W świecie poznanych i „niepoznanych” liter, czyli o kontynuacji bezsensów w instytucjonalnych praktykach nauki czytania i pisania dzieci

Abstract

Reading is a key competence in a social functioning. In the Polish educational system both kindergarten and school, are responsible for the effects of learning this skill. The article presents the results of research on the content of textbooks and methodological guides intended for the basic reading course for children aged six and seven. As a result of the comparison, it was found that the literacy process was doubled at the school level according to the scheme in force in the kindergarten. The page layout for entering a new letter and the suggested exercises are repeated in the textbooks. The same process for introducing a new letter is valid at the kindergarten and on the school level. The texts for learning to read are trivial, and the instructions formulated to them block the development of reading skills at the semantic and critical-creative level.

Effective Use of Textbooks by Early Education Teachers

“…A glaring example of such a defect is the repeated process of letter and reading skill instruction in the reception and first grades of primary school, despite the fact that more than 50% of six-year-old children know more letters than expected in the preschool curriculum, while 18% recognize all letters of the alphabet correctly (Krasowicz-Kupis, 2006). The cloning of the primer and exercise pages in textbooks at preschool and school levels is evinced in the faithful reproduction of the structure, content, the pattern of introducing a new letter and exercises in visual-auditory analysis and synthesis of words (Nowicka, 2021). Both preschool and school textbooks demonstrate substantial emphasis on reading techniques using not only syllables but meaningless letter combinations and, most of all, texts that are uninteresting in terms of knowledge and merely contain a pool of the letters one has learned (Nowicka, 2021).…”

“…The cloning of the primer and exercise pages in textbooks at preschool and school levels is evinced in the faithful reproduction of the structure, content, the pattern of introducing a new letter and exercises in visual-auditory analysis and synthesis of words (Nowicka, 2021). Both preschool and school textbooks demonstrate substantial emphasis on reading techniques using not only syllables but meaningless letter combinations and, most of all, texts that are uninteresting in terms of knowledge and merely contain a pool of the letters one has learned (Nowicka, 2021). This squanders the developmental potential of children during the sensitive period as well as forfeits the goal of both learning to read and school education in general (Klus-Stańska and Nowicka, 2013).…”