Čitanje i pričanje priča djeci rane dobi

Znanstvenike, ali i laike od davnine zaokuplja tajna govora što se posebno odnosi na činjenicu da dijete do kraja treće godine starosti ovlada tako složenim sustavom kao što je jezik. Zato je jezik neprestano predmet propitkivanja, a to se posebno odnosi na kvalitetu govora kojom je dijete okruženo do treće godine života. Odrasli često nisu svjesni svoje odgovornosti koju imaju u posredovanju govora, odnosno svoje uloge kao govornih uzora od kojih dijete uči jezik slušajući, promatrajući i govoreći. Jedan je od temeljnih zadataka odgoja u predškolskom i ranom školskom razdoblju naučit djecu razumjeti i govoriti materinski jezik koji postaje temelj kasnije komunkacije i doživljavanja svijeta. Moderne tehnologije i novi načini komuniciranja neosporno utječu na činjenicu da govor prestaje biti sveprisutan i često je u nekim obiteljima sveden na deset do dvanaest minuta dnevno. Iz toga proizlazi da djeca govor sve manje usvajaju spontano, već je govor potaknut, a za to je potrebna interakcija s odraslima. Zato je vrlo važno djeci rane dobi što prije početi čitati priče te na taj način kod djece poticati želju za pričanjem i čitanjem. Stoga, ovaj će se rad baviti time zašto je važno što prije početi čitati priče djeci rane dobi te na koji način poticati pričanje i čitanje. Ujedno, istaknut će se pojam priče, ali i velika uloga roditelja/odgajatelja kao govornog uzora djeci rane dobi te neki postupci koji potiču dječju kreativnost.Scientists and laymen have long been occupied by the secret of talk, which specifically refers to the fact that a child, by the end of the 3rd year of age, overcomes such a complex system as is speech. That is why language is a constant subject of discussion, especially in regards to the quality of speech that surrounds the child until the age of three. Adults are often unaware of their responsibilities in mediating speech or their role as speech patterns, from whom child learns the language by listening, observing and speaking. One of the fundamental tasks of pre-school and early schooling is to teach children to understand and speak the mother language that later becomes the foundation of communication and experiencing the world. Modern technologies and new ways of communicatin undoubtedly affect the fact that speech stops to be ubiquitous and is often reduced in some families from ten to twelve minutes a day. It follows that children less and less adopt speech spontaneously, but speech is stimulated and interaction with adults is needed. That is why it is very important to begin reading stories as soon as possible to the children of an early age and thus encourage in children the desire to talk and read. Therefore, this paper deals with the area why it is important to start as early as possible reading stories to children and how to encourage talking and reading. At the same time, the notion of the story will be highlighted, as well as the great role of parents/educators as a spoken model for early childhood children and some practices that encourage children's creativity