SummaryIn recent decades, there has been increasing emphasis on the impacts that reading to infants can have on their minds and ability to develop language skills from an early age. This article presents research and studies that have highlighted the specific benefits that reading can have for infants and the extent to which it can help them not only in language development, but also in overall knowledge and of understanding. By describing the reading, writing, and social-emotional advancement observed in children whose parents regularly read to them, it becomes clear that conducting these activities with young children can prepare them for significant success upon entry into school. school. . It has been found, by numerous accounts, that more frequent shared reading and the methods used when implementing these techniques can have extremely beneficial impacts for young children and give them a better opportunity to succeed in their studies and, in general. oral communication. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an Original Essay By analyzing the developmental trends of infants and children, a multitude of studies have been conducted regarding the most effective child-rearing methodologies. In doing so, this research addressed themes of practices to undertake in order to improve cognitive or motor skills, as well as how to ensure optimal development in terms of learning and speech. One of the most useful and effective methods that has been considered, especially in relation to a child's language development, is parents reading to their children from early childhood onwards. 'at the beginning of adolescence. Much research has been conducted that reaffirms the fact that reading to infants can have strong and positive outcomes, providing insight into the specific benefits that reading has on a child's mind and its impact on their cognitive abilities. 'future. Analyzing the benefits of reading in young children, it becomes evident that parents should read to their young children daily because early exposure to language and speech ultimately leads to beneficial results on overall language development . There are a variety of reasons why parent-child reading leads to more positive outcomes in an adolescent's overall language development, especially given the early exposure it results. In doing so, studies have shown that shared book reading can enable children to better recognize letters in their early adolescence, as well as understand the differences between print writing, how to hold a book and overall knowledge of the functioning of a book within a book. first place (Duursma, Augustyn, & Zuckerman, 2008), all of which contribute to the acquisition of overall language skills. Early distinction between print and image leads to earlier understanding of syntax and grammar, and alphabetic letter recognition also increases the likelihood of early language development. As children are more exposed to the alphabet in early adolescence and combining different letters to create many words, this exposes the child early on to new and diverse vocabulary. By sharing book readings with their children, parents stimulate the minds of their infants and young children,opening their minds to a wider range of vocabulary, improving their language development skills almost immediately. By understanding the meaning of new words early, they have a head start in identifying new words, while children who may not have been read to are just beginning to discover some of the this new vocabulary. A study that promotes the practice of shared reading between parents and children found that books read to children contain words 50% rarer than those seen on some of the most popular television shows, or even words used in conversations between students. In doing so, shared book reading ultimately stimulates verbal interaction between children and parents and promotes an increased and faster level of language development. (Duursma, Augustyn and Zuckerman, 2008) Being exposed to a higher level and wider range of vocabulary from early childhood and throughout childhood thus promotes a greater ability to develop comprehension and implementation. works more words, and ultimately improves language development. significant capabilities. By analyzing the benefits of reading for infants and how shared reading habits can help ensure good language comprehension at the appropriate age, it is clear that regular reading habits provide a foundation on which child will learn better. learn the language over the next few years. Not only does this make it easier for the infant to acquire knowledge about language, but it also allows the infant to make connections between spoken language and reading, providing a solid foundation through which the infant will know the importance of regular reading patterns and habits, thus further promoting language acquisition. One of the main reasons young children are better able to understand language through shared reading is because parents become more engaged with their child, broadening their perspective on language in general and encouraging them to think outside the box. box from a very young age. In doing so, by studying the results of various mother-child book reading interactions, it was found that styles eliciting labels that correlate with expressive language, styles eliciting points that correlate with a more receptive vocabulary and comprehension, thus as an informative style of imitative vocabulary, infants have been found to benefit from all three components. Thus, providing a variety of reading methods in young children and ensuring a diverse strategy for exposing infants to these skills can promote greater child language development. (Karrass, 2015) By examining the aforementioned claims about shared reading and how parent-child reading can greatly promote the emergence of language abilities, it becomes apparent why infants often benefit so significantly from this activity. Regarding the style of transmitting information related to imitative vocabulary, the infant already begins to learn to imitate the sounds made by the mother to produce complete words that exist in the language, thus getting a head start on the other children who may not be. shared the activity between themselves and their parents. Learning to imitate the words and sounds that occur during shared reading is known as phonological awareness, which refers to the ability to manipulate and imitate various oral language sounds, and essentially imitate them, in order tothat the child essentially learns the word. In doing so, this awareness is a major element in the understanding and development of spoken language and learning to speak from an early age. Shared reading becomes more important, especially when analyzing the importance of joint attention in parent-child relationships. , and its impact on the overall development of an infant through late adolescence. Joint attention refers to the shared focus between two individuals and therefore targets the concentration and thought processes of two individuals towards a single subject or object. Joint attention has been shown to be important in children's development because it allows the infant, who is still learning at very rapid speeds, to be able to allocate attention and focus on a specific subject, and therefore to learn from experience. In doing so, children are better able to gain understanding and knowledge on the subject in question, thus putting into perspective the beneficial impacts of shared reading between parents and children. In doing so, the research provides insight into the need to engage infants in reading, arguing that joint attention when reading books is an excellent way to ensure language development, while simultaneously exposing children to socio-emotional engagement. , understanding gestures and verbal labeling in more structured and appropriate systems and contexts. (Farrant, 2012) Socio-emotional engagement is crucial to the successful upbringing of any infant, as it allows them to understand how the world around them works and how the world around them works. This is closely related to the ideas of joint attention and shared book reading, in that picture books not only provide a better understanding of objects and subjects in their environment, but simultaneously contribute to the development of their language abilities . The aforementioned gestures and verbal labeling on the part of parents thus enable the infant to correlate words, sounds and map them to correspond to concepts and thoughts in the world. However, the same studies point out that children who grew up with low levels of joint attention or shared book reading led to less developed vocabulary, comprehension, and language development. In doing so, research findings show that the less exposure a child has to joint attention, the more likely they are to have problems receiving and understanding language when they enter school. Specifically, 70% of these children who do not experience sufficient levels of joint attention develop these language impairment problems, providing insight into the inherent importance of shared reading between infants and parents. Additionally, the ability to better identify and evaluate pictures and books has been shown to be positively correlated with language development, significantly increasing the likelihood of advanced language understanding at an earlier age. Perhaps one of the strongest indicators in favor of the parent-child book. -reading is that of success in terms of literacy, language and overall learning acquired by the child during his or her later years. In doing so, it has been proven through various forms of research that reading to children from an early age, through preschool and primary school levels, allows them to improve their educational abilities and achieve better results in categories such as reading and reading comprehension. . Specifically, one study divided a group of elementary school students into “precocious” speakers.», “punctual” and “late”, in order to see the impacts of early shared reading. They found that when they measured the standardized criteria against each group of students, the early speakers had significantly higher levels of performance in reading, spelling, and language than either of the other two. groups. (Gilkerson, Richards, & Topping, 2015) These performance rates could be observed in the extent to which language abilities were increased, as well as the child's ability to read, write, and comprehend at more advanced rates than those of its counterparts. . The importance of these studies provides insight into the long-term benefits provided by shared book reading activities, as children are exposed to advanced information and topics early in their adolescence. Additionally, it is interesting to note how these activities also lead to more positive results in the academic performance of students belonging to the lower socio-economic status of the society. In doing so, it is known that children who grow up in poor areas and in financially unstable households tend to pay less attention to the importance of their education for various reasons. They are unable to concentrate optimally on their studies and, in general, the schools these children must attend do not have the same resources, material needs and opportunities as other schools. As such, it creates a doubly negative scenario, in which fewer children buy into the importance of educational attainment, and this is largely due to the fact that many are unable to learn properly from their school textbooks. Recent studies on the impact of joint attention and child-parent reading on children who live in lower socioeconomic statuses have found that interventional book reading within a home can greatly improve language Infants' oral and print knowledge during sharing. reading practices. (Gilkerson, Richards & Topping, 2015) In doing so, it was found that children who underwent child-parent reading showed significant progress and increases in academic achievement, and performed significantly better on standardized tests . Thus, despite the fact that these poorer families often face problems impacting their children's education, shared book reading can be considered an effective method to improve the performance of young students. In particular, the study highlights the understanding of oral language and written knowledge that children acquire after the application of joint close reading of books, and shows the impact that early exposure to books can have on infants. This allows them to better understand the world they live in, to understand how words and sentences are structured, which ultimately allows them to acquire knowledge faster and more effectively. Therefore, it can be seen that the impact of parent-child book reading from early childhood to the early elementary stages can greatly contribute to improving children's achievement rate and further preparing them for goals they want to achieve. in the future. Studies similar to those mentioned above suggest that children who perform better in school generally have an increased number of books in their homes, and also have parents who regularly practice shared reading from early on in school. adolescence. (Goldfeld, et. al., 2012) Thus, the importance of parents and the overall environment cannot be underestimated when looking athow the relationship between parents, children, reading and comprehension can play out in later years. As mentioned above, those who are read to more often, as well as children who own a greater number of books in the household as a whole, tend to have better literacy outcomes and learning. The importance of this is seen in the need for parents to provide a suitable environment in which children can learn through reading books with joint attention, as well as being able to integrate this early in their schooling and later in their lives. By setting the stage early, parents can ensure that the impacts of shared reading will be optimal and beneficial. In order to properly conduct joint attention and shared reading between child and parent, it is crucial that parents read to their children in a specific manner, especially regarding the child's current age. teenager. So, perhaps one of the biggest mistakes parents make when it comes to this activity, specifically related to reading with their young children, is the fact that they draw too much attention to the text and the words that are on the page and fail to engage the young child's mind to think about larger topics. In doing so, parents should direct the majority of their child's attention and focus to the illustrations and pictures in the book, as opposed to what is actually written on the paper. Since infants are clearly incapable of understanding the meaning of words, or even understanding what a story and sentences actually mean, parents must use the they shared book reading techniques in order to expose them to the variety of objects and ideas that exist in the world around them. One of the main reasons why parents have refrained from reading to their children from an early age is because the expected learning outcomes are much higher in parents' eyes, and often because the activity is not carried out appropriately. path. In doing so, it should be noted that there is a difference in the methods parents use when reading to their children, and that these techniques both need to be implemented in order to ensure a positive outcome. Under no circumstances can the parent neglect one side of reading techniques, due to the imbalance that this could cause in the child, and thus not bring the potentially hoped-for results. Thus, children are generally exposed to two forms of literacy within the household, including formal and informal literacy. In doing so, informal literacy aims to relay the message contained in print, including the ideas and meaning of the story itself. On the other hand, formal literacy experiences focus more on the underlying elements of the book, including the letters displayed or pictures that represent certain elements of the book and overall learning. (Phillips, Norris, & Anderson, 2008) Therefore, there is a clear line between how parents should consider reading to their child and should ensure they fully expand their children's knowledge instead of just focusing on the context. The same studies show that, to achieve the most effective and positive impacts in terms of academic achievement and language development in later years, parents must first conduct informal literacy readings, in order to to draw attention to the individual components of the book. In doing so, with emphasis on the letters, the..