轻松汉字－学前识拼音 app for iPhone and iPad

We focus on "learning" and "enquiring learning outcome", not just run on "teaching" and "telling something".

The series products of EasyChinese are cooperatively developed by PHD of education and professional user experience designer of children education products. The major functions are as follows.
1. Help children to learn Chinese characters by listening and practicing repeatly, i.e. help the learners to identify the characters through distinguishing their pronunciation.
2. Evoke childrens learning interests through incentive programs such as games, tailor-made feedback to the users quiz.
3. Facilitate children’s learning by demonstrating the pronunciation, strokes, meaning and wording of each Chinese character.

EasyChinese-Pinyin includes all 196 Chinese syllable with tones, presented in 20 levels.

It is specially designed for children who are:
1. Overseas Chinese children over 3 years old who live in non-Chinese speaking environment and have the needs to learn Chinese;
2. Preschooler of 3-6 years old in Chinese speaking environment, and various grades of students in primary school;
3. The product can also be used as an effective supplementary learning tool to systematic and formal Chinese language teaching;
4. It helps to strengthen the acquisition, understanding and memorizing of the Chinese characters.

The software can not apply to the following users:
1. Babies under 3 years old.
2. Learners who want to use it as the sole Chinese learning materials and tools.
3. Learners who solely wish to find a shortcut to learn Chinese characters.

Friendly prompts from education experts (for average kids):
1. It is not advised for children under 3 years old to start the formal learning of Chinese characters. But parents may try to help the children learn to read with the aid of pictures, which may cultivate the childrens interest in the characters.
2. Do not let the children over 5 years old learn to read with the aid of pictures, because pictures will distract the childrens attention, which is not inductive for children to learn real Chinese characters.
3. Childrens abstract thinking can be developed with the process of word learning, especially the acquisition of Chinese characters.
4. Children over 5 years old can maximize their capability to learn characters, and try to develop their competence of reading various literatures as early as possible.
5. Dont worry about the negative influence if characters the children apprehend are beyond those learnt through formal classroom teaching, because childrens focus in classroom is irrelevant to their familiarity with the teaching content.