Tổng quan nghiên cứu về sách tương tác và hoạt động làm quen chữ viết trong phát triển kĩ năng tiền đọc - viết cho trẻ mẫu giáo 5-6 tuổi

Tóm tắt

In the context of contemporary educational theories that emphasize active and multisensory learning experiences, interactive books have increasingly attracted attention as a supportive tool for developing emergent literacy skills in preschool children aged 5-6. This article presents a systematic review of domestic and international studies on interactive books, early literacy activities, and instructional approaches for fostering emergent reading and writing skills in early childhood education. The findings indicate that interactive books, through behavioral and sensory forms of interaction, enhance children’s active engagement in learning. They effectively support letter recognition, pronunciation, understanding of letter-sound relationships, and the development of fine motor skills-key foundations for formal reading and writing acquisition at the primary school level. In addition, the application of a balanced literacy approach, together with coordinated support from both family and school environments, has a positive influence on the effectiveness of emergent literacy development. Based on these findings, the article proposes future research directions focusing on the design and empirical evaluation of multisensory interactive book models. Such efforts are expected to improve school readiness for children entering Grade 1 and to strengthen the theoretical foundation for integrating interactive books into child-centered early childhood education in Vietnam.