The Effort of Parent-Child Reading Activity in Chinese Traditional Family Education: A Practical Study in a Primary School of Shenzhen

Article Information ABSTRACT Received: December 04, 2021 Revised: January 25, 2022 Accepted: Februari 10, 2021 Online: March 03, 2022 China is a country with traditional family education. Parents greatly influence their children, especially under the one-child policy and urbanization background. Chinese teaching requires context and training. Reading and communication are important ways to improve Chinese. Parent-child reading can better help students in grades 1-3 to read. This article aims to compare students' performance and interview results of parents in an elementary school in the immigrant city, Shenzhen, Guangdong Province, China, to explore the supporting role of parents in this family education. Previously, similar language research work has examined the students' language development in Shenzhen Pontus' families for further research. This study used mixed methods to analyze the parent-child reading situation in a school in Shenzhen. This article also compared the students' Chinese performance to judge the impact of parent-child reading on students. The results show that the influence of parent-child reading in family education has an obvious positive effect. The specific auxiliary role is reflected in children's reading ability, Mandarin level, and literary knowledge. Therefore, this study suggests that teachers and parents promote parent-child reading work. Parent-child reading is not only conducive to the psychological growth of students but also conducive to the cultivation of students' language ability, especially for the cultivation of students' Mandarin and literary ability.


INTRODUCTION
Chinese is the traditional language of the Chinese. (Ministry of Education, MoE, 2021) China is a country taught by traditional families. Chinese traditional family style and family education constitute an important part of Chinese traditional culture. Parents greatly influence their children, especially under the one-child policy and urbanization (An Yunfeng, 2005). The "Family Education Promotion Law" was launched in July 2021. The Chinese government pays more attention to family education. At present, family education in many big cities is lacking. Based on the author's personal experience and numerous public news reports, we can find that parents in big cities are often busy with work, and their children lack the company of their parents. Children accompanied by family members and who read together tend to show better language performance. However, few studies on the effect and significance of parent-child companion reading on students' language performance.

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In the process of Chinese children's language learning, the role of parents is the most direct, more direct than the teacher. Chinese teaching requires context and training. Reading and communication are important ways to improve Chinese The function of recitation is very direct, and it can have a great effect on children's language learning. Therefore, research on parent-child co-reading is of great significance: The first is to be able to clarify the relationship between children's language ability, family education, and parent-child coreading; The second is to understand children's interest in language learning and family overreading's interest in children's language The characteristics of parent-child reading and the impact of parent-child reading on children's language interest; The third is to cultivate children's interest in language learning through parent-child reading, and The fourth is to find the factors might influence student's language skill in family education in China.
As a primary school Chinese teacher in Shenzhen, Guangdong Province, the first author of this article has contacted many 1-3-year-old students and their parents at work and found that the degree of care they treat their children is closely related to their language performance. Therefore, to understand how parents play a supporting role in students' language learning, the author of this article decided to understand this reason through daily work, references, and interviews.
At present, the biggest gap between family education and parent-child reading is that parents do not have enough time to accompany their children. Therefore, we study the specific difference between parental company and unaccompanied, and we will also try to study possible ways to cross the gap.

Literature review
A language is a tool for human communication. It can express human emotions and convey human culture. Li Zhifeng (2013) believes that language learning is one of the five major areas of learning for pre-school children, and it is of great significance to children's lifelong development. Pre-school children's language learning will be affected by various environmental factors.
According to the analysis of the theory of human development ecology, the foundation of preschool children's language learning in the environment of children themselves, homes, and schools; the relationship between family, school, and screen books is formed. The central system is the key to children's language learning. The parents' working environment, family social circle, community service, local social welfare policies, and other external systems protect children's language learning. Social culture, system, and other macro systems are the background of pre-school children's language learning; individual Diachronic systems such as the level of physical and mental maturity and the external environment have an important impact on the language learning of pre-school children (Qi Yawen, 2021).
This study focuses on Chinese primary school students in grades 1-3 who are 6-8 years old. Students who are mainly authors are mainly at this age. The basic characteristic of children's thinking development at this stage is that they can carry out basic thinking, perform complex calculations (Li Yu,2006), communicate with others independently, and express their thoughts and wishes. Their language skills improved rapidly in this event. This period is an important stage of cultivating children to read. The author also realizes the importance of active reading in his daily work for children of this age. Children are highly motivated to read and allow adults to take them to literacy. At this stage, children's language expression develops very fast.
Shenzhen is located in Guangdong Province, China. This city is a city of immigrants, and the main language is Mandarin. Nuclear families dominate the family in Shenzhen. The influence of parents or family on the children is the main role, and the influence of family education on the children is the main time. There is less peer influence, so I choose Shenzhen as an auxiliary role for parents in exploring children's language learning. Shenzhen has many local dialect families, so Mandarin is not standardized. A study in Nanshan District, Shenzhen (Tang Yong, 2021) found that 726 children aged 1.5 to 2 years were selected for a survey of infant communication and symbolic behavior development scales.
In conclusion, the dialect environment in the family has a relatively large impact on children's language development. Providing a Mandarin family language environment during the growth of younger children is more conducive to children's language development and growth and reduces the problems of children's language development. Chinese teaching in elementary schools in China is based on Putonghua (Ye Shuxian,2005), using a partially edited version of elementary school Chinese IJAE Page 35 textbooks. Modern children's language learning is inseparable from Putonghua (Chai Xiaofang, 2021). Therefore, if you want children to learn Chinese well, it is very effective to have their parents lead their children to learn.
A family is an important place for parent-child interaction, and parent-child reading together is used by the parent's auxiliary role studied in this article. The main reason is that parent-child reading a book together can prolong children's language learning patience and endurance. Children aged 5-8 are at the stage where they learn the language quickly. Parent-child reading activity is an important means to increase children's interest in reading. It is the law that the author masters in daily work.

Contrasts between parents' auxiliary and non-auxiliary Hypothesis
This research is a mixed-method; the quantitative research measures students' performance, and the qualitative method finds the reason. However, based on the role of parent-child reading interaction in the literature, this article makes the following simple guesses: 1. Through reading together, children can better bring into the text scene described in the book, and the efficiency of word recognition and the ability to read empathy will be improved. 2. Since parent-child reading mostly occurs between parents and children, the environment between parents and children is mostly in Mandarin, which is conducive to children's separation from the dialect environment and learning Mandarin 3. Parents can explain some literary meanings for their children during the reading process, which is convenient for them to read further.

METHODS
This article used a mixed method to find out the results, the quantitative survey is for the student's performance, and the interview to the parents and students is for the detail and results.
The first author, Miss. Kang Yaqiong works in a public elementary school in Bao'an District, Shenzhen. Through the comparison of student performance, this article uses interviews and focuses on the following issues: 1. The difference in literacy and reading between families with parental assistance and families without parental assistance 2. The difference in the standard of Mandarin pronunciation between families with parental assistance and families without parental assistance 3. The difference in academic level between families with parental assistance and families without parental assistance, mainly for literary reading questions in the third grade of primary Chinese. The first two questions mainly rely on the author to compare the students' performance in the standardized Chinese test and the daily language use during Chinese teaching in the first and second grades.

RESULTS AND DISCUSSION
The author faced 50 students, of which their parents brought up 18, 27 were brought up by their elders, and nanny brought up 5. The author found the differences in students' language performance in different groups by comparing the students' results. The author also learned about students reading in person at home through interviews with students' parents. The results showed that children led by their parents and able to read with their parents had an average language score of 2.5 points higher than other students (percentile scale), while children raised by elders performed worse in Mandarin pronunciation and language recognition. Children raised by nannies perform similarly to children raised by elders, but the average score in Chinese is 0.8 points lower than the latter.
After the first semester, I encouraged students to do family parent-child reading activities, and their grades have changed to a certain extent. Based from (optional on the text) We can see that their performance has improved. In order to better understand the student's grades and performance and understand the reasons for their changes, I conducted interviews with many students, here are students A1, A2, and A3. In order to protect personal privacy, I use ABCD for their results. Grandparents brought up A1. Parents brought up A2. Grandparents mainly bring up A3, but its characteristics are more like being raised by a nanny. The following is a part of the interview with students A1, A2, A3:

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We also interviewed the parents of the students. It is part of the interview with A1, A2, and A3 parents.

CONCLUSION
According to the author's research on the situation of students in the class, the author found that parents play a certain auxiliary role in the language learning of students aged 1-3. The specific method can be to use parent-child reading together. The author researches the language situation of the students in his class and finds that at present, the parents of students who leads kids to read can improve students' reading, speaking, and article comprehension skill. However, we also need to realize that although this kind of interaction can have better auxiliary functions, its effect mostly occurs during nonclass hours, and the requirements for parents are relatively high because the parents must have time and knowledge to join this activity.
The necessary companionship can improve students' happiness and improve students' grades. In the reading process, it should be noted that it is very important to strengthen parents' company to their children. The specific auxiliary method can be a parent-child reading a book together. The effect is reflected in improving students' reading ability, improving oral pronunciation, and improving literary accumulation. For schools and teachers to better play the supporting role of parents, they should provide parents with necessary online lessons, provide parents with necessary academic knowledge support, and facilitate parents to carry out due to family education to their children. However, in