Preschool Childrens Reading - Research Paper Example

The Effect of Aesthetics Reading Environment on Preschool Children’s Reading Motivation Abstract This study aims to explore the way how and what do preschool teachers manage to create an aesthetics appropriate environment through 12-week reading activities to enhance children’s reading motivation. There are four regular activities including arranging children’s aesthetics reading time, designing borrowing books home activities, promoting peers and parent-child shared reading, and classroom hot-popular reading books selection ballot. This study adopts qualitative research for observing, interviewing, and relevant documents collection for 16 mixed aged children from 4 to 6 years old. With the professional scholars’ analyzing observation, interviewing, videoing data and children’s work, the results indicate that classroom reading aesthetics arrangement and classroom-based teacher–child storybook reading activities can stimulate children’s reading motivation (Aikens & Barbarin, 2008). Key Words: Children, Classroom Environment, Reading Motivation, Storybook Reading, Aesthetics Background The importance of motivating children’s reading in information this technology era. Reading is integral in the process of educating children (Alderman, 2013). However, for children to read and study effectively they need an incentive that would lure them into the process (Brock et al., 2008). Therefore, the imperativeness of motivating their reading is of utmost importance (Blachowicz et al., 2006). The reading techniques, teaching procedures, curriculum contents and the aesthetic environment are also foremost. Technological factors can also be incorporated into reading with regard to the era of dynamic technological advancements (Brock et al., 2008). The significance of preschool educators in promoting children’s reading is highly related to children’s language, social, emotional, and aesthetic development (Becker, McElvany & Kortenbruck, 2010). While trying to promote children’s reading habits, the educator’s should take the popular language into consideration (Burchinal et al., 2008). Children are likely to enjoy readings that are encrypted in a language that they can easily relate to (Bishop et al., 2010). Understanding is integral in the reading process and relevant reading languages foster the children’s understanding of the materials that they are reading (Buyse et al., 2009). Social and emotional aspects also have a bearing on children’s reading habits (Di Francesco, 2011). Therefore, educators should consider the children’s attitudes towards reading because this is a core indicator of their emotions towards the same (DiLalla & Mullineaux, 2008). A positive attitude towards studies fosters constructive reading among the children (Edmunds & Bauserman, 2006). Considering their emotions in the education process ensures that they develop the right attitude towards reading (Evans, 2006). Educators should also consider the children’s aesthetic development. Their exposure to aesthetics can serve as a motivating factor towards reading (Guddemi & Gesell, 2010). 1. Among the reading motivation factors, the design of learning environment is highly related to children’s growth and development (Guthrie et al., 2007). Appropriate and aesthetics reading atmosphere and environment arouse children’s visual, feeling and imagination (Guardino & Fullerton, 2010). The reading environment is of utmost importance to the children’s learning outcome (Goodman, 2014). For instance, technology is a dynamic factor that could enhance and draw the interest of the children in their studies (Christenson, Reschly & Wylie, 2012). The incorporation of technology into environmental aesthetics would eliminate monotony (Evans, 2006). For example, the use of interactive whiteboards when teaching art gives a clear visual perspective to the children (Grabe & Stoller, 2013). A serene external environment fosters their imagination as they interact directly with nature. 2. For the lacking of reading resources in far-away city Southern Taiwan preschool, the research aims to set up aesthetics environment to elevate children’s reading motivation (Guthrie et al., 2006). Lack of reading and study resources discourages children from active reading (Hegde & Cassidy, 2009). The fact that such resources are limited in the Southern Taiwan Preschool makes it difficult for the educators to inculcate an effective reading culture among the children (Howes et al., 2008). Therefore, the imperativeness of elevating the children’s reading motivation is key (Hyson, 2008). Setting up a feasible aesthetic environment that takes the children’s language, emotions and reading interests into account would improve the reading motivation (Jones & Brown, 2011). Research Purpose: 1. The arrangement of classroom reading environment contributes to the elevation of preschool children’ reading motivation (Justice et al., 2009). The environment and classroom arrangement affects children’s reading habits. For instance, a reading environment with the appropriate reading materials and resources (Jones & Brown, 2011). On the contrary, an environment that is not orderly and lacks such resources has a negative effect on preschool children reading motivation (Lapp, 2013). 2. The implementation of reading activities leads to the elevation of preschool children’s reading motivation (four regular activities including arranging children’s aesthetics reading time, designing borrowing books home activities, promoting peers and parent-child shared reading, and classroom hot-popular reading books selection ballot (Klauda, 2009).) The activities ensure that the reading process is orderly and avails the relevant resources to the children (Law, 2008). Related Literature 1. The meaning, essence, and importance of Children’s Reading. Children’s reading entails comprehending and understanding what is encrypted in books and what the educators teach (Law, 2011). It is bound to take a lot of practice time and patience (Logan, Medford & Hughes, 2011). The effectiveness of children’s reading is dependent on the development of comprehension skills that enable them to read for meaning (Martin, 2006). The essence of children’s reading is vast (MacDonald, 2007). For instance, children read to develop comprehensive learning skills that fuel the reading process (Mol, Bus & de Jong, 2009). Educators should put more emphasis on the reading by initiating various reading activities that would draw the interest of the children in reading (McWilliam & Casey, 2008). The activities should entail motivating factors that would entice the learners (Meece, Anderman & Anderman, 2006). Reading in this case is essential in the development and achievement of the desirable learning outcomes for the Preschool children (McMahon, Wernsman & Rose, 2009). 2. Research on Children’s Reading Motivation A. The definition of reading motivation: curiosity, involvement, competition, recognition, grades, compliance, and work avoidance. Reading motivation is dependent on various factors (Mol & Bus, 2011). Some factors elevate the motivation while others have a negative effect on the same (Mashburn et al., 2008). For instance, curiosity makes children to want to learn and explore more (Morgan & Fuchs, 2007). Curiosity is a motivation towards reading (Mol, Bus & de Jong, 2009). When reading materials are effective in drawing the children’s interests, they are bound to become curious and tend to crave for more reading (McKool, 2007). It is only through reading that such a form of curiosity can be satisfied. Reading also fuels active involvement of children in class sessions (Morgan et al., 2008). Reading activities give each child a chance to take part in the learning activities (Nystrand, 2006). Education entails a competitive environment where exemplary performers achieve desirable grades and are recognized for the same (Pianta et al., 2005). Children are motivated to read so that their efforts can be recognized and for the achievement of the desired grades (Pianta, Hamre & Allen, 2012). Compliance with the expectations of the curriculum motivates children to rea. Work avoidance constitutes one of the impediments to comprehensive and meaningful reading among Preschool children (Patrick, Ryan & Kaplan, 2007). B. The way to elevate children’s reading motivation: child-centered, adult-scaffolding, free choices and enough time, provide appropriate reading incentive, design multiple diverse reading activity, construct a warm reading environment (Ponitz et al., 2009). In this case, child-centered learning gives the children an active role in the learning process and motivates them to take part in the reading activities that are organized by the educators (Pakarinen et al., 2010). Adult scaffolding is the process through which Preschool educators develop a model or a demonstration of the problem-solving problems (Rushton & Juola-Rushton, 2008). Subsequently, they step back and let the children do the reading on their own and only step back in when assistance is necessary (Rayneri, Gerber & Wiley, 2006). Giving the children the right of free choice and enough reading time serves as an incentive towards reading (Roe, Smith & Burns, 2011). When children are allowed to choose their reading materials, they would go for the ones that best interest them and they are motivated to keep reading them (Rushton & Larkin, 2001). Adequate reading time enables the children to read and study without unnecessary pressure (Schunk & Zimmerman, 2007). Educators should also provide multiple reading incentives such as providing the necessary reading materials and other resources (Schiefele et al., 2012). Constructing diverse reading activities and adequate aesthetic reading environment is an integral motivating factor in Preschool children’s reading (Sutherland et al., 2008). Combining these factors fosters learning aesthetics in schools and pioneers the development of effective and meaningful reading among the children (Urdan & Schoenfelder, 2006). C. Research related to reading motivation and children. Motivation appears to be important in Preschool children’s reading (Villiger et al., 2012). The research on this aspect contains an explanation of the motivating factors that would elevate the reading culture among the children (Wigfield et al., 2010). Reading resources, incentives and study activities constitute some of the key children’s reading motivating factors. 3. Research on classroom Reading Environment A. The meaning and importance of classroom reading environment (Wigfield et al., 2007). With the importance of situation, atmosphere, and environment setting up for young children's learning and playing, environment education lies in aesthetics, warmth, love and easy to reach (Wigfield et al., 2008). The research revealed that picture books need to be reached easily and parents need to be part of reading activity (Wigfield & Guthrie, 2013). Books that contain pictorial explanations are more appealing to the children and are likely to read such materials (Gonzalez-DeHass, Willems & Holbein, 2005). Unconsciously, reading would become a part of family education and life necessity (Schiefele et al., 2012). Therefore, in preschool, educators should arrange it in a comfortable, love, and warmth situation; at home, parents should be in charge of offering a place for creating aesthetic reading experience for children, including bedroom, living, and library (Ponitz et al., 2009). Therefore, reading is not limited to the school environment. Parents should construct small libraries and study rooms in their homes to provide an aesthetic reading environment for their children (Grabe & Stoller, 2013). Alternatively, the children’s bedrooms can be tailored and developed into an environment that allows them to efficiently conduct their learning and reading activities (Buyse et al., 2009). B. Research on how to design reading environment Following the preceding discussions, the environment is a key aspect in the reading process. The responsibility of providing an aesthetic and enabling environment for children’s reading lies with the parents and the teachers. Parents provide adequate reading environments for their children at home while the educators provide the same at school (Buyse et al., 2009). For Preschool children, an efficient and relevant environment serves as an incentive towards comprehensive and meaningful reading (Jones & Brown, 2011). The research exposes various ways of designing the reading environment to suit effective Preschool children’s reading. Therefore, the design should support reading and offer various incentives that would encourage the children to read. The incentives serve as a motivation. C. Models of classroom reading environment, including 1. In his article, Gambrell proposed that there are six items assist classroom reading culture, including teacher design clear reading model, rich reading environment, free choice books, chances to interact with others, familiar with reading information, appropriate reading incentive (Martin, 2006). The six items serve as reading incentives. For instance, free choice of books enables the children to go for the books that best serve their interests and they are motivated to read them (Burchinal et al., 2008). According to Gambrell, educators should give the children enough time to read as much as they can (Klauda, 2009). Giving enough reading time to the children creates enough room for reading and responding to whatever is read (Rayneri, Gerber & Wiley, 2006). In such a process, the children are able to share what they have read especially when they are put in study groups (Logan, Medford & Hughes, 2011). Telling about what is read reinforces the same and promotes the development of a positive reading culture (MacDonald, 2007). The children can also be encouraged to read in front of the others. Reading for the whole class would give them the confidence that is necessary for the development of essential reading and learning skill (Jones & Brown, 2011). Educators should also make sure that lots of books are availed to the children to give them a variety to choose from. Rewarding children who perform exemplarily in the reading exercises serves as incentive to them and other students and encourages them to read more. 2. Aidan Chambers’ reading circle theory, including adults who are able to assist children, select books, reading, and response (Jones & Brown, 2011). The reading process among children should be inclusive of adults that are in a position to provide an enabling reading environment (Alderman, 2013). They can do this by suggesting book titles that are likely to interest the children, guide them in the reading process and providing a platform on which the children can respond with regard to what they have been reading (Aikens & Barbarin, 2008). 4. Research on aesthetics education and reading environment and reading process A. From aesthetics perspective, the following three elements including exploration and awareness, expression and creation, response and appreciation should be taken into consideration into reading environment set up (Brock et al., 2008). Exploration and awareness gives Preschool children a viable basis for the selection of relevant books and subjects to read (Goodman, 2014). Through exploration, the children are able to go through a variety of books and do extensive reading of a wide range of materials (DiLalla & Mullineaux, 2008). The teachers and parents should advise the children or suggest reading topics or books that are likely to interest them, in this way, the awareness of the children is expounded (Edmunds & Bauserman, 2006). Reading a variety of materials also expounds on the children’s awareness of various topics of interest (Goodman, 2014). Awareness is only created when the children read for meaning and not just because it is protocol (Christenson, Reschly & Wylie, 2012). Expression and creation can be part of the children’s response to the readings. Response and appreciation constitute the final stages of the reading process (Hegde & Cassidy, 2009). Response reiterates on whatever is read and appreciation may be inform of rewards. Rewards tend to reinforce a positive reading culture among Preschool children (Hyson, 2008). B. From aesthetics perspective, the following three elements including exploration and awareness, expression and creation, response and appreciation should be taken into consideration into parent-child shared reading activity (Jones & Brown, 2011). Aesthetics tend to concentrate on the development and constitution of a viable and enabling learning environment for children (Lapp, et al., 2013). Parents complement the educator’s efforts in promoting children’s reading through exploration, awareness, expression, response and rewards (Law, 2011). Therefore, Children’s reading is dependent on such incentives that encourage them to read more and promotes comprehensive and meaningful reading (Logan, Medford & Hughes, 2011). Discussion The reading area planning 1. Multiple reading resource 2. Multi-media material 3. 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