There is an opinion that the child will start to outstrip the development of his peers, if he learns to read early. It's a delusion. A few years ago it would be difficult to discuss on this issue. The research aimed at studying all the possibilities to which young children are inclined helped. In particular, the scientists were interested in the psychological features of the very process of assimilating the child letters and elements of reading and writing. What the baby gets later, perhaps, loses, learning to read and write at such a tender age.
In the process of work it became clear that the child is 2 years old himself, i.e. without the initiative of adults, you can not learn letters! Even interested in considering intricate "patterns" - the letters depicted on cubes, lotto or toys, he does not seek to remember them. Memorization begins after the adult begins to pronounce the letters, and then repeats them daily, finding outlines of letters in the surrounding objects: "o" - circle, sheep; "U" - a pipe, a pipe, etc.
Over time, children themselves begin to "find" letters in objects. Kostik (2 years and 6 months), looking at the mop, which my mother was washing the floor, shouted: "t, t, t!". At first the confused mother did not understand what he wanted to say, and then she guessed - the baby recognized the outline of the letter "t" in the mop.
Similarly, children see the letter "n" in the bar in the yard; The rope stretched between the two pillars is the letter "n". And Olenka (2 years and 8 months old) began to find outlines of letters even ... in her bread slices bitten by her!
The first two or three letters the kid remembers, assuming certain efforts, and then guesses that the image he is considering should have a name, like any picture - a cockerel, a dog, a cat. Since that moment, as many parents have noticed, he begins to demand that adults call an unfamiliar letter. But a small child is not motivated by the desire to learn to read. He "responds" to the letter-object, and not to the graphic representation of the sound of the native language, an element of the printed word. Perceiving the letter as an object, the kid remembers its name in the same way as the names of the objects that surround it. Therefore children quickly remember letters on cubes in the same way, as names of the dolls, heroes of fairy tales, close people. Somewhat later, the kid begins to find familiar letters on advertising signs, in the headlines of newspapers. Researches of scientists have shown, that all normal children of 2-3 years can easily remember letters, and in 3-3,5 years can learn to read almost all words.
And yet this experience does not allow you to recommend early literacy training. Why? For fear that parents will begin to speed up the process of learning the Russian language and force the child to study. It is this attitude of parents that exposes children to enormous nervous stresses and hinders subsequent literacy education.
In the room you can hang (at the level of the child's eyes) a table with letters or a poster with an alphabet and name letters - and only. It is not necessary to demand from the kid that which is unusual for his age.
It is necessary to know that memorizing letters and actually reading are different things. Reading it to you is not the naming of letters, but the compilation of words from the same letters.
That is why early learning to read and write should be taught selectively, thoughtfully and only until the baby is interested. Young children have to move a lot, manipulate objects (toys), accumulate sensory information about the world around them: pick objects, put them into each other, touch, throw cubes, balls, etc. Objective activity is leading at this stage. No book, in which the same cubes and balls are drawn, will not replace the child with real reality, object interaction with the environment. Parents need to know these characteristics of an early age.
The child of the first three years of life is dominated by visual-effective thinking (sensorimotor intelligence). Thought operations (analysis, synthesis, comparison, generalization) only develop and are carried out in a visual and effective plan, ie. in the course of practical actions with pyramids, nesting dolls, ringlets, which the child unfolds, disconnects and collects; compares, applying one part to another, and so on.
"But it's about teaching reading. What is the connection? "- the puzzled parents will ask us. It is worthwhile to understand that small children do not know how to "manipulate" the sounds of their own language, to compose, to separate syllables. The child's vocabulary does not usually correspond to the stock of concepts: not all words a child can pronounce meaningfully, many of them do not contain a generalization of a certain experience. The strength of the child's thinking is not words, but their content, invested in words.
At present, science has proved that the main stimulus for the intellectual development of the baby of the first years of life, his main source is precisely practical activity with rattles, pyramids, with child's instruments of labor available to the child, and finally a game with a doll and all possible assortment for the deployment of a game story. A well-known scientist in the field of early age, Doctor of Biological Sciences А.М. Fonarev pointed out that while playing, acting, the child learns for the first time to solve simple practical problems, without this he can not rise to the higher stage where abstract concepts begin to be formed, the content of which determines more developed forms of thinking, for example, visual-shaped (conceptual). Consequently, extremely tense and because of this inevitably one-sided interest in reading does not ensure a harmonious development, and this is one of its negative aspects.
Literacy should be given to the parents of children with great responsibility, because it is connected with the development of elements of the iconic culture of society. This knowledge is not "for fun", they are for life and should be presented to children of any age methodically correct.
Of course, from all that has been said, it does not at all follow that it is necessary to take away books from a child, to try not to see figures in his eyes, etc. Let him have at his disposal and cubes with letters, and fairy tales, and pictures with numbers.
Let - even at his request - you call him letters and help you read simple words.
Necessarily another: that already in the second-third year of life the child under the guidance of adults mastered drawing, modeling, appliqués, and construction, and was attached to "labor", objective activity.
The development of the child's intellectual activity can not be reduced to the memorization of 33 letters of the alphabet and 10 digital signs. By the way, the numbers the kid remembers the same way as letters, objectifying them: 1 - it's a stick, 2 - a duck, 3 - a string; 4 - upside down stool; 5 - spoon-cookware; 6 - the lock; 7 - hatchet; 8 - bun ("plaetochka"); 9 - air balloon.
In this age period, the leading type of developmental activity is the game. That's why a kid who knows the alphabet and even "reads" individual simple words, very soon leaves these studies, switches to the game, showing to adults that early reading is just a tribute to fashion.
At the age of 5-6 years it is easier for children to learn to read, but you can get acquainted with the letters (their inscription) of the child already in 2-3 years. But at this age, as mentioned earlier, the child objects letters. This is useful. From research it is obvious: when examining letters on cubes, tablets, the baby develops a sensory sphere. Scientists have established that at the time of viewing the eye "feels" the subject in approximately the same way as the hand becomes familiar with the form, touching the surface. That's why children are so fascinated by looking at letters! Babies, who were introduced to the elements of the iconic culture of society (letters, numbers, notes, geometric forms, drawings, etc.), put on a mosaic, puzzles, plane figures (for example, "cockerel house", "swings for bunnies" and etc.), select the identical parts of the cut (vertically) pictures and cubes, Ie. better perform tasks in which more subtle visual analysis is required.
Hence, there is also a positive in the early familiarization of the child with the letter.
With what should you start the introduction of the child to read and write?
Cut out of the thick cardboard all the letters of the alphabet 10 cm high. They should be strong, so that the kid could easily take them in hand.
Give him at first vowels: "a", "o", "y", "and".
Pronounce them slowly, almost singing.
Make an allowance such as a pencil case, only a flatter, similar to a ticker. In this ruler-pencil the letters are pawned and closed.
The game begins: the kid pronounces the letter that opens to his eye when the line runs from left to right. This is important, since it is established that the first difficulty in teaching reading is connected with the inability to follow the view from left to right.
When the baby learns the vowels (a, o, y, u), they will be free to recognize and pronounce "a-ah-ah", "y-uy", "i-i-i", "0-0- 0 ", you can move on. Start reading (yes, read!). To do this, lay the vowels in the syllabic design in the ruler-pencil case: "Io" - the horse cries, "june" is a donkey. Of course, in the beginning one sound combination should be worked out, then the second one. The kid must learn to pronounce the letter that opens. Both sounds are vowels, so the first easily "flows" into the second, And the child reads, without difficulty, after the adult, "like a horse or a donkey screams." Similarly, read the phrase "ay".
Smoothly translate the ruler, voicing the appearing letters: "a-ah-ah-ah-uu-uu." And then give additional information: the girl (the boy) plays hide and seek with her mother or walks in the forest. So, in the form of a game, the child needs to be told that some information is transmitted with the help of letters.
The development of consonants begins gradually.
In the beginning, "m", "p", "b", then "t", "d", "c", "d".
Give the child a letter in his hand and say the sound that it indicates (and only!).
Now, with the help of a pen-and-pencil ruler, you can begin to introduce your child to closed syllables:
"Av" (barks a dog), "am" (the dog begs to eat).
Do not rush the child, remember that you are playing with him, include actions with a tick in the game shows. Expand the informative field of game interaction, combining it with "learning".
If the steps described above were successful, you can proceed to the next.
Change before the eyes of the baby letters in syllables: "av" - "va"; "Am" - "ma"; "An" - "na", etc.
And then, sliding a line through the pencil case from left to right, ask him to pronounce the appearing letters.
This is the beginning of the development of the charter. For a child Z years is more than enough.
The possibility of mastering the literacy in early years is confirmed by domestic and foreign scientists. Special techniques have been developed. In Russia, the best of these is the method of N. Zaitsev, but it requires special training of an adult. We presented the most rational.