”).
4. Collaboration with the library. Speech by a librarian on cooperation with the library. (Designing a wall newspaper with photographs and children's feedback on cooperation with the library).
5. Relationship with parents is one way to solve the problem. Video game "Understand me".
6. What can you do to make your child love reading? The work of parents in groups in order to compile a memo for parents.

Summing up the results of the parent meeting.

I. Acquaintance with the problem "Why the child does not like to read."

1. In our modern time of high technology and computerization, a person cannot do without such a source of information as a book. However, by the 4th grade, students' interest in reading begins to decline. Accordingly, the reading technique also falls, the vocabulary is not replenished, the love for the book disappears. All this sooner or later affects the learning outcomes. After all, the ability to read fluently, to understand what is read is necessary when studying both the humanities and exact sciences. Slowing down the process of reading, a drop in interest in it, leads to a slowdown in the development of intelligence.

The desire to read, a strong interest in reading is laid down in the family. If reading at home, discussing what has been read, going to bookstores together have become habitual since childhood, this will become the norm of everyday life for the child. However, already in elementary school, many parents face the following problems related to reading:

1. The student reads slowly, with a lot of mistakes.
2. The child reads fluently and correctly, but categorically refuses to read more than what the teacher asked.
3. The child is not able to retell what he read, he simply does not understand and does not remember what he reads. As a result, when reading the problem, he does not understand its essence, and he has to re-read it several times.

What are the causes of the problems? How to overcome them?

2. Reading skill consists of several parameters:

- Reading method: by syllables, whole words, groups of words. (In our class, children read mostly in whole words, but there is also a group of children who use syllabic reading along with whole words.)

- Reading speed (by the end of grade 4, the child should read at least 120 words per minute).

In grade 3, the norm is 80-90 words (for 2 semesters). 7 people read above the norm, 7 people read within the norm, 8 people read below the norm. In comparison with the 2nd quarter, 5 people began to read more words, the rest reduced the number of words. Comparison of the reading speed in the 3rd grade with the reading speed in September of the 1st grade showed the following: the number of words per minute increased from 37 to 87 words.

- Correctness, reading fluency. 8 people read with errors in our class.

- Reading comprehension. According to the results of independent work, reading comprehension was at a high level in 9 people, in 8 people at a level above average, in 1 - at an average level, in 2 - at a low level. A check of reader diaries shows the following: 21 people keep reader diaries, only books assigned for extracurricular reading are recorded, entries are not always accurate, there are spelling errors, not everyone has drawings for works. The best in design reader's diaries for 5 people.

3. Fluent and expressive reading of the child becomes by the 5th grade. But some children, despite the efforts of parents and teachers, continue to read slowly, syllable by syllable, do not understand what they read. The reason for these deviations may be individual characteristics child. From psychologists and speech therapists you can hear such a diagnosis: dyslexia or dysgraphia. With dyslexia, a delay in the development of reading skills may be associated with the work of the brain - some damage to the normal process of growth and maturation of certain areas of the cerebral cortex. Reading disorders are often accompanied by writing disorders - dysgraphia. The symptoms of this diagnosis are as follows: the replacement of vowels in writing, their omission, the omission of entire syllables, not indicating the softness of consonants, etc. And the child needs qualified help from psychologists, speech therapists.

But reading disorders are not always associated with a predisposition to dyslexia. Consider the problems associated with raising interest in reading. Some children who do not experience problems with reading technique perceive reading as a duty. The reasons for this may be in family upbringing.

1) If parents, teaching a child to read, often interrupt these activities with interesting games, walks, watching TV, then reading turns into an unloved lesson that needs to be completed faster. Naturally, the child will not want to read beyond what he was asked. With such an organization, he poorly understands and remembers what he read.

2) If the parents themselves prefer reading other activities: watching TV, meeting friends, etc., if the son or daughter does not see their parents with a book, they also perceive the reading process as a temporary phenomenon, a school duty. The child argues like this: “When I grow up, I will also rest as I please, but I won’t read.”

3) Dislike for reading is also connected with the fact that children are simply not interested in reading. For many of them, what they read remains a set of events, names, titles, incomprehensible, not experienced by them. Unfortunately, progress has a negative effect on instilling a love of reading. Often, children first get acquainted with the animated or film version of the work. Therefore, today's children have insufficiently developed figurative thinking. In this case, new books seem boring, since the child is not able to imagine the characters and images that stand behind the description of the characters and events. It is quite another thing - cartoons or computer games. Here you can feel the action, the development of the plot, the sharpness of sensations, there are already images of the characters, the environment is drawn. It turns out that modern children lack imagination: they are surrounded by too many visual entertaining stimuli from birth, so there is no need to imagine or think of something.

II. Analysis of reading activity and reading interests of children and parents based on the results of the survey.

Questionnaire for the student

1. Do you like to read books?
2. How much time do you usually spend reading a book?
3. Are you forced to read or do you read on your own without being forced?
4. What books do you prefer?
5. What magazines do you like?
6. Who advises you in choosing a book?
7. Do your parents give you books?
8. Do you discuss what you read with your parents?
9. Do your parents read books?
10. Do you go to the bookstore or library with your parents? In which? Which store?
11. Do you have a home library?
12. What book are you reading now?
13. What magazine?
14. Which book (from what you have read) Can you recommend to friends and classmates? Why? What did you like about this book? Draw her cover.

Questionnaire for parents

1. Does your child like to read books?
2. How much time does he usually spend reading a book?
3. Do you force your child to read or does he do it without compulsion?
4. What books and magazines does he prefer?
5. Do you give your child books?
6. Do you read books and magazines with your child?
7. Do you discuss what you read with your child?
8. Do you consider yourself an active reader?
9. Do you think you are an example for your child in reading books?
10. Do you go to the library with your child or do you have enough at home?
11. Which book (of the ones you read as a child) Can you recommend a child to read? Why? What do you love about this book? Please indicate the author and title of the work?

To the last question of the survey (№11) please respond to all family members (mom, dad, grandparents if possible)

Analysis of reader interests is presented in the form of comparative tables.

The list is compiled in the form of a table, where the columns are indicated as:

III. Speech by a school psychologist (Results of testing for the development of figurative thinking in children and recommendations for parents “Exercises for the development of figurative thinking”).

IV. Collaboration with the library. Speech by a librarian on cooperation with the library. (Designing a wall newspaper with photographs and children's feedback on cooperation with the library).

V. Relationship with parents is one way to solve the problem. Video game "Understand me".

Preparation and implementation of the video game “Understand me”. The children were asked to prepare a story for their parents about their favorite literary hero without naming him. Parents guess the character from the description of the child.

VI. What can you do to make your child love reading? The work of parents in groups in order to compile a memo for parents.

Reminder for parents.

1. Remember that the most important example for a son or daughter is yourself. It is difficult to convince a child that reading is better and more useful if he sees that family members prefer TVs, VCRs and computers to books.
2. Have a reading ritual at home. Read fun, interesting books outside of your school curriculum. Discuss what you read.
3. Let as early as possible one of the permanent gifts to the child will be a book corresponding to his age.
4. Don't rush to answer your child's questions right away. Encourage him to look for answers in books on his own. To do this, collect various dictionaries at home: encyclopedic, explanatory, spelling, phraseological, etc.
5. Make going to the bookstore with your son or daughter an enjoyable experience. Let the child calmly walk between the shelves, draw his attention to new items, consult with him what kind of books you could give to someone from the family, his friend.
6. When a child reads, be nearby (to explain an incomprehensible word, laugh together at a funny moment), but do not stand over his soul (this will create a coercive effect).
7. Show interest in what your son or daughter is reading.
8. Celebrate each, even insignificant, from your point of view, success of the child with praise or encouragement (but in no case monetary), then he will try to please you with his successes.
9. Don't compare your child's achievements to other children's. (especially his siblings); constant unfavorable comparison reduces the child's self-esteem, reinforces his dislike for more successful guys.

VII. Summing up the results of the parent meeting.

Remember that this is not a waste of time, but a long-term investment of strength, love and attention. To introduce a child to reading, to cultivate a love for the book is very important task families.

Possible decision of the parent meeting.

1. Discuss the texts of the memos with the rest of the family at home.
2. The class teacher should draw up a schedule for consulting parents on the issue of reading technique.
3. In educating the reader's interest in children, continue cooperation with the educator with the children's library.
4. Make it mandatory to visit the library with your parents, teach your child to choose books.

Literature:

1. Parent meetings grade 4.: Moscow - 2008 - p.58.
2. Fesyukova L.B. Education with a fairy tale.: Kharkov - 1997.

Parent meeting "Family and book"

Purpose: to create conditions for parents to comprehend the importance of family reading and to form a pedagogically sound position in relation to introducing their own child to reading.

Tasks: 1. Understanding the importance of introducing a child to systematic conscious reading.

2. Identification of problems of interaction between parents and children in the development of interest in reading.

3. Mastering by parents of techniques for the development of technology, awareness of reading and interest in it.

Stage of preparation: 1. "Parallel" questioning of students and their parents on the topic "Does the child like to read?". 2. Development of memos for parents.

Teacher: Dear parents. The topic of our meeting is very relevant. Each of us would like his child to love to read. Sukhomlinsky, during the study of the causes of mental retardation in schoolchildren, noticed that if in the lower grades children devoted little time to the process of reading and processing the information received, then they developed a structure of brain inactivity.

Interest in family reading has recently revived. However, many believe that books are now being replaced by television, computer games. But books have no competition. They contain the knowledge of mankind. They teach goodness, justice, discover the beauty of the world around them, instill love for life, the joy of knowledge. Books, like true friends, will never betray. A person perceives 20% of information with his eyes, 70% of them through reading.

Questionnaires for parents and children

2. What book are you reading now?

3. Do your parents read to you?

4. Do you read with your parents?

6. Do you read because you have to, or because it's interesting?

7. Do you have interesting children's books at home?

8. Do you go to the library?

9. What book is mom reading now? Dad?

10. What books do you like to read the most?

2. What book is your child reading now?

3. Do you read to children?

4. Do you read with your child?

6. Do you think your child reads because he has to or because he is interested?

7. Does your library have books for your child?

8. Does your child go to the library?

9. What book are you reading now? Your spouse?

10. What kind of books does your child prefer to read?

An analysis of the questionnaires showed that only about half of our children like to read, and the parents were more strict in their assessments than the children. Every third parent does not know what book their child is reading now. Less than half of parents read to their children, and yet our children need it so much. In forty-odd percent of families, adults love to read and children see it. Every second parent writes that the child reads more out of necessity. Almost everyone has books for children at home. But not all children like to go to the library. The answer to the question about what adults read was disappointing: almost no one was able to answer it. But most of the parents correctly named the book that the child is reading. But the answers to the last question about children's reading preferences are full of contradictions.

Now let's answer the question "Why is reading important?" together. I ask you to join in pairs and after two minutes, offer your argument.

chain of parental opinions as a result, a verbal "ladder" appears on the board.

Teacher's comments on the resulting scheme.

1. The book awakens emotions.

Even I. P. Pavlov argued that emotions are a peculiar and very strong energy source for a person. Reading a book, a child rejoices, worries, wonders, sympathizes, and all these are emotions, they are needed. If there are no positive "charges", negative ones can easily come into play.

2. Reading increases intelligence.

If a child does not systematically read, then he misses about 14% of all the information available to him. To keep abreast of scientific news, a person today must read as much as a person used to read in his entire life.

3. Reading helps you study.

A well-read child quickly catches the meaning of what he read, highlights the main thing. A weakly reading child must read, for example, the condition of a problem several times in order to understand its essence. Fluent readers tend to be better at answering questions about what they have read and have more spelling "sharpness". Such a child has a large amount of information, and is better oriented in all subjects, has the skills of its search and generalization.

4. Books form self-educational skills.

By joining reading, the child is freed from dependence and guardianship of adults. The child goes to the library, learns to understand the structure of the book, use reference books, encyclopedias. It helps a lot in learning activities.

5. Reading encourages moral action.

Unfortunately, life, the surrounding reality is not always full of lessons of high morality. And faith in the good, the bright is supported by the images of your favorite heroes, whom you want to be like, whose actions delight.

And now let's ask ourselves, probably, the most difficult question: "How to cultivate a love of reading?"

I propose to unite in groups and try to offer our own (possibly time-tested) way of introducing the child to reading.

Variants of "advice" of parents

1. The child is greatly influenced by whether the parents themselves read or not. If they spend most of their time in the evening in the kitchen or watching TV, then it is unlikely that their “child” will be a bookworm.

2. It is necessary to maintain the child's interest in reading: ask questions, delve into what he reads, be surprised at some moments of the content, get carried away by it.

3. We think that little parental “tricks” can help, for example: “Read for me, please, otherwise I don’t have time! I'll wash the dishes."

4. It is necessary to give the child beautiful books, focusing on his interests. You can go to the bookstore with him more often and choose! But at the same time, do not "slide" only on comics and illustrations for "cartoons".

5. We must be patient, do not reproach the child for the fact that he has a “tight” reading, encourage him, praise him for small “steps” forward. Remember that you did not succeed immediately.

6. Sometimes parents should turn into a Dunno and be sincerely surprised and interested in what the child is reading. The feeling that he knows more at least in something is very encouraging for the child and helps him to consolidate the reader's interest.

Teacher: Of course, the "piggy bank of reader's wisdom" can still be replenished. And I think you will continue to do this after our meeting.

Meaningful Reading

Objectives: - acquaintance with the method of pair thinking as a way of developing meaningful reading skills in younger children school age;

- the formation of the ability to cooperate with other people through reading.

Call stage.

1. Dear parents, I invite you to reflect on the question: “What is meaningful reading?”. Write down your answers on a piece of paper. Do you think your children can read meaningfully? Try to mentally assess the level of formation of this skill. Now raise your hand if you think your child is:

Achieves understanding of the text, but does not deeply comprehend it;

Deeply comprehend what has been read.

(Parents raise their hands, the teacher counts the number of votes and writes this information on the board.)

2. In your opinion, should children be taught meaningful reading and what needs to be done to make reading meaningful? Write down your thoughts about this on the same piece of paper.

Upkeep Stage

4. Today we will consider one of the methods that allows you to influence interest in reading and forms the ability to deeply comprehend what you read. This method is called Pair Thinking. Pair thinking involves reading a text with stops, as well as discussing it together, in pairs. One of the partners (the more competent reader) acts as a mentor, and the other member of the pair (the less competent reader) becomes the student.

Pair thinking is carried out in 3 stages:

- "Before reading";

- "In the course of reading";

- "After reading."

At each stage, the comprehension of the text is carried out in several directions. Each direction corresponds to a certain group of questions. Get to know indicative list questions that the mentor asks the student at all stages of working with the text in order to improve the quality of thinking both in himself and in his partner (Appendix No. 2).

5. Let's practice using this method. Now I will read a short text and ask you questions from the list of questions of the first level (Appendix No. 3).

6. Before you work in pairs, read the recommendations addressed to mentors (Appendix No. 4).

7. Now, in pairs, you will assign roles and work with another in a similar way (text of the choice of the teacher).

Reflection stage

8. After the work done, discuss the following questions in the group:

Do you agree that this method teaches meaningful reading?

Where and when can you use this method with your child?

Complete the entries in the table (Appendix No. 1).

Parents discuss questions, fill in the table and acquaint other participants of the parent meeting with their findings.

Application No. 1

Do you agree that this method teaches meaningful reading? __________________

_____________________________________________________________________________

Options for entries made by parents:

What is meaningful reading?	What needs to be done so that children read meaningfully?	Where and when can you use the paired reading method with your child?
thoughtful reading Understanding what you are reading Ability to retell what you read Literate reading Compliance with intonations and semantic stresses Highlighting the main thoughts, what can be hidden Ability to draw conclusions	Figure out unknown words Define main topic Interest the child Ask questions as you read	At home, at school Visiting with friends When doing homework When reading newspapers, magazines, fiction Before bedtime

Application No. 2

Stage 1 "Before reading"

Structure of the book/text: What can be learned from the title of the text?

Type of book/text: What is this text?

Degree of difficulty: Will it be difficult to work with this text?

Reader's goal: What do you expect from this text?

Stage 2 "In the course of reading"

Meaning: What is the meaning of what you read?

Truthfulness: Is what is written in this text true?

Connections: How does this relate to reality?

Stage 3 "After reading"

Summary: What are the main ideas, key thoughts of the text?

Evaluation: What is your attitude to what you read?

Repetition: What do you remember?

Other Directions: Did you have any other questions as you read?

Application No. 3

Here is one of the options for implementing the method. The work is described from the position of a mentor (teacher).

The first stage - "Before reading"

The text that we will read is called “You have your own mind”, the author of this text is Vladimir Ivanovich Dal. Tell me, please, what does this tell you, what can you expect from reading this text? Is it difficult to work with this text?

The teacher listens to the answers of the parents and begins to read the text with stops.

The second stage - "In the course of reading"

The goat got into the garden: it happened, as soon as the shepherds drove out their herd, then my Vaska at first, like a good one, goes, shakes his head, shakes his beard; and as soon as the children sit down in the ravine somewhere to play pebbles, then Vaska goes straight into the cabbage.

The teacher stops and asks a question from the first level list:

- Which of our predictions were confirmed?

Once he went the same familiar path, he goes to himself and snorts. At this time, a stupid sheep fought off the herd, went into the thicket, into the nettles and into the burdock; she stands, cordial, and screams, and looks around - is there anyone who is a kind person to lead out of this trouble. Seeing the goat, she was delighted, as if she were her own brother: I’ll go, they say, even after him. “This one will lead: I don’t have to go after him; we have that goat-leader ahead of the group, follow him boldly!

The teacher asks a question:

- How is what we read about connected with reality?

Our sheep went, tagging behind the goat. He through the ravine - she through the ravine; he through the tyn - she through the tyn, and ended up with him in the garden.

This time the gardener looked into his cabbages a little early and saw the guests. He grabbed a twig for a long time and rushed at the uninvited. The goat, as more agile, managed to jump over the tyn again, mumbled and went into an open field, and the poor sheep rushed about, began to rush, shy, in all directions and got caught. The gardener did not spare his twigs: he soaked them all on the poor sheep so that she was already screaming in a voice that was not her own, but there was no help from anyone. Finally, the gardener, thinking to himself: what good, still kill this fool, and then the owner will become attached, drove her out the gate and still dragged her out onto the road with a twig.

The teacher asks a question:

Is what is written in this text true?

The sheep came home, in a herd, and weeps at the goat; and the goat says:

And who told you to follow me tail? I went to my head, so did my answer; if a peasant folds my sides, then I won’t cry at anyone, not at the owner, why doesn’t he feed at home, or at the shepherd, for some reason he didn’t look after me, but I’ll be silent and endure. And why did the hard one carry you after me? I didn't call you.

The teacher asks a question:

- What is the meaning of what you read?

- How does this relate to reality?

And the goat, although a rogue, a thief, is right in this matter. Look everyone with your own eyes, scatter with your mind, and go where it is better. And it also happens with us: one indulges in some kind of sin, and the other, looking at him, follows him, and after he gets caught, and weeps at the teacher. Don't you have your own mind?

The third stage "After reading"

After reading, the teacher asks questions:

What are the main ideas of this text?

- What is your attitude to what you read?

- What do you remember?

- Do you have any other questions while reading?

• Your goal as a mentor is to help improve the quality of the student's thinking.

• Use natural pauses to ask a good question and discuss what you have read.

• Encourage the student to think out loud.

• The student can also ask you questions.

• After you ask a question, give the student time to think.

• You can use any questions you have while reading, along with those written on the piece of paper.

• If the questions on the list don't fit the text, don't use them.

• Remember to ask the student, "How do you know this?"

• In the second step, As You Read, ask questions across the board in a different order.

• When you're done, thank each other.

So, dear parents, read with your children and you will spiritualize your life with beautiful images. This path is not easy, but it is beautiful, because it leads to the heights of morality and understanding of the high destiny of Man in this world.

10 years ago, when my son was born, I was very young and had no idea what I was doing. My life was far from ideal and my main task was to survive. Despite the fact that I loved my son very much and took care of him as best I could, this care was mainly manifested in the fact that he was full, clean and healthy. I didn’t take him to baby massages and baby swims, I didn’t learn rhymes and songs with him, I didn’t collect Lego castles for him, and what I regret most of all is that I didn’t read to him at night. I didn't read to him during the day either.

I missed a very important time in the development of my child, when the love of books and reading is laid on an intuitive subconscious level. Therefore, later I had to make a lot of efforts to instill in my son a love of reading.

When he was 7 years old, I finally began to notice that my son was completely indifferent to books. He could read, but he didn't like it. I realized that something needs to be done urgently.

At first I began to read to him at night. I know I'm 7 years late, but better late than never. Then we began to read together in turn - I page - he page. Gradually, I began to collect a children's library. I bought him a variety of books from comics to collections of children's classics in 17 volumes. I also collected various encyclopedias for him. I tried to find books that he would enjoy not only reading, but just looking at.

I bought a bookcase specifically for my son and put it in the nursery. In my opinion, this is important when a child has his own personal little library. I also bought a giant cushion/chair and a lamp to create a real cozy reading nook. Informal and comfortable enough for a child to want to spend time there.

Gradually, I began to take my son to the presentation of new books and introduce him to the authors of these books. We have books signed by authors and illustrators. My child really liked this because he started to see the real people behind the creation of the books. We also began to go to book fairs and literary festivals, and of course we became regulars in bookstores. It usually takes us at least an hour to go to the bookstore. We always drink tea there and dig deep into books sitting on the floor for a long time. It is far from necessary to buy something, the process itself is important.

I am trying to develop in my son a love not only for reading, but also for books, as an object, as an object to which the hand itself reaches out. I love books myself. I love holding them in my hands, sniffing them, flipping through the pages. I would love to instill this love in my child.

And finally, I wrote it down in the library near the house. I allow my son to go there on his own and choose books of his choice. Again, I do not want to impose my tastes and literary preferences on him. It is important for me that he reads what is interesting to him.

My son is almost 11. I still can't say that reading is his favourite hobby, but we have developed a certain routine and attitude towards reading. He reads every night before bed, he has favorite books and favorite authors, and it can be said that I almost managed to correct the fact that I did not instill in my child a love of books from early childhood. Though it's too early to stop...

I would really like to know how you instill in your children a love of reading, especially older children. Do you have any tips and tricks. Do your children love to read?

There was a time when the citizens of the USSR belonged to the most reading nation in the world - and this despite the fact that many good publications were in great short supply, while others were completely banned. Today, in a couple of clicks, you can find everything your heart desires on the web, but young people have almost forgotten how to read. But no matter what they say paper book will never cease to be relevant - this is the best friend and interlocutor, adviser and teacher. How to teach a child to love reading, so that in the future he would prefer a book to a computer and TV? To become a multifaceted personality with a broad outlook and range of interests instead of a typical consumer of entertainment?

Cultivate an interest in reading

Acquaintance with the book begins long before the child learns to read. First you need to show the baby colorful pictures in books for the smallest, and read aloud to him the captions to them - fairy tales, simple rhymes, sing songs.

You need to find the right time to read and make reading books a daily tradition. You can pay attention to reading both in the middle of the day and before bedtime. The main thing is not to force the child if he is in this moment set to fool around. Otherwise, the child will hate reading and generally learning new things. And you should not criticize your child in comparison with other children, even with brothers and sisters: it does not matter that others read more, more willingly, faster - remember, this is not a competition!

Spending time with mom and / or dad reading a book should evoke positive emotions in the child - so that over time these minutes turn into one of the pleasant and cozy memories of childhood. The baby is growing, and from small fairy tales or stories, you can gradually move on to stories with a sequel.

Be sure to discuss what you read with your child: what did you like and remember, does he approve of the actions of the characters, is he satisfied with the ending of the story - or, maybe, is he ready to compose his own happy ending? In a word, help your child learn to analyze information - this is an important part of the culture of reading.

Even when the child is already quite able to read books on his own (at 6-7 years old), do not deny him the pleasure of listening to your expressive (and therefore so fascinating) reading. After all, even high school students listen in fascination as their favorite teacher reads an excerpt from curriculum! A young reader can independently study literature of interest to him - even if it is comics or fantasy, and adults can introduce him to those books that they consider useful for development and that they themselves read in childhood.

Tell your child why reading books is no less interesting than watching cartoons or movies: after all, the most fantastic cinema is in our imagination! And, of course, if you want to captivate a preschooler with reading, do not forget: at this age, children try to copy adults in everything. So if you yourself regularly devote time to literature that is interesting to you, there will be no problems with the baby. But if the household is used to spending time watching TV, the child will also reach for the screen - which is difficult to resist even for us adults.

Sign up for the library!

“What?..” - many modern parents will round their eyes, - and in vain! The library is a place where a very special atmosphere reigns - comfort, silence and order. Here, a small child immediately feels his adulthood and significance, and also - respect for books. Here are a few reasons why you should still enroll your baby in the children's library:

For a preschooler, visiting the library is not only an opportunity to get acquainted with new books, but a good “simulator” of independence. After all, a child has his own form - a completely adult document, where his name and surname are indicated. The kid is able to appreciate the significance of this event and is proud of the trust placed in him. He will even have to put his signature (or scrawl) on the form for each book that the little reader, again, chooses on his own!

The children's library will help develop the child's communication skills: a friendly atmosphere and silence set the child up for unhurried communication with adults. An attentive librarian will talk to the child about his preferences and at first help to choose the right book. In addition, the child will be able to share his impressions of what he has read with his family and peers, at the same time training the retelling skill necessary for the school.

Visiting the library, the kid will learn how to handle books with care and accuracy - after all, the books do not belong to him, but are the property of the library. Older children during visits to the library will learn punctuality: it is necessary to return the books read on time and choose the right time for this in your schedule.

Every child is an owner at heart, and most parents are familiar with the situation when a baby tearfully asks to buy a toy he likes or a colorful one-day magazine, and after a day loses all interest in acquiring it. Not every modern family can afford to indulge the whims of the baby, especially considering that he himself does not really understand what he needs. So visiting the children's library can be additional opportunity save the family budget: here the baby will heartily play enough with waste paper and gradually learn to distinguish it from good books. At the same time, read books return to their shelves without regret, saving your home from a warehouse of expensive but useless pulp.

Enrolling in the library is not at all difficult: until the child is 14 years old, an adult must present an identity document, as well as familiarize the child with the rules for using the library. When choosing a library, expect your child to be able to visit it on their own in the future - so the closer to home, the easier it is. Introduce your child to a librarian who will help him navigate the library collections. And if the child is already in school, it will be more interesting for him to visit the library with a like-minded friend or in the company of several classmates.