Psychosocial and pedagogical aspects of children’s reading

(including didactical point of view)

Kateřina Homolová

Today, in the basic string of communication: author – literary work – recipient, is pointed out the view of the reader more than before. Reading is a significant sphere where the manifestations of psychological and social personality development appear.

Children’s reading is eminently partaken in formation of mental structures and social attachments between individual and his environment. The prodigy of children’s reading is also (apparently or latently) present at each educational process. In order to the stated theme we would like to describe two main layers of children’s reading.

The first inner layer of meaning would like to focus on child’s personality, its psychology and sociology. This is the way in which the conception of children’s reading will be fulfilled by examination of children’s literature affection on the development of individual personal characteristics. Primarily the way how child’s reader personality is formed by literary hero and the way how an individuality is influenced by this hero’s ideality. From the sociological point of view we would like to examine children’s reading as an important socialized component and children’s literature as a textbook of social learning.

The second layer of meaning would like to concentrate on external aspects of child’s reading, that is a reader’s pedagogy, didactic principles applied at reader’s training, reading in general and bibliopedagogy (the way how to teach through reading books). What would like to be highlighted is the evaluation of didactic functions of children’s literature, then pedagogical dimensions of reading, an examination of reader and without no doubts an adjudication of reading as a subject of education. Nevertheless, the main aim is to assess the literary education at Primary school.

As the whole the work would like to be refilled with the pedagogical research oriented on natures of relationship between social-personal and reader’s characteristics in case pubescent readers.

In conclusion we would like to try to evaluate and compare relationship between both examined levels in the terms of children’s reading by the help of conclusions from executed pedagogical research.