SMALL CHILD’S INTEREST IN READING

New Zealand Times, Volume LII, Issue 12163, 13 June 1925, Page 16

SMALL CHILD’S INTEREST IN READING

. Little children like to feel they are doing something worth while; they like to be “grown-up,” so to speak. When what is called the ‘look and say” method of reading was introduced into our schools it was so much more interesting than the teaching of individual letters. Children, when taking the first footsteps in learning to read, never build up words. Of course, to some children it comes quite naturally to see words as a “mind picture,” but a little more help or interest is necessary to others. The method of associating words with ideas has proved most successful in teaching reading./ Centre the children's interest on something as, for instance a tree. Draw it on the blackboard. The children will now t-.dk fieclv about it if encouraged, and will bring into the picture many ob--cts such as birds, nests, eggs, fields. Cowers, etc. Some of the words are printed beside the objects, and interest is kept up bv relating little stories ; ' what the children know. Naturally one would not take too many v.-ords in one lesson, but how many can ha actually learned in, let us say, one week i BEGIN MAKING SENTENCES Laver, when the first words can be picked out without the aid of drawings the children begin making little sentences in their own words, and by this means words of two and three let terg are learned incidentally. When helping Intle children with their own Riunre, satisfactory results have been obtained and great interest maintained. The <caeher writes! tho names on the blackboard (providing the class is not too big), remarking the same time “this is your name John,” and eo on. Each child'fixes'liis eyes on his

own name for that is a very important thing to him just then, for has not he been iold that when tho teacher points to -it he must call his name ont loud ? After a little practice the children wil not only know their own name, but that of their neighbours. Some time ago a child of three years was brought into school for the first time, kicking and screaming. This went on for a few mornings, when a happy idea came to the teacher. The child had refused toys, in fact every advance to make her happy. One day she was laken to the wall, with a piece of chalk, and shown how to write her name, “Lily.” The last letter was a bit difficult but the child persevered. She had found out that she could do something and was quite happy; in fact, it was a joy to see her in school. Needless to say, we found “IJly” written in every possible place. QUICKLY LEARN Tho majority of children love to listen to a story about something which has actually happened. By remembering this we can keep up interest in a' reading lesson. The story of Queen Victoria saying: “I will be good,” was never forgotten after being printed on tho blackboard when relating about her accession. Then v.e talked about Florence Nightingale’s kindness when she nursed the soldiers, and of <sraoe Darling’s bravery when she rowed out to reach shipwrecked people ir, a storm. One little girl of five years learned to read her own story books fluently after three months, because she had been interested. .<6 child should feel wearied after a lesson but should be as fresh and bright ns at the beginning.

Twenty-two bullets have been unearthed in Cornwall on 'the site used fer a battery in the days of Drake.

Quack and Duck were the names of two litigants at an Irish Court recently.