How to tear off the child from the computer and to give a taste for reading?
the Name of article - the quote from one typical letter. I receive many letters with requests to advise as it is possible to accustom the school student to reading, to recommend books, to share the experience the teacher and the parent. It is very joyful to realize that all of us it is more and we think of development of our children more, but at first about become painful - of respect for the child, his Personality, of attention to ourselves and of intelligence of our efforts. You judge. Formulations meet different including indicative: from “ how to tear off it from the " computer; or from the TV, as “ to force it to read that did not dangle “ - to “ we degenerate: Thomas Mann is not interesting to my son, he refuses flatly to read him, to me it is simple there is nothing with it to talk “. Probably, between these two poles not such enormous distance as it seems. Of course, it is possible to assume that the choice of words - a trifle, and to all is clear that they are dictated by our love to the child and care of it, but... Reading begins with the words expressing images forms a certain direction of thoughts, and they just also create quite predicted future. In this case - our relationship with the child and our happiness. Get a grasp, please, once again of the quoted phrases. You are not frightened by a low voice of the Answers sounding in them? Me - yes.
A question of that as as our children read, than they occupy the leisure, concerns most of parents. It is interesting that problems of reasonable use of the adult leisure do not rise, probably because it is absent as if also. Time of the adult is filled up to the brim, and children can not always break through to us armor of obligatory affairs and occupations. Of course, it is good when the child “ does not dangle “ does not vanish for days in computer club instead of school, and quietly sits and reads the clever book. Only as to achieve it and what for? In the recent materials “ Teacher`s newspaper “ (article “ The Internet - the house for sick people “) researches on comparison of psychological characteristics " were published; children - reading “ and the children playing computer games. I quote: “ Specially developed questionnaires for pupils 1 - 3 - x and 7 - 11 - x classes and diagnostic conversation for preschool children had to give the answer to a question: what place the computer and the Internet occupy in their life and how influence reader`s and personal development? “ Results of researches are sufficiently predictable (see the name of article). If the hobby for the Internet and computer games is opposed to a traditional way of obtaining information - to reading, neither children, nor our general future benefit from such opposition. Quality of information in networks, quality of the training programs and even their quantity still lag behind educational requirements, but we create them, relatively adults. No global program of informatization will help us to increase automatically at children the level of understanding of the relationship with the world, to develop their abilities - up to ability to a survival. I think that we, parents, have to help the child to use most fully an opportunity and the computer, both school programs of training, and old kind Literature... There are just different ways of obtaining information, interaction with it - and the different purposes of such interaction. Human purposes. In advance I will make a reservation that their realization demands specially allocated personal time of the Parent. And this time can become the most joyful, the most fruitful in our life.
Why it is more interesting to children to play with the computer (notice: “ with the " computer; as “ with a puppy “ “ with the friend “) to watch TV, than to read? Fast dynamics of change of impressions, the mode of real time in perception of a stream of images, an opportunity to feel instant “ feedback “ on the actions as in computer games, are very attractive to the child. When reading if skill " is not developed; vzhivaniye “ in semantic and figurative space of the book, additional efforts are required, interest is quickly lost, and reading becomes some type of a duty, but not pleasure. My experience of teaching shows that the habit to reading can be created only with finding of experience of experience of the book, full immersion in it. The child has to test a state when the stream of images captures him when he completely empathizes heroes and together with them lives in virtual space of imagination. “ I even forgot what I read “ “ It seems to me that these children are my friends as Natasha or Dima “ “ It is more interesting to read, than to watch the movie because I see everything very in detail and as I want “... If you hear from the child similar phrases - some boundary already behind, and its experience of the Reader begins right now.
Reading speed is not the main condition for such experience at all. The child can possess the minimum skills, but the interest in maintenance induces it to read quicker and quicker, and you only help with it. It is very important to find books which interest really. “ Deniskina stories “ V. Dragunsky, Uspensky`s books, fairy tales etc., are attractive to children of younger age, but then there comes the transition period to literature of bigger volume and other level of complexity. It is difficult to expect that most of children will at once be fond of Mark Twain or Jules Verne (some experience of reading is for this purpose necessary) - more and more clear a gap between various rate of time of our life and subjective, slow time of the narration of books of the past. The book has to bewitch and be very close. For many children as shows my experience, such “ critical “ Clive Lewis`s works " became books, for example; Chronicles of Narnia “ (the part " is most known; Magician`s Nephew “ which should not be limited), R. Tolkien`s works, the book of the " series; Children`s detective story “ (Enid Blayton on which books not one generation of British, the " series was brought up; Alfred Hitchcock and three detectives “ etc.) . These are the kind, cultivating independence and capturing imagination books. You can help the child to overcome the most difficult for him part - the beginning of the narration. If to create the corresponding spirit and to show your genuine interest in the book, reading by the child aloud of chapters 1 will become good incentive for interest in process “ and what further? “. I know on myself that sometimes the parent is even more intrigued, up to collecting of the book at the child and “ proglatyvaniye “ it:-). Here it is important to support the good level of joint empathy. As soon as you felt that the child is keen, it is better for it to continue reading about yourself. Such reading accustoms to the optimum speed of perception, exempts from need to correct inevitable mistakes and gives space for freak of the imagination. When you ask to tell you, “ what business " came to an end in; that was pleasant and that the child would like to change in actions of heroes, you not only solve “ retelling problems “ but also you create a certain house atmosphere of reader`s coauthorship.
Situations, when each family member “ reads the book “ are quite usual, but time which is allocated by you in order that together with the child just to sit together and to listen to reading aloud - it is valid time of your Family. Traditions of the general family reading gradually are a thing of the past, but it is worth trying to renew them - and absolutely the house atmosphere changes. At you appears your, family, it is intimate - your Island of Friendship. Disconnect the information streams imposed from the outside, the imposed rhythms of your subjective time, and this Time of Rest will become one of those memoirs of your child which make impression about the Childhood, about the Family... You will feel the real heat, a cosiness and a peace of mind - just find time to have a rest soul all together. Leisure, rest, change of rhythms - the same important issue, as well as our work as school lessons, and it demands planning. Also the compromise option is possible: for cooking, needlework, house small repair time is always - and it can be combined with reading; I like to cook, for example, when children read to me aloud. It can be also children`s literature (with what pleasure I read and I listen to Mumi`s adventures - the troll), and adult, but it always becomes the General... I remember how my grandfather read Victor Hugo or Paustovsky, Aksakov`s low voice, Tolstoy`s diaries or verses in the evenings. The grandmother did something by hands, I too, and each word, sometimes very much “ adult “ and unclear, for a long time remained not just in memory, and somewhere is much deeper. As well as his words to the grandmother: “ Olya, look how it is good. . “ - and phrase reading over... Only it seems to us that to children books, difficult from our point of view, to which they " can be uninteresting; did not grow “. Unclear it is also attractive, as well as familiar. I remember great impression from “ Dead souls “ Gogol, though I then was only 6 years old - and I re-read them independently in 7 years. What mysterious, live and for some reason a little terrible Box (can be, nonsense - something terrible is valid, and children feel it?) and Plyushkin even pursued in a dream... The adult reads quickly, expressively, and it gives to the child model not only readings, but also active perception. It has reference points. Of course, if to read not with inspiration, without empathizing, carrying out some “ exercise “ - such model of reading the child will also receive. Choose those books which are interesting to you! “ Evenings on the farm near Dykanka “ or “ Dubrovsky “ “ Small tragedies “ “ Ruslan and Lyudmila “ Mark Twain (that want!) it is quite good to re-read also at mature age. They very much are pleasant to children. Ghosts, adventures, secrets, miracles, the Viy, the drowned woman, the recovered portraits... Wanderings of the captain Gray... At last, Lyubov... About Love it is interesting to child to think, listen and empathize not less, than to us; he studies Love - both on verses, and on fairy tales, and on high literature...
As nevertheless escaped this phrase “ high literature “ I cannot but tell something seditious about examples of literature “ preparatory “. Before September 1 with surprise read in the newspaper of darling me Petersburg “ Book Club “ approximately such phrase - the recommendation: “ If to take away notorious horror films from the child and to palm off on him Prishvin or Tolstoy... “ Well, in - the first, if “ to palm off “ - I do not think that the child with boredom or on some serious reasons will take and will independently become interested. Especially if we watch some fascinating action movie at this time. In - the second, if “ to select “... It is at the same time possible to select a lot of things including interest in reading in general. Whether so “ are bad “ horror films? I honestly read some from absorbed by my child - did not find anything awful, and the most important, anything aggressive, unethical, uniform “ " blood droplets;. The imagination works very quickly, events develop with a speed pushing to full reading, images rather bright and various, ethical values, friendship, compassion, justice - everything, as usual... Reading speed at the child increases simply (on the book - about one and a half hours). And very quickly there is a satiation (somewhere after 7 - 8 books). Perception you will not deceive - all of us are eager for a variety. Here also time of transition to more interesting, large works comes, but it is necessary to track that they really did not concede to horror films on a figurative intrigue. Already mentioned series of qualitative children`s detectives, Ray Bradbury, Azimov, Strugatsky, classical literature - the choice the widest; your taste and addictions are important here as genetic laws in development of mental components still, probably, work:-). And work at deep levels, at the levels of meta programs. When you read aloud adult, interesting and to you, and to the child of the book, he gets used to change of internal rhythms of different works, it is easier for it to be reconstructed. At the same time he absorbs also your preferences, cogitative habits, feels beauty of the word through your sincere hobby for it better. Feels you better...
Of course, I am not a supporter “ pantophagies “ in reading - there is a lot of literature on modern book bazaars, capable to bring not harmless figurative and ethical stereotypes in imagination of the child. I too, persuading, took away books from the oldest daughter. For example, “ The Twin - Px “ when felt that gradually the space of the book forms in it certain moods. But selected not just like that, and explaining that images have over us the same power, as reality. The biggest general experience we had a burning of its diary, in something the being reflection of this book. She showed it to me, burned it and told: “ As it became easy “... Will seem strange, but after “ Thwin - Piksa “ she read Daphne du Maurier, her most serious books, and simply “ ached “ psychology. That is, and experience of experience “ Thwin - Piksa “ it was reasonably useful. Then there were boulevard books “ about love “ who allowed to read to it girlfriends. Well you will do here? Of course, “ to the child “ interestingly:-)... A ban you will achieve nothing here - only the soft direction and sincere conversations. About what is love, about why in our prompt time similar books why people want to satisfy the requirements quickly, without efforts are so well read in the subway - and what it leads to... When the child himself fell in love, it became simpler to speak on these subjects:-). Of course, the girl wants that treated her a little not in style of fiction. And in that not really far time I began to look for something decent from this series that the feeling of loss and authoritative prohibition did not appear. Found which - that from Danielle Steel, then from the " series; ladies` novel “ Ruth Harrison “ Created herself “ (in my opinion, such name) - books which approve female advantage, kind books. And only then there were tears over “ Hero of our time “ Natasha Rostova`s condemnation, proglatyvaniye of Chekhov and reading “ Tais Afinskoy “ Efremova (“ Mother, I learned about ancient history much more, than at " school;) .
of the Classic, magnificent classics - it that is also good that is talented, brilliantly enters our imagination into the virtual worlds With - Knowledge. We pereprozhivat “ stranger “ experience as the, we model it, process goes freely, and this occupation begins to give pleasure. Whether many movies allow us to pass from a position of the observer into a condition of deep contact with the subjective world of the creator? And what it expresses in some expressly spectacular movies? Even children feel that it “ not really “ but here “ not the presents “ behavior manners, “ not the presents “ decisions gradually become habitual... Children very thinly feel semantic and ethically a significant component of any work of art. When my younger daughter asked to herself on 10 - the anniversary her favourite movie - it was “ Matrix “. We looked together - and as I was grateful to the child. After viewing the daughter asked: “ Here you see, mother, however, such real movie? “:-) Really, real... But before were and “ unreal “ movies. The same happens also to books. Perhaps, experience of reading both detectives, and fiction is not so useless if nearby there is a patient friend and the skilled reader in your person. And, above all - the thinker ready to discuss the most serious questions with the child. That “ to feel a difference “ to the teenager who did not get used to derive pleasure from active reading in the childhood (and such much owing to ours “ employment “) the soft help and our sincerity is necessary. Books are read and “ for some reason “ and just for pleasure - here just it is also worth talking about it friendly. Take an interest not only the fact that “ took out “ the child from the book, but how reading was for it pleasant, interesting. And if he tells that Thomas Mann seemed it an awful boredom and he just does not understand why such books to read presently, and he will better die, than will read still chapter (“ It is better to die, than is cabbage “ - as the Kid in " spoke; Carlson “) - it is just fine. It is an occasion to talk sincerely to the loved one about some social regularities, values, about transfer in books not just information, and Humanity, about your personal experience of the reader, about you... And can be fine continuation of conversation “ podsovyvaniye “ Bradbury`s novel “ 451 ° Fahrenheit “ - its fires from books will light something else in soul of the child... After premature Thomas Mann the pleasure from reading is guaranteed:-). Also the first step of interest and respect for literature of other level of complexity, other level of tension of thought, such as " is guaranteed; Doctor Faustus “.
Literally several words apropos “ to tear off the teenager from the " computer; as it is a separate extensive subject. I want to notice that the question came to me by e-mail as a remark to article, it is quite far “ dug “ on the website. It is difficult to fight against genetics:-). It is better to be on friendly terms with it... Try to read together or in parallel books about the computer:-), about artificial intelligence, about relationship of People - Intelligence, about virtual spaces, about “ labyrinths of reflections “. From Azimov to Lukyanenko or special literature - the field of interests the widest. Look together for electronic versions, unpack that the monitor had no house fight for the place, otherwise the teenager will go to computer club, there it is more interesting to it. Work together, think together, talk, make together something special... We sometimes are late in realization of advantages of a family dinastiynost, continuity. The computer, as well as the book, - the excellent tool. For What? They are not opposed each other, they are not even involved fully as a development tool of the Person. When we together with the child think, we live and at the same time we study it, we build bridges to the future and fortunately. With - Part...
of Achievements in all this to us!