This might work, but it might not, because of how the programs of literacy may not take into consideration of the development of the child mentally, physically, and, intellectually too, off of the Front Page Sections, translated…
Ages zero to six is the critical period for helping children develop their reading skills, but, the families that aren’t well enough economically couldn’t afford it, putting their young at an unequal starting point. The National University of Education of Taiwan’s professor of Educational Psychology and Counseling, Lee suggested, that the Department of Education should extend the resources of reading to preschool age; the professor of the department of special education of Taidong University also believed, that in preschools, children should be learning the phonetic alphabets, to help them with literacy starting at a younger age.
Lee said, from 2011 to last year, the Department of Education implemented two rounds of the five-year reading plans, first, toward the preschool age children, then, focusing on the elementary, middle school level in the distant regions, it surely, increased the resources, the hardware available for use, making the libraries locally more accessible to children, from the community libraries, extending to the reading corners of the local schools. The Department of Education is also training the reading seed instructors, to elevate the professionalism of education in the subject of reading.
Lee said, there’s, this difference of the levels of reading of the students, he’d suggested that the next five-year reading plan the Department of Education implements should zoom in on putting the resources to the preschool level, instead of the elementary schools.
young children learning to read…
The manager of the Children’s Welfare Policy League, Lee stated, that only by extending the mandatory education age to lower, can we guarantee, that every child gets an equal education, because for the economically better families, children are already reading head of their age before age six, while the children in lesser backgrounds are faced with not getting that spot in the public preschool systems. In countries like the Netherlands, France, England, Belgium, even South Korea, Thailand, the Philippines, and Vietnam too, had already lowered the age of preschool to age five.
The committee member of Teacher’s Union Early Childhood Education Department, Yang told, that mandatory education of students extending to a lower age is only natural, other than helping children get adapted to life in school earlier, it can also help provide the resources for the teachers to lead children to read along, to make up for the lacking of the families in lower end of the socioeconomics, to give the children from these lesser backgrounds more stimuli in reading.
Tseng who’s had an eye on the reading policies supports altering the curricula of preschool education, for the various schools to teach children read and write. He said, there are the private preschools that are teaching the children in early childhood to recognize the phonetic alphabets, but the public preschools, due to the orders of the curricula, were restricted on it, that it wasn’t helpful for the children from lesser backgrounds, as the younger generations showed difficulties in reading and writing, there would only be the conditions of the rich getting richer, the poor getting poorer, the gaps then, widens between the rich and the poor even more so.
Tseng quoted another PIRL survey in 2016 that stated how the global community is marching into the digital age, and yet, the students here had yet to transfer their reading means from the hardcopies to online digitally, he’d suggested the government started the digitalization of textbooks, to set up a self-motivated learning environment, to improve the abilities in digital reading.
Song, the vice president of National Taiwan Normal University said, the NTNU is currently trying to use the levels of difficulties in reading materials for library books, hoping to combine it with the curricula of the various schools, so the students can get the needed levels of reading abilities in them before they graduate.
And so, this, is a good plan, but, does it consider, how children can’t even hold a pen correctly, because of their lacking in motor movement developments in their early childhood years? I mean, this is a good plan, and it may work, but only with the specifications that fitted to the mental, psychological, and physical development readiness of the young children.