新发展阶段流动学前儿童家庭亲子阅读的个案研究
A Case Study of Parent-Child Reading for Migrant Preschool Children in the New Development Stage

对于流动儿童来说，亲子阅读是缩小教育差距，保障其学习和发展机会均等的重要手段之一，本研究走进流动学前儿童家庭，真实记录亲子阅读的过程。观察与访谈结果显示，流动学前儿童家庭亲子阅读的开展情况不够理想，父母陪伴幼儿阅读的时间很少，家庭拥有的图书资源非常有限，在亲子阅读过程中，亲子互动不足，家长的指导策略单一。流动学前儿童家庭亲子阅读水平与以下因素有关：家长的职业和工作的时间、家长对亲子阅读的认识、幼儿自身对阅读的喜爱程度、阅读的环境、社区的支持等。基于此，从流动儿童家庭、幼儿园、社区三方面提出教育建议。
For migrant children, parent-child reading is one of the important means to narrow the educational gap and ensure their equal learning and development opportunities. This study records the process of parent-child reading in the migrant preschool children’s families. The observation and interviews show the following results: the imperfect operation of parent-child reading; too little time parents spend with their children on reading; very limited books the family has; the insufficient parent-child interaction and single guidance strategy parents have in the process of parent-child reading. The parent-child reading level of migrant preschool children is related to the following factors: parents’ occupations and working time, parents’ understanding of parent-child reading, children’s love for reading, reading environment, community support, etc. Based on the above factors, educa-tional suggestions are put forward from three aspects: the migrant children’s family, kindergartens and community.