Reading skills and good reading comprehension can be based on listening to stories from the early age. The more tales and stories a child hears from a very young age, the easier it will be to overcome the obstacles to learning to read, and the more willing it will be to explore the texts independently.
How will a child be a good reader?
If a child cannot imagine what he or she is hearing or reading, loses interest, he / she cannot interpret the text, he / she will not be happy to read and will not have success. Therefore, it is crucial to preserve the imaging capabilities that all young children have inherently. However, this imaging ability is compromised if children are given too much ready-made, exterior images (ie, overly elaborate illustrations in storybooks, cartoons, animations). It is important to leave room for imagery and imagery inside. Listening to the story itself (where the child can rely only on his or her own inner imagery) develops imaginative power, increases vocabulary, and promotes the development of writing skills and reading comprehension, all essential for later independent reading and comprehension.
What is a good tale?
A fairy tale, or any story told, is really good for being alive. This is how he can get from heart to heart, from person to person, from storyteller to listener. To do this, of course, you need a storyteller, a fairy tale, and the story-teller plays a huge role. As parents, as educators, we are most affected by how we are present. When we read a story or tell our child, can we really do it? Can we pass on the story so vividly that it will interest the child? This is our responsibility. It is our responsibility and our duty to even choose the right stories. It is important to choose the best story for your child based on age and interest. It is also our responsibility to provide what we give access to in the lives of children. If we do not let cartoons, computer games, mobile phones come too early in their lives, they will be able to live much longer in a protected world where they still openly and eagerly listen to their folk tales, legends and stories.
The developmental effects of fairy tales in early childhood
Fairy tales contribute greatly to later learning abilities. It is a big fashion these days to develop emotional intelligence. However, Gardner distinguishes far more areas of intelligence. Folk tales "develop" all of these intelligence areas, even though they are not their primary function. Listening to and reading folk tales develops linguistic intelligence (grammar, grammatical knowledge, writing ability), mathematical intelligence (as folk tales also promote the ability to abstract thinking), spatial intelligence (perception of spatial, visual information, orientation), musical intelligence (poetic rhymes, formulas help to sense and modulate sounds), kinesesthetic intelligence (tales are also enhanced by sensory experience), interpersonal intelligence (support understanding of our fellow human beings), intrapsychic intelligence (self-awareness, self-motivation, help (connect) with our emotions), naturalistic intelligence (the intelligence area of our relationship to nature), spiritual intelligence (folk tales show that the world doesn't just have a visible part, he can learn to sense the invisible), existential intelligence (he can see himself through tales in his connection with the whole universe).
It could go on for a long time, but it's a pity the tales are waiting! That's enough to understand why we instinctively long for the soul-warming imagery of fairy tales. "Once upon a time" we begin our story in which the smartest, the best, or the smartest always triumph. The world's tilted order is restored, truth prevails. "Once upon a time ..." we say, and we hope that it will be once again!
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