It is not new to say that the reader begins to form even before learning to read. However, it is not worth remembering.
The first contact / the child / a with literature is through lullabies, ie, through oral literature. Later it will be the funny bedtime stories for kids told or read by the mother, grandmother or some other loved one . Then continues in the kindergarten where the book-object becomes important material and is transformed into a toy more accessible to / as nenes / as (or, at least, would be desirable so be it ) and finally reaches direct reading by the / the child / a beginning literacy skills in the first year of EGB.
And although the initial level can not yet read, he / child / a is about books with curiosity and pleasure while playing reading, discovers that there is a difference between what are letters, numbers or any other sign or drawing; also finds that there is only letters, but they form words and that they are read from left to right and top to bottom. You know, moreover, that the fascination of the story that the adult tells or reads, escapes this book he can browse, touch and feel. It is, therefore, at this early stage when we should start with the promotion and development of reading. That is when we need to understand the true importance of this physical contact with the object-book to their reading training.
Faced with the possibility to read or tell a story, teachers raises some questions such as: what is it the story, what to do with it, how to evaluate the task and many more. Then the decision to read or tell the story chosen, which is an option, since the teacher must decide between one form or another, depending on the time and circumstances arise.
Most of the time, motivated by the argument and once completed the story (or reading), the kids draw, paint and invent new stories that sometimes the teacher transcribed, thus achieving a collective text, produced by the / ace students / ace.
and when he / the child / a is now ready to start reading itself, it is necessary to create a situation of genuine reading, where it is read with a reading purpose assumed by the reader because, otherwise, this learning does not make sense. That is why it is important and imperative that the / the student / a can include the process of appropriation of reading practice.
However, the most important thing to tell a story is the fact that the story does not end with the word END. That's when the story continues in the dialogues that arise from it and / as nenes / as, unwittingly begin to relate the facts with their daily lives, with their immediate reality and their own experiences.And the dialogue leads to reflection, deep thought and critical judgment. It is a process that begins within each person and emerges through oral expression.
But for all this to happen, the teacher will have to carefully choose the story: it is a carrier sense text. what selection criteria adopted will then be asked.
The text can be short and simple, but not so "simple".Accessible language and can understand / the child / a, although always introducing some new term to enrich their vocabulary.
It is recalled that between three and five years the / as children / as using a small language (language active), but they can understand more words of handlers (passive language). They are already able to list the characters and objects in the sheets; play with words and enjoy their sound; They love tolearn new words and have fun with the rhyme. In addition they want them to tell the same bedtime stories for girlfriend short over and over again. They like stories that match your reality (home, kindergarten, their animals and toys). Sense of humor and are interested in the comic and the absurd. Les delights fantasize.
And there comes the long - awaited moment when the story takes possession of child audience. During reading or storytelling, no matter what the / as nenes / as interrupted from time to time; soon they will get used to not do it if they know they will have the opportunity to express themselves freely at the end of the story.
The important thing is to let them say what they feel and not induce responses desired by the adult. Often the dialogue is transformed into an interrogation where / as nenes / as are more concerned to please the teacher to say what they think and feel; They feel compelled to give the answer they pose is appropriate and expected. In these cases it is the adult who puts words in the mouth of / the child / a. And not always the interpretation of the story is unique or correct because it is made by the teacher. Literature allows plural readings, offering different levels of understanding; you can read and re - read a text discovering multiple underlying meanings that stimulate critical judgment and sagacity of the reader, who will become able to unravel the implicit.
It is for this peculiarity of the literary text that the choice of the story is very important and should never have a univocal meaning or an explicit message; should allow the boy discover for yourself what lies, "the writing between the lines" and that hides in its deeper meaning. History must admit many interpretations as readers / as access to it, although at this stage the / as nenes / as not yet having reading proficiency.Moreover, beyond the formation of the reader / a, the story is important for the playful aspect, for the game, for the pleasure and also by fantasy and these "non - readers" kindergarten are already potential readers or pre-readers.
But not only why they should be motivated to literature, but because talking about what happens in the story and reflecting on these facts, the / as children / as also approach the philosophy , since the philosophical practice born this way: the ability to discern, question, question and discuss.