Motivation for preschoolers to read.

Motivation : 1) the combined effect of many internal and external factors (motivational factors), manifested in the form of an incentive to implement behavior with a certain focus, intensity, tenacity; 2) a set of motivational factors, which include, for example, organic needs (needs), their subjective reflection (drives), perceived and represented means of satisfying needs (motives, goals, incentives), emotions, etc., which together provide activation, orientation and sustainability of behavior and activities. ^[one]

The motive for reading is a reaction to the stimulus, providing the desire, attraction, desire to read. Reading motivation and dedication to the reading process depend on the motive. ^[2]

Types of Reading Motivation

Rubinstein M.M. divided reading interests into the following subspecies:

• general and individual
• stable and unstable
• narrow and multifaceted
• active and passive. ^[3]

According to Shafir Ya.M., reading interests are determined by:

• mental constitution;
• age and gender (girls when choosing literature for reading are guided by local ideals, aesthetic motives, and the choice of boys is determined by innovation and inventiveness);
• class affiliation;
• historical era;
• place of residence;
• specific conditions (for example, in prison reading can act as a distraction from serious problems). ^[3]

Shafir Y.M. divided reading interests into the following subspecies:

• general and specific;
• to certain (with a clearly expressed orientation to the choice of a book, manifested in the specificity of the reader’s request) and indefinite (when only a general orientation to the reading process is expressed). ^[3]

One of the reasons for children's reading demand is need (need, need for something that needs to be satisfied). Forced reading negatively affects its quality (the situation when someone said or ordered). A conscious understanding by the child and his parents of the value of reading is a prerequisite for successful self-realization. ^[2]

The role of parents in shaping the motivation for reading in a child

The problem of the motivation for reading is relevant today. Scientists are striving to identify factors in the emergence of reading motivation in children from a very young age. It is important to set a child’s own example, if the child constantly sees his family reading a book, it is likely that he will also become interested. The presence of a library in the house also plays an important role in the emergence of motivation for reading in a child. If the child has his own bookcase with books, if he has the opportunity to choose books in bookstores himself, then this has a positive effect on the motivation to read. Parents should promote the interests of the child and, if he loves animals, then give him books and encyclopedias about animals for the holidays for his collection.

Extensive international research has been carried out as part of the “In-depth Analysis of PIRLS-2006 Results” project, implemented by the Institute of Education Development of the State University - HSE together with the Center for International Cooperation on Education Development of the Academy of National Economy under the Government of the Russian Federation with the support of the World Bank. Thanks to these data, we can identify the importance of parenting with children for the formation of motivation for reading in children. These factors include:

• reading books to children;
• telling stories to children;
• singing songs;
• playing with a child in toys with the alphabet;
• a discussion of what they did together;
• discussion of what they read together;
• word game;
• spelling letters and words;
• reading what is written on signs and labels;
• going to the library;
• reading instruction (including using a computer). ^[four]

In the book by E. A. Bugrimenko, G. A. Tsukerman “Reading without coercion” describes ways to attract a child to the book. For example, the home-made book "Tales of Sleep", with the help of which the father managed to create motivation for reading from his daughter. ^[five]

Pseudo-Motivation for Reading and True Motivation for Reading

Tikhomirova I.I. draws attention to an essential point in the process of formation of motivation for reading. Librarians and teachers often resort to such incentives for children to read: they organize quizzes, contests, competitions. And it seems that the children have a motivation to read. They willingly participate in such events, their enthusiasm and interest in this activity is visible. But after the end of the competition or quiz for children, for some reason, this interest in books disappears, they do not continue to read books with the same interest. Why? Because the children had an external incentive - to win, to win! And this incentive did not become internal, personal. ^[2] The following techniques can lead to personal motivation: correlation of what is read with life experience, or identification, recognition of oneself in a literary hero. When the reader begins to empathize with the heroes internally, to emotionally react to everything that happens in the work, he begins to develop personal motivation. Creativity also leads to personal motivation: you can change the end of a work, come up with your own, and think about how the work would change if the characters acted differently. The name of the book itself, illustrations for the book, the smell of the book, the size of the book, and colorfulness can also cause personal motivation. ^[2]