Learn with joy • Achieve with commitment • Live with honor
Home | Contact Us | Sunday, July 23, 2017

Fomento a la lectura

Written by Mrs. Maryelos E. de Maytorena
Preschool Teacher
Colegio Americano del Pacífico, SC

 October 2014

As parents and teachers we tend to ask ourselves which books are adequate for our children to read and what characteristics should these contain for kids to be able to fully understand what is presented on them.

Here are some aspects to be taken into consideration while choosing books for children.

What are good books for children?

The answer will depend partly on an understanding of the ways in which readers respond to literature and how they differ in their responses at different ages. A book may lead to a satisfying experience for a particular child or group of children with particular interests, concerns, and backgrounds in certain situations.

What is children´s literature?

leyendoIt is the collection of books that are read to and by children. There are more than 50,000 English-language children’s titles in print and the collection is growing.

Nowadays, most children’s books are written specially for children to enjoy them, but there are books that were initially written for adults and have become popular with children.

Robinson Crusoe by Daniel Defoe, Platero and I by Juan Ramon Jimenez, Sleeping Beauty in the Woods by Charles Perrault, and Don Quixote by Miguel de Cervantes are some examples of books that have been adapted for children.

Qualities of Children’s Literature

Although children’s books might seem deceptively simple, their simplicity is not something to be achieved easily. A good children’s book will have few layers of complexity than a good book for adults, but if it is created with great care, it can also have excellence.

Also, children’s books contain many timeless stories that know no age boundaries. Good books will help children by making them literate, giving them knowledge of the world, offering them stories and images to furnish their minds and nurture their imaginations, as well as kindling their appreciation for language  well used.

Moreover, a children’s book usually has these qualities:

  • A child protagonist and an issue that concerns children: even if the character is not a child, children need to feel that the central issues of a story concern them in some way.
  • A straightforward story line, with a linear and limited time sequence in a confined setting: Books for younger children usually focus on one or two main characters, cover short time sequences, and more often are set in one place.
  • Language that is concrete and vivid and not overly complex: The words in a children’s book primarily name actors and actions. Books without pictures need to have a more verbal description to help children visualize characters and settings.

Qualities of Outstanding Children’s Literature

 A children’s book will be good if it satisfies the following criteria:

  • Good books expand awareness: They broaden children’s understanding of the world and capacity for empathy.
  • Good books provide an enjoyable reading that doesn’t over teach or moralize: It is often possible that books teach a lesson, but if a book seems too obviously contrived to teach a lesson, children won’t tolerate it.
  • Good books tell the truth: Outstanding children’s books usually deal with significant truths about the human experience.
  • Good books embody quality: The words are precisely chosen and often poetic in their sound and imagery; the plot is convincing, the characters believable, and the description telling.
  • Good books have integrity: The genre, plot, language, characters, style, theme, and illustrations all come together to make a satisfying whole.
  • Good books show originality: Excellent reader books introduce readers to unique characters or situations or show them the world from a unique point of view.

Children’s Development and Response to Literature

Experiencing Books in Early Childhood

Children’s books serve many purposes in early childhood, some of them emotional, some social, some intellectual, some linguistic, and some literary. Reading also occasions a closeness between parent and child. Moreover, books for bedtime often express a theme of security and closeness and may form a strong and positive attachment between the child and the reader.

Psychologists since Freud have noted the importance of an intimate bond between parent and child to the child’s later emotional well-being.

Furthermore, a child is also learning language. When a child sees a picture of an object at the same time as hearing his or her parent or teacher read the word for it, the child learns a concept. That child’s orientation to language may predispose him to become a reader.

Moreover, a child also learns other important lesson about the ways books work. The child learns that books have front, back, pages, etc.

In summary, during early childhood, children find special closeness when being read to, and these reading-aloud episodes figure importantly in forming relationships that are necessary to children’s emotional and cognitive well-being, hence the importance of exposing children to reading at a young age.

Summary from :

  • Temple, C. A., Martinez, M., Yokota, J., & Freeman, E. B. (2006). Children’s books in children’s hands: An introduction to their literature. Chapter 1. Boston: Pearson Allyn and Bacon. 6th ed. Pp.  (7 – 15).

 

 

 

 

 

Entusiastas Padres de Quinto grado de Primaria

Escrito por:  Mrs. Lorenia Beltrán, 

Maestra de 5° de Primaria                                                          Septiembre de 2012

Cada inicio de ciclo es una oportunidad de hacer cosas mejores, tomar la hoja de nuestras experiencias pasadas, borrar los errores e intentarlo de nuevo.  Este ciclo escolar promete estar lleno de grandes experiencias, nuevos retos y maravillosos momentos de aprendizaje.

Para una pequeña muestra, sólo un ejemplo.  Los entusiastas padres de familia de quinto grado A, se organizaron para participar en el proyecto de lectura compartida de Alfaguara.  Estos padres se comprometieron para venir al grupo de sus hijos y motivarlos a la lectura, por medio de la lectura compartida, caracterización de personajes y actividades de retroalimentación y comprensión por medio de preguntas y premios.

Los emocionados alumnos de quinto grado, no pudieron ocultar su entusiasmo al ver y escuchar al dedicado grupo de padres que con esmero preparó y  compartió con ellos su material y su tiempo.

Así como estos padres, les invitamos a participar en este hermoso proyecto, en el grupo de sus hijos, estoy segura que será una experiencia gratificante para ustedes y para sus pequeños.

 

 

Gracias a los papás que apoyan el fomento a la lectura en el Colegio.

 

Por: Martha Carrillo

Coordinadora de Primaria

En septiembre de 2010 se solicitó a los padres que tuvieran interés en participar de manera activa en la escuela que asistieran a una reunión, en la cual se intercambiaron opiniones e ideas para incentivar el fomento a la lectura.

Los padres fueron desarrollando diferentes actividades, como lectura en voz alta y dramatización. De este mismo proyecto surgió la participación en el VII Foro de Fomento a la Lectura que convocó la UNISON. Sin embargo, consideramos que el logro más importante se vio en las aulas. El entusiasmo y la expectación que se hacían evidentes en las caritas de los pequeños de primer grado en los días de lectura con los papás y mamás.  También fue muy emocionante presenciar las sesiones de lectura que los padres de familia organizaron para los alumnos de segundo, tercero y quinto grados. Los textos tomaron vida en las voces de papás y mamás. Las risas y los comentarios de los niños, la alegría experimentada por todos los involucrados en  las sesiones de lectura no pueden medirse con un número.

En el presente ciclo escolar se ha propuesto continuar con el trabajo de promoción de la lectura. Algunos grupos ya tuvieron sus primeras participaciones y otros se están preparando.

Para ir cerrando este comentario quiero mencionar a los padres de familia que participaron entusiastamente el ciclo escolar 2010 – 2011. Ellos son: Gabriela Arias Madrid, Lupita Rodríguez, Ma. Elena Morales, Marisela y Rafael Cota, Ericka González B., Ericka Castillo M., Bibiana  y Genaro Sánchez, Alejandra Gutiérrez A., Mara Vásquez, Esthela y Gilberto Celaya, Adriana  de Atondo, Verónica Rodríguez, Ma. Dolores Navarro, Yadirah Félix de B., Susana Márquez de M., Betzabel Ochoa, Perla Razcón, Celina Acedo,  Soledad Velasco, Laura Elena Carrillo, Lizzeth Case García, Socorro Guadalupe Romero y Jesús Hernández.

Como reflexión final deseo agregar que, en mi opinión, el componente emocional que los padres o familiares pueden agregar al gusto por la lectura es muy importante.. El momento que viven los niños escuchando a un adulto leer para ellos un cuento o una novela, puede enriquecer tanto la vida del adulto como la del pequeño.

Haga la prueba, despójese de sus problemas y sumérjase por completo en un cuento, juegue con los matices de la voz de cada personaje para captar la atención de los niños y disfrute sus risas y alegría. Compruebe que, definitivamente, es una experiencia incomparable.

http://www.lectura.dgme.sep.gob.mx/11mas5_2011/

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Web Design By OrangeSky Marketing
Copyright,
Pacific Times Online