Read aloud to your chil\u00addren! (Exclu\u00adsive inter\u00adview with Deaf Health Net\u00adwork)<\/b>
\n<\/p>\n
Lis\u00adten\u00ading to Mr. Ajia read pic\u00adture books is a joy. His sto\u00adry\u00adtelling voice con\u00adveys a sense of imagery, draw\u00ading the lis\u00adten\u00ader into the sit\u00adu\u00ada\u00adtions described in the pic\u00adture book, cre\u00adat\u00ading a pro\u00adfound\u00adly enjoy\u00adable expe\u00adri\u00adence. I\u2019m not the only one who\u2019s heard Mr. Ajia read pic\u00adture books; any\u00adone who\u2019s heard him share a sim\u00adi\u00adlar feel\u00ading. So, to help more hear\u00ading-impaired chil\u00addren expe\u00adri\u00adence this joy, we inter\u00adviewed Mr. Ajia to hear his insights on read\u00ading aloud to chil\u00addren.
\n
\nThe fol\u00adlow\u00ading is the inter\u00adview tran\u00adscript:
\n
\nRead\u00ading should first pay atten\u00adtion to the implan\u00adta\u00adtion of mean\u00ading<\/b>
\n<\/p>\n
Sim\u00adply put, embed\u00adding mean\u00ading means mak\u00ading the audi\u00adence under\u00adstand the sto\u00adry. Teacher Ajia believes that mak\u00ading chil\u00addren under\u00adstand the sto\u00adry is the pri\u00adma\u00adry goal of sto\u00adry\u00adtelling. When chil\u00addren under\u00adstand the sto\u00adry, they can eas\u00adi\u00adly estab\u00adlish the con\u00adnec\u00adtion between lan\u00adguage and mean\u00ading, which has a pos\u00adi\u00adtive impact on the devel\u00adop\u00adment of var\u00adi\u00adous abil\u00adi\u00adties, includ\u00ading lis\u00adten\u00ading and speak\u00ading. As for how to achieve this goal, Teacher Ajia said that there are many dif\u00adfer\u00adent meth\u00adods, and teach\u00aders and par\u00adents don\u2019t have to stick to a spe\u00adcif\u00adic for\u00admat. As long as they can cap\u00adture chil\u00addren\u2019s inter\u00adest, under\u00adstand\u00ading will become a sim\u00adple mat\u00adter.
\n<\/p>\n
If you are read\u00ading a pic\u00adture book to a group of unfa\u00admil\u00adiar chil\u00addren, the best way is to choose a pic\u00adture book that has a cer\u00adtain con\u00adnec\u00adtion with things the chil\u00addren are famil\u00adiar with, and then use this as a start\u00ading point to con\u00adnect the chil\u00addren\u2019s exist\u00ading expe\u00adri\u00adence with unknown expe\u00adri\u00adences. This guid\u00adance process can effec\u00adtive\u00adly stim\u00adu\u00adlate chil\u00addren\u2019s inter\u00adest in pic\u00adture books and make sub\u00adse\u00adquent read\u00ading rel\u00ada\u00adtive\u00adly easy.
\n<\/p>\n
For hear\u00ading-impaired chil\u00addren, under\u00adstand\u00ading the pic\u00adture book sto\u00adries is equal\u00adly impor\u00adtant when read\u00ading pic\u00adture books. Espe\u00adcial\u00adly for chil\u00addren who are just start\u00ading to come into con\u00adtact with pic\u00adture books, teach\u00aders and par\u00adents should not focus on cor\u00adrect\u00ading mis\u00adtakes, but should use vivid and inter\u00adest\u00ading ways to make chil\u00addren inter\u00adest\u00aded in pic\u00adture books and under\u00adstand the mean\u00ading of the sto\u00adries in the pic\u00adture books. On this basis, after repeat\u00aded use, chil\u00addren will quick\u00adly estab\u00adlish their own lan\u00adguage sys\u00adtem, and not only will their lis\u00adten\u00ading and speak\u00ading skills improve, but the devel\u00adop\u00adment of oth\u00ader abil\u00adi\u00adties will also be improved.
\n<\/p>\n
For exam\u00adple, the book \u201cDavid Can\u2019t\u201d uses pic\u00adtures to vivid\u00adly depict the var\u00adi\u00adous mis\u00adtakes that chil\u00addren will make as they grow up. Chil\u00addren will feel famil\u00adiar when read\u00ading it and will regard David as their fel\u00adlow suf\u00adfer\u00ader, and thus will like this sto\u00adry. In addi\u00adtion, the moth\u00ader\u2019s reac\u00adtion at the end of the pic\u00adture book also pro\u00advides a solu\u00adtion to the prob\u00adlem. When chil\u00addren tru\u00adly under\u00adstand the mean\u00ading of the sto\u00adry, they will also become inter\u00adest\u00aded in these words, and will imi\u00adtate and repeat them, and their lan\u00adguage and com\u00adpre\u00adhen\u00adsion skills will also make great progress.
\n
\nRead\u00ading starts with read\u00ading more and then mas\u00adter\u00ading appro\u00adpri\u00adate skills<\/b>
\n<\/p>\n
Teacher Ajia believes that for teach\u00aders and par\u00adents new to pic\u00adture books, the most cru\u00adcial require\u00adment is sim\u00adply \u201cread\u00ading.\u201d This is because emo\u00adtion\u00adal con\u00adnec\u00adtion is a key fac\u00adtor in chil\u00addren\u2019s inter\u00adest and love for pic\u00adture books: a par\u00aden\u00adt\u2019s voice has a sense of famil\u00adiar\u00adi\u00adty that is irre\u00adplace\u00adable, and the rela\u00adtion\u00adship and affec\u00adtion that teach\u00aders build through long-term inter\u00adac\u00adtion with chil\u00addren are also irre\u00adplace\u00adable. Once par\u00adents and teach\u00aders per\u00adsist in sto\u00adry\u00adtelling with chil\u00addren, a tac\u00adit under\u00adstand\u00ading devel\u00adops, which in fact becomes a skill that helps chil\u00addren under\u00adstand and appre\u00adci\u00adate pic\u00adture books.<\/p>\n
Once par\u00adents and teach\u00aders start telling sto\u00adries, they need to keep improv\u00ading and add some skills to their read\u00ading process, which will be of great help in cul\u00adti\u00advat\u00ading chil\u00addren\u2019s sense of lan\u00adguage.
\n<\/p>\n
In Teacher Aji\u00ada\u2019s view, true pic\u00adture book read\u00ading is a col\u00adlab\u00ado\u00adra\u00adtive effort between the lis\u00adten\u00ader and the sto\u00adry\u00adteller. Details like the sto\u00adry\u00adteller\u2019s speak\u00ading speed, rhythm, wait\u00ading, and page turn\u00ading all have an impact on the effec\u00adtive\u00adness of the sto\u00adry.
\n<\/p>\n
For exam\u00adple, in the fan\u00adtas\u00adti\u00adcal book \u201cWhere the Wild Things Are,\u201d the sto\u00adry\u00adtelling process empha\u00adsizes the use of rhyth\u00admic changes to unfold the plot. At the begin\u00adning, when the pro\u00adtag\u00ado\u00adnist Max appears, the sto\u00adry can be told at a slow\u00ader pace, with the pages turn\u00ading slow\u00adly to allow chil\u00addren to gain a deep\u00ader under\u00adstand\u00ading of Max through obser\u00adva\u00adtion. After the moth\u00ader\u2019s appear\u00adance, the tone and rhythm of the speech should be used to dif\u00adfer\u00aden\u00adti\u00adate the moth\u00ader\u2019s and Max\u2019s per\u00adson\u00adal\u00adi\u00adty traits, giv\u00ading the audi\u00adence a more accu\u00adrate under\u00adstand\u00ading of their per\u00adson\u00adal\u00adi\u00adties and rela\u00adtion\u00adship. Fur\u00adther\u00admore, although the book con\u00adtains rel\u00ada\u00adtive\u00adly few words, it\u2019s best to min\u00adi\u00admize the use of addi\u00adtion\u00adal text. Instead, the sto\u00adry should be told through con\u00adtrolled rhythm and tone, with a focus on wait\u00ading and fos\u00adter\u00ading emo\u00adtion\u00adal con\u00adnec\u00adtion with the lis\u00adten\u00ader.
\n
\nIn addi\u00adtion, com\u00admu\u00adni\u00adcat\u00ading and inter\u00adact\u00ading with the sto\u00adry\u00adteller before read\u00ading the pic\u00adture book can also effec\u00adtive\u00adly pave the way for pic\u00adture book read\u00ading.
\n<\/p>\n
For exam\u00adple, an expe\u00adri\u00adenced sto\u00adry\u00adteller would\u00adn\u2019t need to cre\u00adate a par\u00adtic\u00adu\u00adlar\u00adly mys\u00adte\u00adri\u00adous sto\u00adry like \u201cI Don\u2019t Know Who I Am.\u201d Sim\u00adply telling it with a sil\u00adly tone is suf\u00adfi\u00adcient. How\u00adev\u00ader, engag\u00ading in play\u00adful con\u00adver\u00adsa\u00adtion with chil\u00addren before the sto\u00adry can max\u00adi\u00admize its appeal. Before the sto\u00adry begins, ask chil\u00addren sil\u00adly, prob\u00ading ques\u00adtions like, \u201cWho are you?\u201d \u201cWhere are you from?\u201d \u201cWhat do you do?\u201d \u201cWhat are you going to do after you fin\u00adish this?\u201d \u201cAnd then what?\u201d \u2026 until the chil\u00addren burst out laugh\u00ading and find it strange, sil\u00adly, and amus\u00ading. Then, intro\u00adduce the pro\u00adtag\u00ado\u00adnist and begin the sto\u00adry. This play\u00adful pre\u00adlude makes the sto\u00adry even more engag\u00ading for chil\u00addren, brim\u00adming with laugh\u00adter.
\n<\/p>\n
In addi\u00adtion to the two exam\u00adples above, Teacher Ajia also empha\u00adsized some basic skills. For exam\u00adple, it is impor\u00adtant to estab\u00adlish a trust\u00ading rela\u00adtion\u00adship with chil\u00addren; choose sto\u00adries based on the sto\u00adry\u00adtelling envi\u00adron\u00adment and the audi\u00adence; try to tell sto\u00adries in a way that touch\u00ades the audi\u00adence with\u00adout requir\u00ading inter\u00adpre\u00adta\u00adtion; choose the right form and appro\u00adpri\u00adate tech\u00adniques when telling sto\u00adries; and patient\u00adly tell sto\u00adries to chil\u00addren, encour\u00adag\u00ading them to devel\u00adop their own lan\u00adguage sys\u00adtem through demon\u00adstra\u00adtion.
\n
\nIn addi\u00adtion to read\u00ading, pic\u00adture books can also be played in many ways<\/b>
\n<\/p>\n
In addi\u00adtion to read\u00ading pic\u00adture books, Teacher Ajia also shared a ten-char\u00adac\u00adter guide to play\u00ading with pic\u00adture books: \u201cSing, Recite, Speak, Do, Draw, Act, Eat, Break, Chat, and Think.\u201d Each char\u00adac\u00adter in the ten-char\u00adac\u00adter guide rep\u00adre\u00adsents a dif\u00adfer\u00adent type of play, and each char\u00adac\u00adter has a dif\u00adfer\u00adent set of moves. These exam\u00adples serve as inspi\u00adra\u00adtion, allow\u00ading every\u00adone to choose the right play method based on their own strengths and use the book they are inter\u00adest\u00aded in.
\n<\/p>\n
Read\u00ading and speak\u00ading are the sim\u00adplest and most effec\u00adtive ways to play with pic\u00adture books, but they are also the most advanced of all. Sto\u00adry\u00adtellers need to cap\u00adture the essence and key moments of the book. \u201cPulling the Car\u00adrot\u201d is nar\u00adra\u00adtive, \u201cThe Very Hun\u00adgry Cater\u00adpil\u00adlar\u201d is a prose poem, and \u201cLit\u00adtle En\u2019s Secret Gar\u00adden\u201d is lyri\u00adcal. There are many dif\u00adfer\u00adent styles.
\n\u3000\u3000<\/p>\n
Act\u00ading: Pic\u00adture books with char\u00adac\u00adters can gen\u00ader\u00adal\u00adly be act\u00aded out. The sim\u00adplest way to do this is to read aloud with dif\u00adfer\u00adent char\u00adac\u00adters. Typ\u00adi\u00adcal exam\u00adples include \u201cWho Pulled on My Head?\u201d and \u201cJingju Cats.\u201d
\n\u3000\u3000<\/p>\n
\u201cPo\u201d (\u7834) means to crack, solve a mys\u00adtery, or dis\u00adcov\u00ader some\u00adthing. Some pic\u00adture books tru\u00adly need to be cracked to be enjoy\u00adable, so they require care\u00adful con\u00adsid\u00ader\u00ada\u00adtion. For exam\u00adple, \u201cLit\u00adtle House\u201d tells the sto\u00adry of spring, sum\u00admer, autumn, and win\u00adter, from morn\u00ading to night. It is a sto\u00adry of time. Read\u00ading this book is a vast chrono\u00adlog\u00adi\u00adcal sys\u00adtem, from a gen\u00ader\u00ada\u00adtion to a series, to the sea\u00adsons of the year, to each month and each day, allow\u00ading for end\u00adless reread\u00ading.
\n\u3000\u3000
\n<\/p>\n
\u201cDoing\u201d includes crafts, games, and more. It\u2019s a bit like read\u00ading a pic\u00adture book to liv\u00aden things up, but engag\u00ading in deep\u00ader play can also be very ben\u00ade\u00adfi\u00adcial to under\u00adstand\u00ading the book. For exam\u00adple, in \u201cPulling the Car\u00adrot,\u201d you can play tug-of-war, and in \u201cLit\u00adtle Black Fish,\u201d you can play a music game. Who is the lit\u00adtle black fish? When the music starts, every\u00adone cir\u00adcles around, some old\u00ader, some younger. In fact, the younger chil\u00addren aren\u2019t elim\u00adi\u00adnat\u00aded until the third round. This kind of play is very enjoy\u00adable and leaves every\u00adone want\u00adi\u00adng more.
\n<\/p>\n
\u201cPainting\u201d\u2014a good pic\u00adture book is a work of art on paper. Read\u00ading it nat\u00adu\u00adral\u00adly inspires young read\u00aders to pick up their brush\u00ades and cre\u00adate their own paint\u00adings. There\u00adfore, par\u00adents and teach\u00aders can encour\u00adage chil\u00addren to paint with their favorite pic\u00adture books.
\n\u3000\u3000<\/p>\n
\u201cEat\u00ading\u201d is the most cre\u00adative way to play. There are many pic\u00adture books about eat\u00ading, but it seems that there are no real ones that can be eat\u00aden. You need to come up with your own ideas. For exam\u00adple, \u201cStone Soup\u201d, \u201cGuri and Gula\u201d, \u201cCloud Bread\u201d, \u201cAngry Soup\u201d and so on.
\n<\/p>\n
\u201cThink\u00ading\u201d can encour\u00adage chil\u00addren to expand their imag\u00adi\u00adna\u00adtion, devel\u00adop asso\u00adci\u00ada\u00adtions, and broad\u00aden their think\u00ading space. In the process of think\u00ading, some of the mys\u00adter\u00adies and fun in the pic\u00adture books will be infi\u00adnite\u00adly exca\u00advat\u00aded and mag\u00adni\u00adfied.
\n<\/p>\n
Singing. Some pic\u00adture books, such as \u201cSu Wu Shep\u00adherd\u00ading Sheep,\u201d con\u00adtain lyrics them\u00adselves; singing adds a rhyth\u00admic beau\u00adty and makes the expe\u00adri\u00adence more engag\u00ading. Some pic\u00adture books are based on nurs\u00adery rhymes or ancient poet\u00adry, so par\u00adents who are inter\u00adest\u00aded can sing along to them; it might even have an unex\u00adpect\u00aded impact on their chil\u00addren\u2019s lan\u00adguage skills.
\n
\nStrive to be a real sto\u00adry\u00adteller<\/b>
\n<\/p>\n
As a read\u00ading pro\u00admot\u00ader who is deeply loved by par\u00adents and chil\u00addren, Teacher Ajia not only con\u00adstant\u00adly brings vivid sto\u00adries to every\u00adone, but his care\u00adful study of lan\u00adguage expres\u00adsion meth\u00adods also gives us a lot of inspi\u00adra\u00adtion.
\n<\/p>\n
In fact, as par\u00adents and teach\u00aders, if you want to become a bet\u00adter sto\u00adry\u00adteller, in addi\u00adtion to being good at sum\u00adma\u00adriz\u00ading and learn\u00ading from the expe\u00adri\u00adence of pre\u00adde\u00adces\u00adsors, the most impor\u00adtant thing is to prac\u00adtice more, read more sto\u00adries to your chil\u00addren, and be good at think\u00ading about and study\u00ading as many pic\u00adture books as pos\u00adsi\u00adble or oth\u00ader lan\u00adguage art forms relat\u00aded to sto\u00adry\u00adtelling, such as the crosstalk and sto\u00adry\u00adtelling men\u00adtioned by Teacher Ajia in the inter\u00adview. These arts that have been mature and deeply loved in Chi\u00adna con\u00adtain rich lan\u00adguage expres\u00adsion knowl\u00adedge, which can pro\u00advide a lot of help for us in read\u00ading pic\u00adture books.<\/p>\n
(\u201cDeaf Health Insti\u00adtu\u00adtion Newslet\u00adter\u201d 2012.11 Yang Haiy\u00ading
\ntidy)<\/b>
\n <\/p>","protected":false},"excerpt":{"rendered":"
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