القراءات الأدبية لدى الأطفال أسسها و أساليب تنميتها

Abstract

The reading is considered as a mindful tool in the wide cognitive receive, and a tool of self-cultural richness which expands the ranges of knowledge and its continuous activity in the observation, contemplation, inquiry and conclusion. Therefore, the reading is an essential thing for the individual especially when it becomes a material for the multiple instincts of him that always satisfies his cognitive need. So, reading in its functional impact on the individual works on storing the cultural richness which is drawn from the cognitive increase in self-circumference. From this point, we have tried in our research to present the bases of the literary reading for children and the methods of developing these bases. Thus, school constitutes the wide starting (from kindergartens to primary school up to the other stages) area of the child`s worlds and unfinished source to feed it with the basics of building its personality, integrating its abilities and potentialities and adjusting its conduct. For this, school is a complete life for the child and through school (as a method, a system, an education and a conduct) the wide cognitive increase is accomplished for it and developing its thinking and imagination gradually step by step with everything supportive and nutritious for its culture, so the socialization in school will determine the child`s personality and clarifies the cultural and educational milestones in this personality.