VALORIFICAREA MOMENTULUI DE LECTURĂ ÎN PROIECTAREA DEMERSULUI DIDACTIC LA NIVELUL ÎNVĂȚĂMÂNTULUI PREȘCOLAR
VALUING THE READING MOMENT IN DESIGNING THE TEACHING APPROACH AT THE LEVEL OF PRESCHOOL EDUCATION

Summary/Abstract: An essential goal for preschool teachers is to train and develop children’s active vocabulary. In the activities of the literary texts read to the children, new words for children can be found, which the educators appreciate if they have to be part of the active vocabulary. The activities called “teacher’s story” or “teacher’s reading” does not include the teacher. However, the story quality and the text the teacher reads depend on understanding the text and its influence on the children’s vocabulary and expression. The texts that are easier to understand are the narrative ones, with linear actions and several characters according to the age of the children in the group, and not those with interrupted actions and subsequent returns. After understanding the texts, comes the most crucial moment, retelling the child in the activities of “storytelling” and “reading” the children from the book in which the text is illustrated. Studies and research in the field show that reading provides a sense of intimacy and closeness that gives the child the confidence that he is loved and that he is given attention, contributing positively to the way he develops. Reading remains one of the most intense, educational and widespread activities. An early closeness between the child and books means earlier and more lasting effects in terms of language, communication, behaviour, and socialisation. From the need to express themselves, communicate, and make themselves understood, the child enriches his linguistic background and acquires the meaning of the words.

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