Effective technologies for developing reading culture among preschool children
DOI:
https://doi.org/10.32405/2308-8885-2026-1(119)-44-48Keywords:
reading culture, preschool reading, fiction, literary project, advent reading, educational technologiesAbstract
The article addresses the problem of developing reading culture among preschool children in the modern information environment, a problem that is shaped by the competition among print, audio-visual, and digital media. An analysis of current international and Ukrainian studies indicates a steady decline in reading “for pleasure”, limitations in family reading practices, changes in parents' attitudes towards reading, and a weakening of traditions of shared reading with children.
Cultural, artistic-aesthetic, and communicative approaches to the formation of reading culture are substantiated, highlighting reading as a cultural practice, a sphere of children’s emotional experience, speech-aesthetic development, and social interaction. The formation of reading culture at the preschool stage should be based on a culturological and artistic-aesthetic understanding of the book as a carrier of cultural meanings, a means of spiritual and emotional support for the child, and as a means of their inclusion in the cultural space.
The conditions that foster reading motivation have been identified: individualizing literature selection, integrating reading into creative and play activities, and organizing a positive reading environment.
The study examines pedagogical technologies that align children’s individual reading interests with emotional, creative, and cultural practices. These include the literary project technology (which integrates reading fiction with creative and play-based activities aimed at deepening text comprehension and fostering an emotional connection) and advent reading (as a form of event-based organization of reading experience that combines value-oriented, emotional-aesthetic, and play elements), both of which possess significant potential for forming the reading culture of preschool children. These technologies were tested within the framework of an innovative educational project. Their potential in shaping preschoolers’ reading experience, developing an emotional-value attitude toward books, and establishing artistic-aesthetic perception has been analyzed.
The study concludes that the pedagogical technologies proposed by the authors facilitate the development of an emotional attitude toward literature, the ability to interpret texts, independent book selection, and the formation of artistic-aesthetic taste and reading motivation.
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