A Picture Book Is Worth a Thousand Words　一冊(cè)繪本抵千字

A Picture Book Is Worth a Thousand Words

一冊(cè)繪本抵千字

Erin Ganju

埃琳·甘朱

作者簡(jiǎn)介

埃琳·甘朱（Erin Ganju），“閱讀之家”（Room to Read）組織的創(chuàng)始成員兼首席執(zhí)行官。“閱讀之家”是公益教育組織，旨在讓更多孩子學(xué)會(huì)讀寫(xiě)，減小地區(qū)和經(jīng)濟(jì)差異帶來(lái)的教育上的不平等，改變發(fā)展中國(guó)家數(shù)百萬(wàn)孩子的命運(yùn)。“閱讀之家”的目標(biāo)是在2015年將1億孩子納入計(jì)劃。目前，“閱讀之家”已在世界各地建立了1000多所學(xué)校和上萬(wàn)個(gè)圖書(shū)館，并資助無(wú)數(shù)孩子接受教育。

本文是2010年10月13日甘朱在“閱讀之家”官方博客上發(fā)表的文章，用于回應(yīng)《紐約時(shí)報(bào)》（The New York Times）關(guān)于兒童書(shū)的報(bào)道。作者認(rèn)為繪本對(duì)孩子的成長(zhǎng)至關(guān)重要，絕非普通人理解的那樣，只是“傻瓜讀物”。她還建議父母陪孩子一起閱讀，引發(fā)孩子對(duì)閱讀的興趣。培養(yǎng)愛(ài)書(shū)之心，必須“從娃娃抓起”。你認(rèn)為呢？

We've long dreamt about the day the front page of The New York Times runs a story on children's books. Children's books are what we live and breathe at Room to Read because of what they contribute to the development of a child's literacy and learning skills. It's what we believe has the power to change the world and entire generations of communities living in poverty, particularly in the developing world.

Unfortunately, The New York Times' story wasn't exactly what we had envisioned, as it centered on the loss of retail sales of picture books. In a down economy, that's not surprising. What was surprising is that the decline in sales isn't because children are no longer drawn to colorfully illustrated tomes; rather because parents are no longer recognizing the value picture books have in catalyzing their children's literacy skills development.

Apparently, parents have begun pressing their kindergartners and first-graders to leave the picture books behind and move on to more text-heavy “chapter books.”One children's book publisher noted a 35 percent drop in the number of picture books published in the last few years. The primary reason, according to those in the industry, is pressure from parents who are very mindful of increasingly rigorous standardized testing in schools.

We've actually seen the opposite hold true in developing nations, where picture books (or story books) remain a crucial tool in laying a solid foundation for literacy and life-long learning among children. In places like Sri Lanka, South Africa and other countries where Room to Read works, many children come from largely oral storytelling traditions and the shift to the written word is a difficult transition. Many of these children have never been read to aloud, and they find it difficult to relate the “spoken”word to the “written”word.

Picture books help bridge this gap because they give children the opportunity to explore, discover, learn, and imagine through stories and characters. Books inform and transfer knowledge, and are critical to the development of a child's reading skills—including phonemic awareness, phonics, fluency, vocabulary and comprehension. Picture books kick-start that journey because they combine visual and verbal narratives, often presenting imagery from children's everyday lives which helps them connect life experiences to the pictures, information, events, and text. Even more, by discussing what they see in story books, children ask questions—which also helps develop their speaking skills, a key component of literacy.

Literacy experts quoted in the news article were quick to point out that picture books are not for dummies, and they praise the genre for helping develop a child's critical thinking skills. As a mother of a four-and-a-half-year-old, I couldn't agree more.

My daughter Julia loves to use picture books as the basis of inspiration for story time with her captivated audience of stuffed animals. We'll make a day of going to the library next to the park, and she will spend as much time selecting her next 10-15 books for the week as she does running around the playground. She loves books with lots of pictures because it gives her a sense of independence to “read”the story through the pictures. Now, at bedtime, Julia often wants to read me a story, and it's my greatest joy to see her develop an enjoyment of reading—reading is not a task or something she has to do, but something she does for play. And that's key because the path to creating lifelong, independent readers starts when children see reading as fun and pleasurable on their own.

At Room to Read we're committed to education, and so obviously, it's a wonderful thing that children are able to read chapter books at an early age. But if you focus on just the skills part and prematurely force children to get to a certain level, it may be at the cost of developing good habits of reading. So we caution well-intentioned parents against hurrying to clear their kids' bookshelf of story books, because in doing so, you're clearing away the potential for a connection to books that children will cherish their entire lives. Instead, let's work to develop a generation of independent readers who love to read, and read to learn.

我們一直夢(mèng)想有那么一天，《紐約時(shí)報(bào)》頭版能刊登關(guān)于兒童書(shū)的報(bào)道。兒童書(shū)是我們“閱讀之家”存在的理由，因?yàn)樗鼈冇兄谔嵘⒆拥淖x寫(xiě)和學(xué)習(xí)能力。我們深信，這些能力將改變世界和整整一代貧困人口，在發(fā)展中國(guó)家和地區(qū)尤其如此。

不幸的是，《紐約時(shí)報(bào)》的報(bào)道和我們預(yù)想的相去甚遠(yuǎn)，它關(guān)注的是繪本銷量下滑。在經(jīng)濟(jì)蕭條的情況下，這并不奇怪。奇怪的是，銷量下滑并不是因?yàn)楹⒆觽儾辉傧矚g色彩繽紛的繪本，而是因?yàn)榧议L(zhǎng)不再認(rèn)可繪本對(duì)于提高孩子讀寫(xiě)能力的價(jià)值。

顯然，家長(zhǎng)開(kāi)始強(qiáng)迫自己上幼兒園或一年級(jí)的孩子丟開(kāi)繪本，去讀文字更多的“章節(jié)書(shū)”。一位兒童書(shū)出版商注意到，過(guò)去幾年中繪本的銷量下滑了35％。根據(jù)業(yè)內(nèi)觀點(diǎn)，造成這種現(xiàn)象的首要原因是家長(zhǎng)帶來(lái)的壓力，家長(zhǎng)非常關(guān)注學(xué)校里日益嚴(yán)苛的標(biāo)準(zhǔn)化考試。

事實(shí)上，我們?cè)谠S多發(fā)展中國(guó)家見(jiàn)過(guò)相反的實(shí)例。在那些地方，繪本（或故事書(shū)）仍對(duì)培養(yǎng)孩子扎實(shí)的讀寫(xiě)功底和終生學(xué)習(xí)能力起著關(guān)鍵作用。在“閱讀之家”開(kāi)展工作的斯里蘭卡、南非和其他國(guó)家，許多孩子在口述故事的傳統(tǒng)中長(zhǎng)大，從口語(yǔ)轉(zhuǎn)化到書(shū)面語(yǔ)的過(guò)程十分艱難。許多孩子從來(lái)沒(méi)有聽(tīng)過(guò)別人給他們大聲念書(shū)，他們覺(jué)得把字音和字形聯(lián)系起來(lái)很困難。

繪本有助于彌補(bǔ)這個(gè)缺陷，因?yàn)樗鼈冏尯⒆釉诠适潞徒巧腥ヌ剿?、發(fā)現(xiàn)、學(xué)習(xí)和想象。書(shū)籍提供并傳遞知識(shí)，對(duì)提高孩子的閱讀能力十分關(guān)鍵。閱讀能力包括認(rèn)識(shí)音素、看字讀音、流暢閱讀、詞匯量和理解能力。繪本能帶孩子開(kāi)啟這段旅程，因?yàn)樗鼈儗⒀劬春妥彀驼f(shuō)結(jié)合起來(lái)，通常生動(dòng)地展現(xiàn)了孩子們的日常生活，有助于他們將自己的生活和圖畫(huà)、信息、事件、文字聯(lián)系起來(lái)。除此之外，通過(guò)討論他們?cè)跁?shū)里看到的故事，孩子還可以發(fā)問(wèn)——這同樣有助于提高他們的表達(dá)能力，而表達(dá)能力也是讀寫(xiě)能力的關(guān)鍵要素。

這篇文章引用了讀寫(xiě)專家的話，他們敏銳地指出“繪本不是傻瓜讀物”，并稱贊繪本有助于提高孩子的批判思維能力。作為一個(gè)4歲半孩子的母親，我對(duì)此完全贊同。

我女兒朱莉婭在給毛絨玩具（她的超級(jí)聽(tīng)故事粉絲）講故事時(shí)，喜歡把繪本當(dāng)作故事的靈感來(lái)源。我們會(huì)在公園邊的圖書(shū)館待上一天，她會(huì)挑選下一周要看的10～15本書(shū)。她花在挑書(shū)上的時(shí)間和在游樂(lè)場(chǎng)里玩耍的時(shí)間差不多。她喜歡帶有許多插圖的書(shū)，因?yàn)榭磮D“讀”故事讓她覺(jué)得自己挺獨(dú)立?，F(xiàn)在，朱莉婭在睡前常常想給我讀個(gè)故事。看見(jiàn)她越來(lái)越喜歡閱讀，我真是快樂(lè)無(wú)比。對(duì)她來(lái)說(shuō)，閱讀不是任務(wù)或必須做的事，而是和玩耍一樣的事。這是關(guān)鍵，因?yàn)楹⒆訉㈤喿x視為樂(lè)事，是培養(yǎng)終生讀者、獨(dú)立讀者的起始。

“閱讀之家”致力于教育事業(yè)，而孩子很早就能讀“章節(jié)書(shū)”顯然是件很棒的事。但如果只為了培養(yǎng)技能，過(guò)早強(qiáng)迫孩子達(dá)到某一水平，就可能無(wú)法培養(yǎng)他們良好的閱讀習(xí)慣。所以我們提醒好心的父母，別急著清空孩子的故事書(shū)架。因?yàn)樵谶@么做的時(shí)候，你也在清除孩子可能終身獲益的閱讀習(xí)慣。來(lái)吧，讓我們一起努力，培養(yǎng)喜愛(ài)讀書(shū)、邊讀邊學(xué)的一代獨(dú)立讀者。

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孩子將閱讀視為樂(lè)事，是培養(yǎng)終生讀者、獨(dú)立讀者的起始。

Erin Ganju 埃琳·甘朱

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