\u010c\u00edtanie je jednou z najd\u00f4le\u017eitej\u0161\u00edch zru\u010dnost\u00ed, ktor\u00e9 die\u0165a z\u00edskava. Je z\u00e1kladom vzdelania a k\u013e\u00fa\u010dom k celo\u017eivotn\u00e9mu vzdel\u00e1vaniu a osobn\u00e9mu rozvoju. Ako v\u0161ak m\u00f4\u017eeme ako dospel\u00ed pom\u00f4c\u0165 de\u0165om, aby sa skuto\u010dne nau\u010dili milova\u0165 \u010d\u00edtanie? Tu je nieko\u013eko strat\u00e9gi\u00ed, ktor\u00e9 sa osved\u010dili. <\/p>\n\n
Semienka l\u00e1sky k \u010d\u00edtaniu sa zasievaj\u00fa u\u017e v detstve. \u010c\u00edtanie kn\u00edh doj\u010dat\u00e1m a bato\u013eat\u00e1m pom\u00e1ha vytv\u00e1ra\u0165 pozit\u00edvne spojenie medzi knihami a oddychom, bezpe\u010d\u00edm a l\u00e1skou. Sna\u017ete sa \u010d\u00edta\u0165 svojmu die\u0165a\u0165u ka\u017ed\u00fd de\u0148, aj keby to malo by\u0165 iba nieko\u013eko min\u00fat. K\u013e\u00fa\u010dom k \u00faspechu je d\u00f4slednos\u0165 (Mol & Bus, 2011). <\/p>\n\n
Deti sa lep\u0161ie u\u010dia, ke\u010f s\u00fa akt\u00edvne zapojen\u00e9. P\u00fdtajte sa na obsah knihy, povzbudzujte die\u0165a, aby predpovedalo, \u010do sa stane \u010falej, alebo ho po\u017eiadajte, aby pr\u00edbeh prerozpr\u00e1valo vlastn\u00fdmi slovami. Pom\u00e1ha to rozv\u00edja\u0165 kritick\u00e9 myslenie aj tvorivos\u0165 a \u010d\u00edtanie je v\u010faka tomu vzru\u0161uj\u00facej\u0161ie (Whitehurst a kol., 1988). <\/p>\n\n
Ke\u010f si die\u0165a m\u00f4\u017ee vybra\u0165, \u010do bude \u010d\u00edta\u0165, jeho z\u00e1ujem a motiv\u00e1cia sa zv\u00fd\u0161i. N\u00e1jdite si \u010das na spolo\u010dn\u00fa n\u00e1v\u0161tevu kni\u017enice alebo kn\u00edhkupectva a nechajte ho vybra\u0165 si knihy, ktor\u00e9 ho zauj\u00edmaj\u00fa. Nebojte sa, ak to nebud\u00fa v\u017edy \u201ekvalitn\u00e9\u201c knihy – d\u00f4le\u017eit\u00e9 je, aby die\u0165a \u010d\u00edtanie bavilo (Krashen, 2004). <\/p>\n\n
U\u013eah\u010dite a spr\u00edjemnite si \u010d\u00edtanie doma. Vytvorte si pohodln\u00fd k\u00fatik na \u010d\u00edtanie, majte pr\u00edstup ku knih\u00e1m a obmedzte \u010das str\u00e1ven\u00fd pri obrazovke, aby ste podporili \u010d\u00edtanie ako formu z\u00e1bavy (Neuman a Celano, 2001). <\/p>\n\n
Deti sa u\u010dia napodob\u0148ovan\u00edm. Ak vidia, \u017ee v\u00e1s \u010d\u00edtanie bav\u00ed, je pravdepodobnej\u0161ie, \u017ee to bud\u00fa robi\u0165 samy. Rozpr\u00e1vajte sa s de\u0165mi o tom, \u010do \u010d\u00edtate a pre\u010do sa v\u00e1m to p\u00e1\u010di (Baker a kol., 1997). <\/p>\n\n
Hoci tradi\u010dn\u00e9 knihy s\u00fa st\u00e1le d\u00f4le\u017eit\u00e9, elektronick\u00e9 knihy a vzdel\u00e1vacie aplik\u00e1cie m\u00f4\u017eu pon\u00faknu\u0165 interakt\u00edvny z\u00e1\u017eitok z \u010d\u00edtania, ktor\u00fd m\u00f4\u017ee by\u0165 pre niektor\u00e9 deti mimoriadne p\u00fatav\u00fd. Pou\u017e\u00edvajte ich v rovnov\u00e1he s be\u017en\u00fdmi knihami (Korat a Shamir, 2007). <\/p>\n\n
Pom\u00f4\u017ete die\u0165a\u0165u vidie\u0165 s\u00favislosti medzi \u010d\u00edtan\u00fdmi pr\u00edbehmi a skuto\u010dn\u00fdm \u017eivotom. M\u00f4\u017ee to zah\u0155\u0148a\u0165 n\u00e1v\u0161tevu miest, ktor\u00e9 s\u00fa op\u00edsan\u00e9 v knihe, varenie jed\u00e1l uveden\u00fdch v knihe alebo vykon\u00e1vanie \u010dinnost\u00ed s\u00favisiacich s knihou (Guthrie a kol., 2006). <\/p>\n\n
Nakoniec je d\u00f4le\u017eit\u00e9 pam\u00e4ta\u0165 na to, \u017ee \u010d\u00edtanie by malo by\u0165 pr\u00edjemn\u00e9, nie povinn\u00e9. Vyhnite sa pou\u017e\u00edvaniu \u010d\u00edtania ako trestu alebo odmeny. Namiesto toho povzbudzujte a podporujte die\u0165a na jeho ceste za \u010d\u00edtan\u00edm, pri\u010dom zoh\u013eadnite jeho tempo a z\u00e1ujmy (Krashen, 2011). <\/p>\n\n
Rozv\u00edjanie l\u00e1sky k \u010d\u00edtaniu je proces, ktor\u00fd si vy\u017eaduje \u010das, trpezlivos\u0165 a pozit\u00edvny pr\u00edstup. Ka\u017ed\u00e9 die\u0165a je in\u00e9, preto experimentujte so strat\u00e9giami, aby ste zistili, \u010do je pre va\u0161e die\u0165a najlep\u0161ie. Najd\u00f4le\u017eitej\u0161ie je, aby sa \u010d\u00edtanie stalo pr\u00edjemn\u00fdm a zmyslupln\u00fdm z\u00e1\u017eitkom. <\/p>\n\n
Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32(2), 69-82. <\/p>\n\n
Guthrie, J. T., Wigfield, A., Humenick, N. M., Perencevich, K. C., Taboada, A., & Barbosa, P. (2006). Influences of stimulating tasks on reading motivation and comprehension. The Journal of Educational Research, 99(4), 232-246.<\/p>\n\n
Korat, O., & Shamir, A. (2007). Electronic books versus adult readers: Effects on children’s emergent literacy as a function of social class. Journal of Computer Assisted Learning, 23(3), 248-259. <\/p>\n\n
Krashen, S. D. (2004). The power of reading: Insights from the research. Libraries Unlimited. <\/p>\n\n
Krashen, S. D. (2011). Free voluntary reading. Libraries Unlimited. <\/p>\n\n
Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267-296.<\/p>\n\n
Neuman, S. B., & Celano, D. (2001). Access to print in low-income and middle-income communities: An ecological study of four neighborhoods. Reading Research Quarterly, 36(1), 8-26. <\/p>\n\n
Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552-559. <\/p>\n","protected":false},"excerpt":{"rendered":"
\u010c\u00edtanie je jednou z najd\u00f4le\u017eitej\u0161\u00edch zru\u010dnost\u00ed, ktor\u00e9 die\u0165a z\u00edskava. Je z\u00e1kladom vzdelania a k\u013e\u00fa\u010dom k celo\u017eivotn\u00e9mu vzdel\u00e1vaniu a osobn\u00e9mu rozvoju. Ako v\u0161ak m\u00f4\u017eeme ako dospel\u00ed pom\u00f4c\u0165 de\u0165om, aby sa skuto\u010dne nau\u010dili milova\u0165 \u010d\u00edtanie? Tu je nieko\u013eko strat\u00e9gi\u00ed, ktor\u00e9 sa osved\u010dili. Za\u010dnite v\u010das a vytvorte n\u00e1vyk Semienka l\u00e1sky k \u010d\u00edtaniu sa zasievaj\u00fa u\u017e v detstve. \u010c\u00edtanie […]<\/p>\n","protected":false},"author":3,"featured_media":10798,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_et_pb_use_builder":"off","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[19],"tags":[],"class_list":["post-11769","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized-sk"],"acf":[],"_links":{"self":[{"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/posts\/11769","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/comments?post=11769"}],"version-history":[{"count":1,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/posts\/11769\/revisions"}],"predecessor-version":[{"id":11770,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/posts\/11769\/revisions\/11770"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/media\/10798"}],"wp:attachment":[{"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/media?parent=11769"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/categories?post=11769"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/tags?post=11769"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}