• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>International Conference on Early Childhood Education and Parenting >Gender and Reading Literacy in Early Childhood Education
【24h】

Gender and Reading Literacy in Early Childhood Education

机译：幼儿教育中的性别和阅读识字

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This paper investigates how gender plays a role in literacy in early childhood. This paper focuses on reading skill as the first literacy skill. What we mean by reading in this paper includes reading the text, reading illustrated stories and other symbols. According to PISA in 2018, Indonesian children's interest in reading ranks 72nd out of 77 countries surveyed. Thus, increasing children's interest in reading is very important. There are widely believed assumptions that gender is one of the analytical factors in literacy skills. The myth is that boys have lower reading interests than girls. Thus, analysing literacy in early childhood education from a gender perspective would contribute to understanding of literacy development in early childhood education. Through literature research this paper examines how to address gender gap in literacy.
机译：本文调查了性别如何在童年早期识字中发挥作用。 本文侧重于阅读技能作为第一个识字技巧。 通过阅读本文的说明是什么，包括阅读文本，阅读说明的故事和其他符号。 据比萨于2018年，印度尼西亚儿童对阅读的兴趣排名第72名，其中77个国家调查。 因此，增加儿童对阅读的兴趣非常重要。 人们普遍认为性别是识字技能的分析因素之一。 神话是，男孩比女孩的阅读兴趣较低。 因此，从性别观点分析了幼儿教育的识字，会有助于了解幼儿教育的识字发展。 通过文学研究，本文研究了如何应对识字性别差距。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号