Introducing preschool children to fiction as a means of speech development. Methodological development on the topic: "Introducing children to fiction through reading fairy tales"

Like the level of the reading public

N.A. Rubakin

.

The purpose of the work

tasks

These tasks forms of working with children:

3 Organized classes.

certain conditions:

To solve this problem you need:

"cooperation".

Nothing characterizes the degree of development of society better than

Degree of public culture,

Like the level of the reading public

At this historical moment.

N.A. Rubakin

The turn of the 20th and 21st centuries was marked by a reading crisis on a global scale. A generation of “on-screen” children has grown up with no interest in reading. The book as a carrier of spirituality has ceased to influence the young reader. We have begun to reap the fruits of this today: low level development of speech, imagination, perception, communication skills, and moral principles in general.

The axiom in this problem is that we have no power and do not have the right to deprive children of what progress has brought, just as we do not have the right not to notice and deny everything that the electronic world conceals within itself.

Today the whole world is faced with the problem of maintaining interest in books, in reading as a process and leading human activity. Audio and video technology, which provides ready-made auditory and visual images and influences people in a special way, has weakened interest in the book and the desire to work with it: after all, a book requires systematic reading and effort of thought. Therefore, modern children prefer watching TV to books, computer games. But fiction plays a big role in a person’s personal development. Entering a person's life early childhood, literature gradually creates the circle of his moral judgments and ideas. Fiction opens and explains to the child the life of society and nature, the world human feelings and relationships. It develops the child’s thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language. Its educational, cognitive and aesthetic significance is also enormous, because by expanding the child’s knowledge of the world around him, it influences his personality and develops the ability to subtly sense the imagery and rhythm of his native speech.

A book should enter a child’s world as early as possible, enrich his world, make it interesting, full of unusual discoveries. All subsequent acquaintance with the enormous literary heritage will be based on the foundation that is laid in preschool age.

The process of communication between a preschool child and a book is the process of developing a personality in him. A book should enter a child’s world as early as possible, enrich this world, make it interesting, full of extraordinary discoveries. A child should love a book, reach out to it, and perceive communication with it as a holiday. A preschool child is a kind of reader. The word “reader” in relation to preschool age is conditional. In reality, it is the listener whose encounter with the book is entirely determined by the adult, from the choice of text to read to the duration of the interaction with the book. Taste, interest in a work, its interpretation, the ability to navigate the circle of children's reading, the creation of a reading system - all this is in the power of an adult. It largely depends on the adult whether the child will become a real, enthusiastic reader, or whether an encounter with a book in preschool childhood will flash by chance, nothing significant episode in his life. System of working with children kindergarten includes goals, objectives, forms, methods of any area of ​​work with children .

The purpose of the work for introducing children to reading in kindergarten is: 1 Teach children to listen to reading

2 Learn deeply, comprehend the text

3 To educate a literate reader When achieving this goal, decisions are made tasks mental, aesthetic, moral education of children preschool age. Mental education is the development of perception, thinking, and speech development. Aesthetic education is the development of children's creative abilities. Reading especially fairy tales forms a child’s moral baggage. “Whoever did not have a fairy tale in childhood grows up to be a dry, prickly person, and people hurt themselves like a stone lying on the road and are pricked like a sow thistle leaf” - this is a statement by I. Tokmakova.

These tasks are solved through various forms of working with children:

1 Daily reading of fairy tales, stories, poems.

2 Independent review of books.

3 Organized classes.

4 Free communication between the teacher and children based on fiction.

5 Cooperation with parents on this issue. The process of daily reading should take at least 30 minutes a day (depending on age). The goal of daily reading is for children to deeply comprehend the text. Daily reading involves selecting works. The best option is to combine them based on genre and alternating stories, fairy tales, and poems. 1st week - reading folk and original fairy tales; dramatization of works or excerpts from fairy tales; viewing illustrated editions of fairy tales. 2 - week - reading poems; 3 - week - reading stories and novels; looking at illustrations for individual works; 4 - week - a journey through the pages of a “thick book” (in older preschool age) After the book is read, the children’s attention is fixed on its content, the teacher shows illustrations to it. Depending on the age of the children, the teacher changes viewing techniques artistic illustrations. In the first and second younger groups, viewing techniques are aimed at the child recognizing characters and things: -Find out who it is? -Show me where, who or what? In the middle group - correlating text phrases with pictures: -Find a picture for these words. - What words go with this picture? In the older group - leading the child to evaluate the color of the drawn objects, the expressiveness of the hero's gesture, the arrangement of the figures: - Why do you like this picture? In the preparatory group for school - comparison of illustrations by different illustrators for the same work. The main goal of viewing illustrations in all age groups is to provoke children into conversation. When looking at books early years It is necessary to teach children to treat a book as the greatest value, to hold it correctly in their hands, to leaf through it correctly, to know its place on the bookshelf, to remember that a book has an author and a title. Organized classes to introduce children of different age groups to fiction are organized in different ways.

In order to carry out various forms of work to introduce children to books, kindergartens must create certain conditions:

1 Availability of age-appropriate library stock of fiction.

2 Availability of a portrait fund of children's writers

3 Availability of grammatical dictionaries for teachers.

4 Organizing group book corners.

In each age group of the kindergarten, unique information centers are set up - book corners. As a rule, these books are richly illustrated and in good condition. The composition of books in group book corners is updated from time to time, either completely or partially, not only because the books wear out, but also because the process of raising children requires their constant thematic updating. Children take books from the book corner according to their desire and taste, but then they must put them back in their place. In older preschool age, there should be a duty of children who issue and receive books and are responsible for their safety. If a tattered book is discovered, the teacher of the younger and middle group repairs it himself, preferably in the presence of children. In older groups, children are also involved in repairing books. Thematic book exhibitions are periodically organized in book corners.

We know that fiction serves as a powerful means of mental, moral and aesthetic perception. It has a huge impact on the development and enrichment of a child’s speech.

Preschool children are listeners, not readers, and therefore adults have a great responsibility - to convey to children each work of art as a form of art, to reveal its intention, to charge listeners with an emotional attitude towards literary characters; their actions and feelings.

The reading process is a joint work of the mind and soul. But I was faced with the fact that parents, due to their busy lives, have no time to read to their children or answer their questions. Communication with preschoolers in the family is underestimated by parents and is replaced by watching TV shows and the Internet. So I decided to help my parents literary development child, in the formation of the child’s reading taste, attitude towards the book as a cultural phenomenon.

To solve this problem you need:

1. Be a partner in solving these problems.

In the group, I began to introduce children to educational literature- this contributes to the development of intelligence and mental activity of the child, since 5 years is the age of “why”. In the book corner there were not only program works, but also books from children from home, cut-out books (the cover follows the outline of the main character), and panorama books (with moving figures), which the children themselves manipulate while narrating the work. Here I placed fairy tales, poems, and albums with illustrations. She organized various performances, showing fairy tales in the theater corner, and children played board and printed games.

A plan for working with the book for the year was also developed, as well as recommendations for parents on organizing home reading:

As a result of this work, we got a good result: the children listened with interest literary texts, tried to understand the character of the characters and convey it in dramatizations and small dramatizations. They began to play more often in the theater corner, inventing their own plots and their own heroes. Speech became more expressive and complete.

Continuing my work, I set myself new tasks:

Children began to become more deeply acquainted with folk art, great attention began to be devoted to moral concepts: truth and lies, courage and cowardice, good and evil, generosity and greed.

Reading a book and talking about it are inextricably linked with the development of speech.

This means you need to pay attention to:

From conversations with children, I found out that children strive for literature, they like to listen to works, poems, and even invent their own stories. As you know, children are dreamers and these inventions give rise to the beginning of creative thought and creative activity.

New didactic games that require mental abilities appeared on the shelves, and in the theater corner - new attributes for fairy tales invented by children.

Much attention was paid to speech breathing, expressiveness, volume of spoken dialogues, and the ability to convey the characters’ characters through intonation and movement.

Children have a desire to find out for themselves what concerns them. Their speech changed noticeably; they looked at and discussed books together, even argued about what they had read. More time began to be devoted to reading literature, and at the same time to the development of children’s speech.

One of the methods of working with children in the process of becoming familiar with fiction is the modeling method. When introducing children to fairy tales, short stories, and poems, the teacher models objects—the main characters—which allows them to increase interest in the work, understand its content, and the sequence of events in fairy tales. Thus, when introducing children to Russian folk tales, the “Magic Circles” model is used. After the teacher tells a fairy tale using a tabletop or finger theater, children are invited to repeat the fairy tale. After repeating the fairy tale, the teacher invites the children to sit at the table. Each child is given a piece of paper with circles drawn according to the number of characters in the fairy tale. He invites you to look at them and play wizards, turning the mugs into fairy tale heroes. The teacher recalls the content of the fairy tale and its characters, discussing their images with the children. Children take these models home and use them to tell a story to their parents. Also, to model a fairy tale, we use geometric shapes. Children are invited to choose the appropriate one for each character. geometric figure. In older preschool age, the models become more complex.

And also in my work I use the project method, which opens up great opportunities in organizing joint cognitive and search activities of all participants in the educational process: children, teachers and parents. Project activities are based on a special style of interaction between all participants in the educational process, denoted by the word "cooperation". Everyone cooperates: the teacher with parents and children, the children with each other, with parents and the teacher.

Cognitive and research activities- this is an activity in which the child’s activity is manifested, directly aimed at mastering the world around him, its things, connections between the phenomena of the surrounding world, their ordering and systematization.

But when working with children, we cannot help but contact parents. Therefore, work was carried out with parents to introduce children to fiction.

Along with drawing up a long-term plan for working with parents, a survey was conducted to identify parents’ attitudes towards literary development.

Mandatory inclusion of parents in the organization and holding of literary quizzes and holidays. Involving parents in design information space in a book-related group (book exhibitions, annotations, recommendations on what to read to children). Providing information about books that are read to children in class.

Nothing characterizes the degree of development of society better than

Degree of public culture,

Like the level of the reading public

At this historical moment.

N.A. Rubakin

The turn of the 20th and 21st centuries was marked by a reading crisis on a global scale. A generation of “on-screen” children has grown up with no interest in reading. The book as a carrier of spirituality has ceased to influence the young reader. We have begun to reap the fruits of this today: a low level of development of speech, imagination, perception, communication skills, and moral principles in general.

The axiom in this problem is that we have no power and do not have the right to deprive children of what progress has brought, just as we do not have the right not to notice and deny everything that the electronic world conceals within itself.

Today the whole world is faced with the problem of maintaining interest in books, in reading as a process and leading human activity. Audio and video technology, which provides ready-made auditory and visual images and influences people in a special way, has weakened interest in the book and the desire to work with it: after all, a book requires systematic reading and effort of thought. Therefore, modern children prefer watching TV and computer games to books. But fiction plays a big role in a person’s personal development. Entering a person’s life in early childhood, literature gradually creates a circle of his moral judgments and ideas. Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child’s thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language. Its educational, cognitive and aesthetic significance is also enormous, because by expanding the child’s knowledge of the world around him, it influences his personality and develops the ability to subtly sense the imagery and rhythm of his native speech.

A book should enter a child’s world as early as possible, enrich his world, make it interesting, full of unusual discoveries. All subsequent acquaintance with the enormous literary heritage will be based on the foundation that is laid in preschool age.

The process of communication between a preschool child and a book is the process of developing a personality in him. A book should enter a child’s world as early as possible, enrich this world, make it interesting, full of extraordinary discoveries. A child should love a book, reach out to it, and perceive communication with it as a holiday. A preschool child is a kind of reader. The word “reader” in relation to preschool age is conditional. In reality, it is the listener whose encounter with the book is entirely determined by the adult, from the choice of text to read to the duration of the interaction with the book. Taste, interest in a work, its interpretation, the ability to navigate the circle of children's reading, the creation of a reading system - all this is in the power of an adult. It largely depends on the adult whether the child will become a real, enthusiastic reader, or whether a meeting with a book in preschool will be a random, meaningless episode in his life. The system of working with children in kindergarten includes goals, objectives, forms, methods of any area of ​​work with children .

The purpose of the work for introducing children to reading in kindergarten is: 1 Teach children to listen to reading

2 Learn deeply, comprehend the text

3 To educate a literate reader When achieving this goal, decisions are made tasks mental, aesthetic, moral education of preschool children. Mental education is the development of perception, thinking, and speech development. Aesthetic education is the development of children's creative abilities. Reading especially fairy tales forms a child’s moral baggage. “Whoever did not have a fairy tale in childhood grows up to be a dry, prickly person, and people hurt themselves like a stone lying on the road and are pricked like a sow thistle leaf” - this is a statement by I. Tokmakova.

These tasks are solved through various forms of working with children:

1 Daily reading of fairy tales, stories, poems.

2 Independent review of books.

3 Organized classes.

4 Free communication between the teacher and children based on fiction.

5 Cooperation with parents on this issue. The process of daily reading should take at least 30 minutes a day (depending on age). The goal of daily reading is for children to deeply comprehend the text. Daily reading involves selecting works. The best option is to combine them based on genre and alternating stories, fairy tales, and poems. 1st week - reading folk and original fairy tales; dramatization of works or excerpts from fairy tales; viewing illustrated editions of fairy tales. 2 - week - reading poems; 3 - week - reading stories and novels; examination of illustrations for individual works; 4 - week - a journey through the pages of a “thick book” (in older preschool age) After the book is read, the children’s attention is fixed on its content, the teacher shows illustrations to it. Depending on the age of the children, the teacher changes the methods of viewing artistic illustrations. In the first and second younger groups, viewing techniques are aimed at the child recognizing characters and things: -Find out who it is? -Show me where, who or what? In the middle group - correlating text phrases with pictures: -Find a picture for these words. - What words go with this picture? In the older group - leading the child to evaluate the color of the drawn objects, the expressiveness of the hero's gesture, the arrangement of the figures: -Why do you like this picture? In the preparatory group for school - comparison of illustrations by different illustrators for the same work. The main goal of viewing illustrations in all age groups is to provoke children into conversation. When looking at books from an early age, it is necessary to teach children to treat a book as the greatest value, to hold it correctly in their hands, to leaf through it correctly, to know its place on the bookshelf, to remember that a book has an author and a title. Organized classes to introduce children of different age groups to fiction are organized in different ways.

In order to carry out various forms of work to introduce children to books, kindergartens must create certain conditions:

1 Availability of age-appropriate library stock of fiction.

2 Availability of a portrait fund of children's writers

3 Availability of grammatical dictionaries for teachers.

4 Organizing group book corners.

In each age group of the kindergarten, unique information centers are set up - book corners. As a rule, these books are richly illustrated and in good condition. The composition of books in group book corners is updated from time to time, either completely or partially, not only because the books wear out, but also because the process of raising children requires their constant thematic updating. Children take books from the book corner according to their desire and taste, but then they must put them back in their place. In older preschool age, there should be a duty of children who issue and receive books and are responsible for their safety. If a tattered book is discovered, the teacher of the junior and middle groups repairs it himself, preferably in the presence of the children. In older groups, children are also involved in repairing books. In bookstores

Nelson Kristina Ervinovna
Job title: teacher
Educational institution: MGOU kindergarten No. 5 "Golden Key"
Locality: Lyubertsy
Name of material: ARTICLE
Subject:"EXPERIENCE IN INVOLVING SENIOR PRESCHOOL CHILDREN WITH FICTION"
Publication date: 20.01.2018
Chapter: preschool education

The topic of my work experience: "Introducing children to fiction"

Everyone knows that an effective means of mental, moral and

aesthetic education children in kindergarten are served with fiction.

Reading works of fiction plays an important role in the process of comprehensive

children and their parents to the book in a kindergarten

The relevance of introducing preschoolers to the world of fiction

is determined by the fact that children's interest in reading decreases. Already in preschool age

children prefer watching TV or computer games to books, as well

all kinds of gadgets: tablets, phones, etc. As a result, already younger

problem, so it is especially relevant for me.

The goal of my work was to develop a child’s interest in reading and needs

in fiction.

And in order to achieve this goal, I have identified for myself the main tasks in this

direction:

1. Contribute to the formation of interest in books and works

fiction.

2. To develop the ability to listen and understand works of different genres,

express emotions.

3. Develop elements of creativity, learn to use what you read in other forms

activities (play, productive, communication).

4. Provide information to parents about the importance of reading art books V

child development.

For my work I use the following methodological literature:

1. V.V.Gerbova “Introducing children to fiction”

2.Z.A. Gritsenko “Send me a good reading”

3. L.M. Gurevich “Child and Book”

4. O.S. Ushakova “Introducing preschoolers to fiction”

parents"

6. Federal state standard preschool education.

I conducted my work in two directions: in kindergarten, this is work with children and with

teachers; and working with family.

When introducing children to fiction, I use a variety of methods,

techniques and means such as: reading works, discussing the content with children

read, retelling a work, memorizing poems, nursery rhymes, games -

dramatization, didactic games, theatrical games, elements of staging.

More effective, in my opinion, is the practical method, namely

theatrical reading activity, as it promotes understanding and

children’s assimilation of the meaning of a work of art, allows them to reveal

acting talents, makes you empathize with your characters and simply helps children

find a common language with each other.

In addition, in order to familiarize children with fiction and

formation of love and interest in the book I use following forms works:

Decorating a book corner in a group;

– design of thematic exhibitions, dedicated to creativity writers.

Classes to familiarize yourself with the biographies of writers.

The creation of the “Knizhkina Hospital” in groups, which helped instill in children careful

attitude towards the book.

Exhibitions children's creativity based on the works read.

– excursions to the library

In order to improve my qualifications, I conducted various consultations, seminars,

workshops, master classes for teachers for

promotion

professional

teachers,

revitalization

applications

artistic

literature

development

communicative

qualities

teachers, ability to work in a team; unleashing everyone's creative potential

teacher The result of our collaboration A play was staged for children.

I work with children regularly and systematically. But she wouldn't be like that

complete and effective without involving parents, because decisive role V

The family plays a major role in the development of a child at any age.

I started working with parents to introduce children to fiction at

the very first parent meeting after the survey. Parents were asked to respond

to several questions in order to determine the role of parents in the development of interest in

family reading with children and determine whether parents themselves show interest in

fiction.

Based on the results of the survey, I made conclusion -

it is important to attract the attention of parents to family reading. For this it was necessary

expand work with parents on this topic. And it was developed and implemented by me

project "Reading Family".

The goal of the project is to help parents realize the value family reading how effective

means of education and upbringing of preschool children, revive the traditions of family reading.

On initial stage project, I compiled reminders for parents about the importance of daily

home reading, oh correct selection literature for children, about raising a caring

relationship to the book and many others.

To implement the project, a “Reading Family” corner was created in the group. There are two in this corner

works of art not included in the kindergarten curriculum. Next to parents

I was asked to answer a number of questions about the work I had read, which I

prepared in advance. Parents answered questions together with their children, and they gave their answers

dropped into a special mailbox. And at the end of each month the results were summed up -

which family was the most active and answered all the questions correctly. And at the end of the year I

summed up the overall results, and the most reading family was awarded a certificate of honor.

At the final stage of the project, I invited parents to spend some time with their children.

not only by readers, but also by publishers. To do this, it was necessary to choose the most

favorite work from what you read and make it based on this work

DIY family book. Many families have shown incredible creativity

capabilities. Now our corner in the group has been replenished with books of joint creativity

child and parent.

Upon completion of the project, I conducted a repeated survey of parents, asking them the same questions.

questions as at the beginning of the year, and saw positive dynamics. Parents have become more frequent

They are of great importance, and traditions of family reading have emerged.

Summing up the work on introducing children to fiction, I did

conclusion: my focused, systematic work has yielded good results. In children

interest in the book increased, knowledge about works of fiction was enriched

literature, children became more active in classes, their vocabulary expanded,

children’s speech has become more literate, richer, monologue speech has formed,

their imagination and fantasy were enriched. Children began to show more empathy towards

heroes, began to experience their hardships, adventures, and victories with them. For many

Communionchildren tofiction.

It has long been known that reading experience begins to develop in childhood.

Preschool childhood is very important stage in raising an attentive, sensitive reader who loves a book that helps him learn the world and yourself in it, to form moral feelings and evaluation, develop the perception of the artistic word.

This is the age at which the ability to perceive a work of art through hearing, vision, touch, and imagination is most clearly manifested; sincerely, from the fullness of the soul, to sympathize, to be indignant, to rejoice.

Any preschooler is a reader. Even if he doesn’t know how to read, but only listens to an adult reading. But he chooses what he will listen to, he perceives what he hears, and hears what interests him. However, reading sensitivity does not arise on its own. It depends on what exactly, how often and in what way children are read.

Children's literature, as part of general literature, is the art of words. Its features are determined by educational goals and the age of the children (the interests, preferences and cognitive capabilities of preschool children are taken into account). Children's literature contributes to the development of a child's aesthetic consciousness and the formation of his worldview.

Children's reading circle includes:

Works oral creativity the Russian people and the peoples of the world;

Classic children's literature (domestic and foreign);

Contemporary literature (Russian and foreign).

Folk poetic creativity - greatest achievement national culture of each people. High artistic perfection and accessibility to the perception of a preschool child have made folklore an important means of education, familiarization with folk culture, native language The program includes songs, nursery rhymes, chants, calendar children's folklore, tongue twisters, riddles.

Extremely large pedagogical value fairy tales Preschool children are read and told stories about animals. In fairy tales of different peoples and different times, there are images of a rustic-stupid wolf, a cowardly braggart hare, a bumpkin bear, a crafty flirtatious fox, a warlike rooster, etc.

Magic fairy tales are loved by older preschoolers. They unobtrusively teach the child to evaluate the deeds and actions of people in the light of the correct concepts of what is good and what is bad. Based on folk tales, literary fairy tales arose. They often intertwine elements of fairy tales about animals, everyday life and fairy tales.

Introducing children to poetry begins at an early age with folklore and poets A. Barto, K. Chukovsky and others. Older children are introduced to the perception of serious high poetry - the poems of A. Pushkin, F. Tyutchev, A. Pleshcheev, A. Maykov, I Bunin, S. Yesenin and many other wonderful Russian poets. The program lists widely include stories of various topics. In some they reveal moral problems, and in others - environmental, in others - the “exploits” of children, inventors and dreamers, famously winning the right to independence.

So, the children's reading circle is aimed at developing interest in books among preschoolers, gradually replenishing their literary baggage, enriching their literary experience, which manifests itself in interest works of a certain genre or specific topic, in the need to consider illustrated books.

Let us consider the features of work to introduce children to fiction in different age groups.

(Teachers talk about the work done in their group.)

CONSULTATION FOR TEACHERS

"PEDAGOGICAL PROJECT TO INVOLV CHILDREN IN CHILDREN'S FICTION."

Tasks

Introduce children to this topic of fiction.

Deepen children's knowledge about your chosen topic.

To form in children an emotional and imaginative perception of works through artistic descriptions of images.

To cultivate the ability to enjoy the artistic word, the appropriateness of its use in one’s own speech (sayings, riddles, metaphors, folk sayings, onomatopoeia). Learn to feel and understand the figurative language of the works you read.

Through works, help children evaluate the deeds and actions of people in the light of correct concepts of what is good and what is bad, fostering good feelings and interest in works of art. Cultivate the ability to be surprised by beauty

Teach children to negotiate, share, help, provide support in their work, and show interest in the completed task.

Expand parents' understanding of children's literature.

Involve parents in family reading of children's works of fiction.

The project consists of 3 stages:

Stage 1 - preparatory (one week). Based on the interests of the children,

Questioning parents, discussing the goals and objectives of the project with children, creating the conditions necessary for the implementation of the project.

Stage II - main (1 month). Implementation of the main activities in the project areas. Presentation.

Stage III - final (one week). Includes the collection and processing of methodological and practical materials, the correlation of the delivered and predicted results with the obtained ones, and the synthesis of project materials.

Given the implementation of this project, the following results can be assumed.

1. Creating the necessary conditions in the group to familiarize children with the chosen topic

a) creating a library

b) selection of music library

c) creating a corner for educational games;

d) design of albums of drawings

e) implementation of the project itself in the form of a composition (craft).

2. The attitude of 80% of children to the book is not only as entertainment, but as a source of educational interests.

3. Active participation of approximately 80% of parents in the implementation of the project.

4. The ability of 25% of children to express ideas and assumptions.

5. Creation of a system of work to familiarize children with children's fiction.

Efficiency assessment based on the results of work is carried out in three areas: children, parents, teachers.

Assessment of children's interest and their success in general is monitored through observation and analysis of children's activities, activities, and conversations with children.

Assessment of parents' interest and participation in the project occurs through their participation in events, assistance in the implementation of the project (homework with children, assistance in decorating a book corner on a topic chosen by the group).

Assessment of the activation of teacher activities is monitored by the quality of work with children within the framework of the project

EquipmentAndmaterials:

1. Consultations for parents
2. Summary based on your group’s questionnaires
3. Drawings based on works (at home with parents, in the garden with teachers, with specialists - psychologist, speech therapist)
4. Photo material in the group (activities with children, work in the book corner, 5-6 photographs)
5. Photo exhibition “Mom, Dad, Me - a reading family” in my group.
6. Book corner on this topic.
7. 1 summary of a comprehensive lesson.
8. The project itself (in scope), + filling out the table “Planning and organizing activities for the implementation of a project to introduce children to fiction.”
9. Final lesson (in the form of a quiz, leisure time, you can team up with another group, involve additional education teachers)
10. A folder with the work done for the methodological office.

Questionnaire for parents on the topic:

"INVOKING CHILDREN TO CHILDREN'S FICTION."

1. Do you introduce your child to reading children's literature, if yes, then how?________________________________

_____________________________________________________

1. Who reads books to a child?

Mom____ Dad___ others____

1. Where do you get children's books?

At home library____ At the children's library____

Buy____ Other_____

1. How often do you read to your child?

1-2 times a week_____ every day____ more often____

1. Who chooses more often what to read to a child?

Child____ Adult____

1. What topics do you read most often, and why?

Fairy tales about animals _____

Poetry (about animals, seasons, children, etc.)_____

Children's stories (about animals, about children, about nature)________

Folklore genre (songs, nursery rhymes, proverbs, etc.)_______

Because____________________________________________

1. Which writers do you prefer to read to children?

Domestic____ Foreign______

1. Do you discuss what you read with your child, and if so, for what purpose?

Not really_____

Target_________________________________________________

1. What is your child’s favorite work or what was the last thing you read (are you reading)? _____________________________________________________

P.S. Please check the box next to the answer you have chosen.

THANK YOU FOR PARTICIPATING IN THE PROJECT.

“Planning and organizing activities to implement a project to introduce children to fiction.”

IStage

IIStage

Circle what you did.

Organization: MBDOU CRR "Kindergarten No. 193"

Locality: Altai region, Barnaul

Article “Introducing preschool children to fiction.”

Shelkova L.V., Starodumova L.A.

(Barnaul, Russia,

MBDOU CRR "Kindergarten No. 193",

mbdou. kid barnaul- obr. ru)

Fiction plays a special role in the upbringing of children, expanding their understanding of living reality, helping the child learn about life, shaping his attitude towards the environment, and educating him spiritually and morally. Having learned to empathize with the characters of works of art, children begin to notice the mood of loved ones and people around them, which awakens in them humane feelings - the ability to show participation, kindness, mercy, and a sense of justice.

Today, the problem of introducing preschoolers to fiction is especially relevant, since it is impossible not to note a decrease in children’s interest in reading. Therefore, it is advisable to introduce a child to books, to reading already in the preschool period, in accordance with federal state educational standards, otherwise it will be difficult to raise a reader in the future, which will negatively affect not only the development of a particular child, but also the spiritual and moral potential of society as a whole. .

Many works have been devoted to the study of this issue, for example, the importance of introducing children to the beauty of their native word and developing a culture of speech was pointed out by teachers, psychologists, and linguists K.D. Ushinsky, E.I. Tikheeva, E.A. Flerina, L.S. Vygotsky , S.L. Rubinshtein, A.V. Zaporozhets, A.A. Leontyev, F.A. Sokhini.

Children's books are considered as a means of mental, moral and aesthetic education. Children's poet I. Tokmakova calls children's literature the fundamental basis of education. According to V.A. Sukhomlinsky, “reading books is the path along which a skillful, intelligent, thinking teacher finds the way to a child’s heart.”

The problem of introducing preschool children to fiction is relevant, since, having entered the third millennium, society came into contact with the problem of obtaining information from publicly available sources. In this case, it is children who suffer first of all, losing touch with family reading.

Through reading fiction, a child learns the past, present and future of the world, learns to analyze. So that the knowledge of fiction becomes a school for the development of feelings, emotions and moral actions, systematic influence on the child from others and adults is necessary.

Therefore, the task of preschool teachers, first of all, is to structure the work in such a way that the book is present in various areas of the child’s activity, children have the opportunity to interact with books every day, and can develop their literary interests.

In this regard, in our kindergarten for three years experimental work was successfully carried out on the topic “Development of interest and love for books in preschool children.” For experimental work, we took large works of art: with children 5-6 years old we studied A.A. Milne’s “Winnie the Pooh and everything, everything, everything”, A.M. Volkova "The Wizard" Emerald City", with children 6-7 years old - N.N. Nosov “The Adventures of Dunno and His Friends”, “Bogatyrs of the Russian Land” - a study of epics.

Basic ideas of the experiment.The development of interest and love for books, the successful use of fiction as a means of educating and developing a child, is possible provided that the teacher proceeds from aesthetic nature words, widely uses expressive reading, methods and techniques that contribute to the development of reconstructive and creative imagination, emotional sphere, independent intellectual and artistic-speech activity of children.

Purpose of the experiment:

1.Development of interest in books in older preschool children. 2.Creating a model for working with a children's book.

Tasks:

1. Analysis of the existing theoretical and practical experience of teachers on the stated topic.

2. Create a methodological set of materials (projects, notes, guidelines etc.)

1. To develop a model of work for older preschool children with a children's book.

4. To introduce children of senior preschool age to great literary works through different types of activities:

• speech – word (epithets, comparisons, rhythm, metaphor);
• theatrical - movements, gestures, voice, facial expressions, intonation;
• fine art - drawing, the technique of comparing paintings with literary texts.;
• musical - melody, rhythm, intonation.
• gaming - didactic games.

5. To form independent artistic and speech activity of children of senior preschool age (through enrichment of the subject-development environment, “book corners”, play activities)

6.Summarize the work experience of preschool teachers in the form of teaching materials.

Object of study: educational process of familiarizing senior preschool children with fiction

age.

Subject of study:development in children of senior preschool age

interest in the book.

Hypothesis:

The development of interest in children is relevant in the process of forming an individual’s information culture, but the disparate methods and techniques implemented in practice do not contribute to the motivation of preschoolers to read large literary works. The development of interest in books among older preschoolers will be successful if:

The educational process will be filled with a variety of methods and techniques for working with literary texts;

A developing subject environment has been created that orients preschoolers towards the formation of a child’s reading culture;

Joint activities of preschool educational institutions and society have been organized to organize literary education for children (preschool educational institution - BSPU - gymnasium No. 42 - libraries);

The interaction between the preschool educational institution and the family is organized in the formation of a reading culture and literary taste in children.

Experiment stages:

Stage 1. Preparatory (6 months)

Development and adjustment of local acts for managing the experiment;

Adjustment job descriptions and instructions on health and safety of EOD participants;

Development step-by-step plan OED;

Making adjustments to the development program and annual plan of the preschool educational institution;

Filling out an application for EED to the education committee;

Compiling a fund of reference manuals, information materials on the problem of the experiment (including electronic media and the Internet);

Generalization of the work experience of preschool teachers

Stage 2. Operation of the experimental site (2 years)

Organization of experimental work in accordance with the long-term plan, program of integrated projects;

Creating conditions for professional growth and creative activity of teachers (workshops, exhibitions, presentations, literary

living rooms);

Development of teaching materials, didactic and methodological support for the experiment;

Organization of open events, exhibitions of products of pedagogical and children's activities;

Determining the effectiveness of the work done (final diagnostics)

Stage 3. Generalizing (6 months)

Processing data, describing results, correlating them with goals and objectives;

Preparation of written reports;

Preparation of reports, speeches for scientific and practical conferences, methodological associations of teachers, etc.;

Preparation of materials for publication in the magazines “Preschool Education”, “Preschool Education Management”, “Obruch”, newspapers “Preschool Education”, etc.;

Publication of methodological manuals on the topic of experiment, proven long-term plans, proprietary programs, etc.

Principles for implementing experimental activities:

- the principle of integration, which allows us to combine, in solving the problems of introducing children to reading fiction, aspects of different types of activities (cognitive-research, visual, artistic-speech, theatrical, musical-aesthetic activities), as well as in accordance with the Federal State Educational Standard to the conditions for the implementation of the basic general education program preschool education;

The principle of the activity approach, which forms the cognitive activity of preschoolers, the practical and creative abilities of children, develops imaginative thinking, observation, independence, and has a positive effect on broadening the horizons of children through the inclusion of children in cognitive and research activities;

The principle of consistency in the process of introducing preschoolers to literary works on the basis of two-way interaction between teachers and parents;

The principle of relying on the leading activity is realized in the organic connection of the game with other types of activity;

The principle of taking into account age characteristics and concentricity allows us to consider various problems at an accessible level, and then return to previously studied material at a new, higher level;

The principle of developing a child’s personal qualities is aimed at developing a respectful, positive attitude towards the book;

The principle of cooperation and co-creation presupposes the unity of an adult and a child as equal partners, providing the opportunity for self-development of each, dialogical interaction, and the predominance of empathy in interpersonal relationships;

The principle of continuity in the interaction between kindergarten and family and as a condition for building a unified educational space and ensuring the development of the child.

Conditions for implementing the basic principles of work:

1. Organization of the book corner “Book Island”.

2. Organization of a book repair workshop “Knizhkina Hospital”.

3. Creation of a theater corner.

4. Creation of a mini-museum of children's books.

5. Creation of a methodological, didactic and visual base.

6. Development of integrated projects to familiarize with the works and creativity of writers.

7. Development of a program for a children’s reading club together with the “Golden Key” library, the “Book Cradle” club, and the “Visiting a Fairy Tale” child-parent studio.

8. Development of seminar programs for preschool teachers and parents.

9. Development of a model for the work of older preschool children with a children's book.

Forms of interaction with children:

1. Joint activities with the teacher

Classes on speech development and familiarization with fiction and biographies of writers

Classes to familiarize children with the surrounding – objective world (“Where the book came to us from”)

Design of thematic exhibitions dedicated to the works of writers (calendar of significant dates)

Creation of the “Book Hospital” in groups

Classes in the “Book Cradle” circle (once a week)

●making collages in the process directly - educational activities(artistic and productive activity)

●artistic creativity (organization of children's drawing competitions based on works of fiction, sculpting, appliqué, drawing based on works of fiction, making models for large works of art, making homemade books)

●vocabulary creativity (inventing stories, riddles, fairy tales)

●organization of leisure activities (entertainment, theatrical performances, staging)

●examination of reproductions, illustrations

●celebration of the name day of a literary work

Literary and musical festivals (opera, musical and gaming entertainment)

Competitions between the “heroes” of a work of art

Excursions and classes at the branch of the city library No. 1.

2.Independent activities of children

Organization role-playing games, travel games, educational games

Dramatization of fairy tales,

Artistic creativity (sculpting, drawing, applique)

Forms of interaction with parents

I. Information and analytical

Conducting questionnaires, surveys “About reading in the family”, “Favorite childhood book”, “Cultivating a child’s interest and love for books”

- « Mailbox"(parents in writing post your questions and wishes).

II. Cognitive forms work (designed to acquaint parents with rational methods and techniques for introducing preschoolers to children's literature, develops practical skills for interacting with children)

Individual consultations, conversations

Parent meetings

Seminars and workshops

- “Open days”

Project activities

Promotions “Give a book”, “Homemade books”

Excursions

Creation of layouts based on works of art.

III. Leisure forms

Children and parents studio “Visiting a fairy tale”

Evenings – entertainment, holidays

Creating family libraries

Drawing and craft competitions

Weekend club “Over a Cup of Tea”.

IV. Visually - informational

Parents Corner

Information for parents: lists of literary works by age, tips on “How to organize reading at home,” the “New Children’s Literature” section with a brief summary to them

Folders - moving

Booklets

Wall newspapers

Information sheets “Raising the future reader.”

Forms of teacher activation:

Traditional: seminars, workshops, consultations, creative groups, pedagogical advice, trainings, business game, training.

- Innovative:project activities, master classes, creation of a bank of innovative ideas, use of quest technologies, case technologies, publishing activities, ICT technologies, literary salon.

Working methods:

Questionnaire

Testing

- SWOT- analysis

Introspection

- "Brainstorm"

Moderation method

Methodical festival.

Results of experimental activities:

1. Level increased speech development and communication skills in children of senior preschool age.

2.Children’s interest in the book and attitude towards it has increased.

3. Teachers know the theoretical foundations of methods for working with fiction; are able to analyze and evaluate the ideological and artistic content and form of a literary work; know how to organize a variety of artistic activities; master the means of expressive reading.

4.Parents became active helpers, participants in competitions and exhibitions, joint events with children held in kindergarten. They read many works to children, discuss them, and are regular visitors to the library.

5. A methodological set has been created (integrated projects, long-term plans, methodological recommendations, lesson notes, teaching aids, etc.).

6. A developing subject-spatial environment has been created in accordance with the characteristics of the reading interests of preschool children.

7. The work of the children’s club “Golden Key” was organized in cooperation with society.

8.The work of the “Book Cradle” circle was organized.

9. A children’s and parent’s studio “Visiting a Fairy Tale” has been created.

10. A model of working with a children's book has been created.

Bibliography:

1. Arushanova Origins of dialogue: scenarios of activating communication /A. Arushanova // Preschool education. – 2003.- No. 10 – P. 73 – 80.
2. Gritsenko Z.A. Tell the children a fairy tale...: methods of introducing children to reading/ - M.: Linka-Press, 2003.-176p.
3. Kuzmenkova E., Rysina G. Education of the future reader: literary - artistic development children 3-5 years old/ - M.: Chistye Prudy, 2005.-32p.
4. Miklyaeva N.V., Mishina T.S. Interaction between the teacher and the family in organizing home reading: a method. allowance/ - M.: Iris-press. 2005. – 80 p.
5. Ushinsky K.D. Selected pedagogical works / K.D. Ushinsky - M.: Education, 1978. - 488 p.
6. Flerina E.A. Aesthetic education of a preschooler / U.A. Fleurina. – M.: APN RSFSR, 1961.- 334 p.

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Introduction

1. The formation of children's fiction as a preschool discipline

2. Age periodization of preschool children and psychophysiological features of their introduction to fiction

3. Methods and forms of introducing preschoolers to fiction

Conclusion

Literature

Introduction

Fiction serves as a powerful, effective means of mental, moral and aesthetic education of children; it has a huge impact on the development and enrichment of a child’s speech. In poetic images, fiction reveals and explains to the child the life of society and nature, the world of human feelings and relationships. It enriches emotions, cultivates imagination and gives the child excellent examples of the Russian literary language. These examples differ in their impact: in stories, children learn conciseness and precision of words; the poems capture the musicality, melodiousness, and rhythm of Russian speech; folk tales They reveal to them the accuracy and expressiveness of the language, show how rich their native speech is in humor, lively and figurative expressions, and comparisons. V.G. Belinsky believed that “books that are written specifically for children should be included in the education plan as one of its most important aspects” Belinsky V.G. Favorites pedagogical works. Publishing house of the Academy of Pedagogical Sciences of the RSFSR, 1948. . The importance of introducing children to the beauty of their native word and developing a culture of speech was pointed out by teachers, psychologists, and linguists (K.D. Ushinsky, E.I. Tikheyeva, E.A. Flerina, L.S. Vygotsky, S.L. Rubinshtein, A. V. Zaporozhets, F.A. Sokhin, A.A. Leontyev, etc.).

O.S. Ushakova notes that fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child’s thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language. Its educational, cognitive and aesthetic significance is enormous, since by expanding the child’s knowledge of the world around him, it influences the child’s personality and develops the ability to subtly sense the form and rhythm of the native language.

Fiction accompanies a person from the first years of life.

The purpose of this work is to consider the peculiarities of introducing preschool children to fiction.

The set goal led to the solution of the following tasks:

1. Study methodological, pedagogical and psychological literature on this topic.

2. Consider the history of the formation of children's fiction as a preschool discipline.

3. Identify the main methods and forms of introducing preschoolers to fiction.

The object of the study is the introduction of preschool children to fiction.

The subject of the study is the peculiarities of introducing preschool children to fiction.

1. The formation of children's fiction as a preschool discipline

Children's literature is a set of works created specifically for children, taking into account the psychophysiological characteristics of their development.

An adult perceives children's literature in different ways: one respects its history, enjoys the richness of its artistic achievements; another sees it as fun for little ones, not enough for deep attention; the third has no idea at all that such literature exists.

The development of children's literature is associated with the appearance of books for educational purposes. Their authors considered artistic word, placed next to the educational material, as an incentive to learn and master everyday rules (A. T. Bolotov, I. I. Dmitriev, M. V. Lomonosova, A. P. Sumarokova, Ya. B. Knyazhnina, M. H. Muravyova, M. M. Kheraskov).

Children's literature, the history of which dates back to the end of the 15th century, has long been established as having the right to be an intrinsically valuable form of verbal artistic creativity, playing a priority role in the development and upbringing of a child.

Children's literature XV - XVII centuries. developed in response to public and state demands, was the focus of modern scientific ideas, pedagogical ideas And artistic trends. It was often in children's books that fundamental innovations appeared: the first poems, the first specific methods of dialogue between the author and the little reader, the first drawing of secular content. The first secular printed book, the ABC of Ivan Fedorov, was also intended for children.

Based on the results of scientific research of that period, we can conclude that the first methodological article was written by Moscow freethinkers Fyodor Kuritsyn at the turn of the 15th - 16th centuries. and it was dedicated to grammar. In it, F. Kuritsyn talked not about how to teach, but about why children need to be taught.

The first person to tackle the issues of methods of working with children's books was the translator of Latin grammar for Russian children, Dmitry Gerasimov. In the preface to the book, which was called “Donatus” (named after the author, the 15th-century Roman linguist Aelius Donatus), he outlined the necessary information that a child must have in order to get an idea of ​​the book and develop a desire to read and study it. First of all, this is information about the author, which was innovative for those times. Old Russian literature is anonymous: the author either did not name himself, or hid behind the name of one of the greats, attributing his works.

I. Fedorov’s “ABC” contains the first appeal to parents, which indicates the author’s understanding of the two-sidedness of the pedagogical process and the need for unity of teacher, student and parents in teaching and raising children, in acquiring philological knowledge, and in eradicating ignorance.

The connection between the philological text and the methodology for working with it is explained by the fact that children's literature was not yet an independent art form. But it is precisely this connection that will affect the originality of children's literature, which by its nature will be called upon to solve not only aesthetic, but also pedagogical problems.

The creators of children's books consciously acted as educators: they wrote articles about education, the importance of children's literature and children's reading.

In the 17th century Writers, teachers, statesmen, people of different professions and views on education and training dealt with issues of children's reading. An associate of Peter I, Feofan Prokopovich wrote for children “A Brief Russian History” and “The First Teaching to the Youths” - another set of edifications and rules for children.

The middle of the 17th century was scarce in children's books. A certain rise began only in the last third of the century, during the reign of Catherine II. The enlightened empress was well versed in European philosophy and literature of her time, and she herself wrote about five thousand various works, including pedagogical articles and children's fairy tales. Catherine the Second did a lot to develop new system educational institutions in Russia, encouraged the arts and literature.

A huge role in the democratization of children's literature was played by such outstanding figures of Catherine's era as N.I. Novikov, N.G. Kurganov, A.T. Bolotov, N.M. Karamzin. They persistently instilled in their young readers the idea of ​​virtues that do not depend on a person’s class, and in every possible way expanded children’s ideas about the world around them.

In the last third of the 17th century. The study of children's reading issues is intensifying. Teacher and public figure I.I. Betskoy, working on various treatises regulating the activities of educational institutions, specifies methods and techniques for working with children according to age, gives individual advice on the formation of a reading circle and aesthetic development of the younger generation. He does not recommend using “ghosts from monsters” in communication with children over five years old, as they “darken” the minds of children with false concepts and give rise to fear.

The teacher also recommended not to force children to learn a lot by heart, especially what they do not understand. I.I. Betskoy believed that children from five years old can be taught to read, but only “so that their eyes become accustomed to the knowledge of letters,” but real reading begins in adolescence.

N.I. Novikov, who did a lot for the development of children's literature and children's reading, believed that children should be taught to reason about the text and apply “everything they read or hear to themselves and to the special circumstances in which they are found or can continue to be found.” Thus, children will learn to extract experience from what they read and think about it.

One of the first in the domestic methodology for children's reading was N.I. Novikov took up the issues of forming a circle of children's reading, both theoretical and practical. He believed that children should read not only educational literature. Wanting to expand the range of children's reading and take it beyond school literature, N. Novikov publishes the magazine “Children’s Reading for the Heart and Mind.” The magazine was addressed to children from 6 to 12 years old. The purpose and purpose of the journal N.I. Novikov saw it as helping to educate good citizens, to help develop those feelings without which a person cannot be prosperous and content in life. In accordance with this program, noble ideals were instilled in the works of Russian and translated literature published on the pages of the magazine: a person was valued only because of his personal merits, all violence was condemned (“Damon and Pythias”, “Generosity in a low state”, “Correspondence” father and son about village life”, “About imitation of parents”, etc.).

The most important achievement of children's literature of the first half of the 19th century should be considered the acquisition of its own language, born of the living elements colloquial speech, ennobled the highest taste poets, especially the brilliant Pushkin. And today the language Pushkin's fairy tales remains a standard for children's writers.

The development of children's literature followed the path of “big” literature and pedagogy. The guiding principles for culture were the ideals of enlightened humanism, democracy and patriotism.

The emergence of theory and criticism of children's literature can be considered a huge achievement - in the articles of the leading critic of the first half of the 19th century, V. Belinsky. They proved that children's literature exists high art, to which strict criteria of nationality, humanism, imagery are applied, that a children's book should serve not only as a subject of entertainment or education, but as an important means spiritual development child. He proclaimed the slogan of literature for young readers - “Bypassing the mind, through the heart.” He indicated the signs by which pseudo-literature is recognized and described the harm it causes to a child. He laid the foundations of children's reading as a relatively independent area of ​​pedagogical knowledge, which received further development in the second half of the 19th century.

By the middle of the 19th century. Through the works of V. Belinsky, N. Chernyshevsky, N. Dobrolyubov, a method of introducing a child to books began to take shape, a special Russian school reading, the main provisions of which were taking into account the age characteristics of the reader, attention to the child’s perception of the work, an analysis of the literary text feasible for children, and a careful selection of books for children’s reading.

Children's literature for preschoolers began to actively stand out only towards the end of the 19th century. The specifics of this literature were substantiated in the article by L.N. Tolstoy “Who should learn to write from whom, the peasant children from us or us from the peasant children?” . L. Tolstoy believed that children should be offered “the largest and most varied selection of serious topics.” The subsequent development of literature confirmed this position with one clarification: children's literature gives preference to themes taken from the life of its reader. For example, the theme of children's games and toys, the theme of childhood, the theme of nature and images of the animal world, the theme intra-family relations and relationships within the children's team.

In the 1940s - 1950s. the tradition of social and moral analysis works of children's literature and their selection for children's reading. The aesthetic value of the texts did not matter.

In the 1920s - 1930s. emerged, and in the 1950s - 1960s. The tendency to develop methods for introducing children to reading outside of foreign experience in this area has become established.

By the mid-1970s. extensive experience has been accumulated in studying the perception of literature by preschoolers of various age groups, which made it possible for L.M. Gurovich raise the question about theoretical foundations methods of introducing preschoolers to fiction.

Thus, we see that children's fiction as educational field still quite young.

2. Age periodization of preschool children and their psychophysiological characteristicsintroduction to fiction

The peculiarities of introducing a preschool child to fiction as one of the types of art depends, in our opinion, on the formation of his mental processes, in particular imagination.

There are individual, typological features of the imagination associated with age, with the specifics of memory, perception and thinking of a person. Some people may have a predominant concrete, imaginative perception of the world, which internally appears in the richness and diversity of their imagination. Such individuals are said to have an artistic type of thinking. It is assumed that it is physiologically associated with dominance of the right hemisphere of the brain. Others have a greater tendency to operate with abstract symbols and concepts (people with a dominant left hemisphere of the brain).

The peculiarities of the creative imagination of preschool children are associated with the fact that in preschool age the child’s body continues to improve: the growth rate of children from 3 to 5 years old slows down somewhat compared to the previous age period, but at the age of 5 to 8 years it increases again. Simultaneously with general growth and increase in body weight, processes of anatomical changes and functional development of all the main tissues and organs of the child occur. Gradual ossification of the skeleton occurs, muscle mass increases, and the performance of the child’s body increases. But along with this, rapid fatigue and exhaustion of nerve cells are noted. By the age of 6-7 years, a child successfully masters complex types of movement.

In a preschool child, the functional activity of the cerebral cortex continues to improve. The high sensitivity of the nervous system determines the brightness, acuity of perception, and children's impressionability, which is why in the upbringing and training of preschoolers the selection of impressions and knowledge (this is mainly elementary knowledge about the life around them) becomes so important.

In preschool age, with targeted education, methods of visual, auditory, tactile perception, visual and imaginative thinking, volitional, emotional and motivational processes.

Mastering cognitive processes, children become capable of elementary analysis and synthesis, classification, and begin to make judgments about the objects and phenomena around them. In general, preschool age is characterized by inquisitiveness and curiosity. But if the child's natural curiosity is not satisfied, he becomes passive.

Preschool age is characterized by freshness and sharpness of imagination, manifested in different types activities. Under the influence of adults, the activity of a preschooler becomes voluntary and controlled, which is very important for instilling attentiveness during training sessions and work.

The formation of a preschooler’s personality is expressed in the formation of his character. Great importance has the development of consciousness, the emergence of various motives for activity and behavior. A preschooler can already subordinate personal motives of behavior to public ones, evaluate his own behavior and the behavior of other children, based on the requirements of educators and parents.

In a game situation, while learning in the classroom, a preschooler develops strong-willed character traits. Formation moral consciousness characterized by the emergence of a sense of duty, justice, dignity and other social feelings. The preschooler begins to understand the meaning of the requirements placed on him. Experiences when committing good and bad deeds are caused not only by the attitude of an adult, but also by one’s own judgment and moral attitude towards them. Children exhibit deeper feelings of embarrassment, shame and, conversely, joy and satisfaction from the consciousness of fulfilled social requirements.

A preschooler has age-related prerequisites for the development of abilities. This gives grounds to change and complicate the content of education, to vary the ratio of playful, verbal, visual and practical methods of education and training, to use all the opportunities that are available in preschool childhood for the comprehensive education of the child.

Each child is an individual. For the development of personality through education and training, it is important to know not only social-typical age traits, but also individual psychological characteristics, qualities and properties of the child. The basis of individual personality traits is the type of nervous system, on which the strength of the basic nervous processes, their mobility, and balance depend. A certain alloy of properties gives rise to an individual style of activity and behavior. The basis of individual inclinations to certain types of activities are the anatomical and physiological characteristics of the analyzing systems. So, natural inclinations are conditions for the development of abilities. The development of inclinations depends entirely on living conditions and upbringing. The uniqueness of each child is expressed in the level and scope of anatomical and physiological inclinations and abilities. This necessitates an individual and differentiated approach to the upbringing and education of children.

Along with natural anatomical and physiological individual properties, each person develops a life activity that is unique in its originality. Education and social environment form an individual personality, which is manifested in the orientation of abilities, needs, goals, feelings, will and character. Taking these features into account in upbringing and teaching requires an individual approach to children. Each child has individual characteristics of both physical and personal development, and it is necessary to take these characteristics into account in the process of raising and educating the child.

Thus, a preschool child continues to improve the functional activity of the cerebral cortex, develop the abilities of visual, auditory, tactile perception, visual-effective and figurative thinking, volitional, emotional and motivational processes.

Preschoolers, already at the age of 3-4 years, are distinguished by high cognitive activity; they strive to expand their horizons and break out of the framework of the environment that surrounds them. Their main assistant in this is the book. They are already ready to communicate with her: they react emotionally to what they hear, catch and distinguish various intonations, recognize their favorite literary characters, and empathize with them. They most actively perceive small genres of folklore (rhymes, jokes), songs of a playful nature, fairy tales, and poems. It is advisable to introduce children to poetic texts during classes in kindergarten and at home, as well as during walks, dressing, washing, and feeding. At the same time, children, together with an adult, act out the plots of poetic works, listen to onomatopoeia, consonances, and rhymes.

The reading interests of older preschoolers are more diverse: they like books about animals, natural phenomena, children, descriptions of play and everyday situations. The main value of this age is high emotional responsiveness to the literary word, the ability to empathize, follow the development of the plot with excitement, and wait for a happy ending, which is why we are talking about the possibility and necessity of developing literary taste from an early preschool age. This is especially relevant for our reality, when store shelves and kiosks are littered with bright, catchily illustrated books for preschoolers. But their content side, unfortunately, is often primitive and not only does not instill taste, but, on the contrary, impoverishes the child’s spiritual world and does not develop emotionally charged, figurative speech.

The specifics of children's literature have been discussed more than once since L. Tolstoy, and today a number of features were determined, such as the unity of literary and pedagogical principles. The writer acts as an intermediary between the reader and society. A. Gaidar wrote: “We need to explain to the guys how to make a propeller or how a tank works. But this is not enough. The writer must explain to the children the words “honor”, ​​“banner”, “courage”, “truth”. Perhaps this is where the main difficulty facing a children’s writer lies: to talk about abstract, “not childish” things specifically, “in a childish way.”

In addition, writers and researchers pointed out the specifics of the text of a children's work, where, according to Rogachev, “there is a constant exchange of aesthetics and didactics.” Quite often, children's text has a playful nature. The writer plays with words, thoughts, sounds. He tries to speak as a child would say, to guess the flow of his thoughts, to express his idea of ​​the world. A.K. Pokrovskaya noted that books for young children have their own artistic means of depicting reality. Among such techniques one should name animism and anthropomorphism, and alogism of the real. Authors writing for little ones not only widely use children's speech as artistic technique, but also build a plot in accordance with the characteristics of children's thinking and language (short genre forms, onomatopoeia). The text of a children's book for preschoolers cannot be imagined without illustrations.

In addition to all of the above, children's literature is distinguished by a special type of hero. It is characteristic only of what is characteristic of the reader. They are accessible to the little listener, close to him in spirit, and express his needs and capabilities. The first type is a small hero, equal in age and height to the reader, but “daring”, strong, rushing to the rescue. The second is a hero in distress, in need of help, protection, advice. The third type is a hero who does not exist in reality and has no analogues. The fourth type is the why hero.

Let's define age characteristics preschooler as a reader. The first is the naivety of reading comprehension. Preschoolers identify literature with reality (therefore they experience fear when reading scary stories).

The second age-related feature is the emotionality of reading comprehension. Perceiving a fairy tale, the child violently expresses his emotions: cries, laughs, sympathizes, is indignant, etc. On the one hand, this is good: he is an interested, empathetic reader. But, on the other hand, strong emotions do not allow a sober, critical assessment of what you read. Therefore, along with emotionality, it is necessary to cultivate rationality of perception.

Another feature of a preschool reader is the desire to imitate. He reads mainly those books that his peers and the teacher like, and is guided by their opinions. Therefore, children need to develop independent perception.

The described age characteristics allow us to identify negative stereotypes of the preschool reader that need to be overcome, and positive ones that need to be formed. Four groups of such stereotypes can be named.

The first is stereotypes of attitude towards the reading process. Among them there are negative ones: the attitude towards reading solely as entertainment, relaxation, pleasure or, conversely, a duty. In contrast to them, it is necessary to form positive stereotypes: an attitude towards reading as a serious activity that requires the work of thought, as a useful activity that enriches a person’s spiritual world, allowing one to satisfy cognitive interests.

The second group is stereotypes of reader interests and preferences. There are also: the stereotype of a limited reader, when a child listens only to fairy tales and does not like poetry, etc.; an omnivorous reader who reads all books indiscriminately, including adults; a conformist reader who reads only those books that his peers read. By overcoming these stereotypes, we form a positive stereotype of a discerning reader - he does not read all the books in a row, but chooses those that are useful.

The third group is stereotypes of reading comprehension. Among them, preschoolers are characterized by the negative stereotype of the “naive realist”: the child perceives what he reads as reality and identifies himself with the hero of the book. What's wrong with this stereotype? Firstly, it does not allow for analysis of what has been read. (At school, the child will be required to determine the writer’s intention and the means to achieve it, but the child will not be ready for this.) Secondly, the stereotype of a naive realist does not allow him to critically evaluate what he has read. It requires correction aimed at forming positive stereotypes of the reader-interlocutor (conducting a dialogue with the writer, author television program), a reader-critic, thoughtful, interested, enriching the author’s plan with his own findings. We must teach preschoolers not to reincarnate, but to try on what they read for themselves and compare.

And finally, the fourth group - stereotypes of reading assessment. Often, preschoolers either do not evaluate what they read at all, or evaluate it uncritically, relying only on emotions or the opinions of adults and peers. Therefore, it is necessary to educate preschoolers as critically thinking, creative readers.

3. Methods and forms of introducing preschoolers to fiction

preschooler introduction fiction

Children's literature, as part of general literature, is the art of words. Its features are determined by educational goals and the age of the children (the interests, preferences and cognitive capabilities of preschool children are taken into account). Children's literature contributes to the development of a child's aesthetic consciousness and the formation of his worldview.

Children's reading circle includes:

Works of oral creativity of the Russian people and peoples of the world;

Classic children's literature (domestic and foreign);

Contemporary literature (Russian and foreign).

1 junior group(2 - 3 years). Program "Childhood"

Objectives: - to arouse interest in the illustrations and the desire to look at the book together with the teacher and independently; - acquaintance with folk songs and nursery rhymes; - acquaintance with short and understandable author's poems for children.

The main forms of working with children: - showing illustrations, - demonstrating pictures (subject, subject) using a flannelgraph; - before reading a nursery rhyme, a didactic game related to its content is played; - in some cases, the teacher accompanies the reading by showing the actions described in the nursery rhyme.

Means, methods and techniques for using fiction in working with children of primary preschool age:

1. Poetic works (folk songs, nursery rhymes, poems, ditties). In many life situations, one or another work comes in handy. With the help of a poetic text, children call the sun - a bucket, if it suddenly hid and did not show up at all today. At breakfast (afternoon snack) remind the kids of the nursery rhyme “Grass Ant”. On the way to a walk, to the text of the corresponding nursery rhyme, children show how big legs walk (t-o-p, t-o-p) and small legs run (top, stomp, stomp). Helping the child put on mittens, read the poem “My Finger” by N. Sakonskaya, encouraging attempts to pronounce the words. Some poems can be read to children before bedtime, “Baiu-bai, bayu-bai” (Russian folk song).

If the child has climbed onto your lap, it’s time to “ride” him on a horse (“I’m going, I’m going to see my woman, my grandfather...”, Russian folk song).

Nursery rhymes are distinguished by a wealth of shapes and sizes. The content of some does not need explanation; for the correct perception of others, the demonstration of relevant objects, actions, and explanations is required. Familiarization with the latter requires preliminary work. So, before reading the nursery rhyme “Ay, kachi-kachi...” together with the children, look at and compare rolls and bagels (natural), look at the picture showing the oven. Before reading the nursery rhyme “Our ducks in the morning...”, you can organize an outdoor game “Don’t wake the turkey.”

After the first reading, repeat the nursery rhyme 3-4 more times. The following options are possible:

Use the same techniques and the same visual material as during the first reading;

When reading a nursery rhyme, do not resort to visualization;

You can use new visual material or modify the old one, vary the game situations. For example, another toy cat “comes” to the children with a request to read the poem “The cat went to the marketplace...” and about him.

Each program poetic work is read to children throughout the year.

2. Fairy tales in verse. At every opportunity, ask children to reproduce the action of the character. Children, for example, show how in the aforementioned fairy tale by S. Marshak a kitten “in the corner behind the chest washes its paw with its tongue”; how he skips and runs after a rolling pencil; trying to get a pencil that had rolled under the cabinet.

3. Fairy tales. Tell young children Russian folk tales in the most accessible format for them. For a full perception of the text, drawings and conversation with children about their content are very important. Looking at the drawing in which a huge bull stands next to a tiny bunny, promising to drive the fox out of the house and shamefully retreating, the children understand that it is not the one who is great who is strong, but the one who is brave.

The first acquaintance with a fairy tale is telling it to everyone. The tale should not be told again on this day. Tell the children the same fairy tale after 2 - 3 days. Children already know the content of the fairy tale and willingly finish certain owls and phrases. Now you can show them a performance using tabletop theater figures.

By the end of the year, together with the music director and parents, you can stage a simple performance.

4. Looking at illustrated books. Using pictures, communicate with the child, tell and show, ask the child to find someone in the picture and admire his observation skills.

2nd younger group (3 - 4 years old).

Objectives: - to arouse interest in the illustrations and the desire to look at the book together with the teacher and independently; - acquaintance with folk songs and nursery rhymes; - acquaintance with short and understandable author's poems for children; - daily reading of folk songs, nursery rhymes, folk and original fairy tales, poems, stories by Russian and foreign authors.

Main directions of work with children. Beginning academic year, we need to repeat with the children what we were introduced to earlier. At every opportunity, read folk songs, nursery rhymes, and poems to children; tell folk tales.

Forms of organization become more complex:

1. Reading by roles. The work is read to the children several times, and their attempt to read with the teacher is encouraged. As soon as the children remember the text, reading is organized by roles.

2. Outdoor and round dance games. Folk songs set listeners up for certain actions, calling on them to help someone, save someone, run away from someone, catch someone, etc.

3. Reading poetry. - Poems for children, small in volume and understandable in content, are often addressed to a specific child, as evidenced by his name in the text. By replacing this name with one of those present, the child receives a very unusual and pleasant gift for him.

If a name is not mentioned in the song, but the teacher reads it and at the same time looks at one of the kids and smiles slyly, the child is flattered by such attention. Other children, watching the teacher and listening to the song, understand why the song is addressed to this particular child, and begin to imitate his actions. The next day, a group of children gathers again and the same poem is read to them.

If the child remembers the poem, the teacher invites him to “give” the poem to his peers present.

Memorizing new poems and songs, children gradually forget the old ones. Therefore, from time to time, in appropriate cases, the teacher should recall old poems.

4. Fables. Having introduced children to a fable, you should read it again after 2-3 days, then after a week, and then read it throughout the year on every suitable occasion.

5. Folk tales. Fairy tales are not told to children, but read, because they are quite large in volume and contain rhyming lines and onomatopoeia that are difficult to remember. For children to learn and love fairy tales, they must be read repeatedly. Children love to listen to the same thing, so there is no need to rush to change the repertoire. You need to read a fairy tale for 3-4 days, then take a break and repeat the fairy tale after a week or two, after a month, after two months.

Middle group (4 - 5 years old)

Objectives: - Exercise children in retelling literary works (entirely, in parts, using elements of dramatization); - Continue to develop an interest in books and viewing them; - Introduce works of different genres; - Learn poems and read them expressively; - Expand and consolidate in real life norms speech etiquette based on children’s assimilation of ethical norms and rules.

Main directions: read daily. The list of program literary works includes poems, stories and original fairy tales, the heroes of which, in their human manifestations, are close and understandable to the child, teach him to be kind, strong, fair and generous.

1. Humorous works. These works cure laziness, stubbornness, whims, and selfishness better than any moral teaching.

2. Continue work to familiarize children with new works of small forms of folklore: folk songs, counting rhymes, riddles, tongue twisters. These works are considered the embodiment of humanity, humor, expressiveness of language; they contain ideal combinations of hard-to-pronounce sounds and well-thought-out sounding combinations of words. It is important that children not only know and remember the counting rhymes, but also use them independently in the game.

4. Fairy tales (Russian folk tales, fairy tales of the peoples of the world, literary tales): - Introduce children to new fairy tales; - Tell stories they already know; - Dramatize short passages from fairy tales, encouraging children to try to play roles rather than just pronounce words; - Write endings to fairy tales, in particular to the works of J. Rodari. (“Tales with Three Endings”); - Children’s attempts to compose fairy tales are welcomed, their creativity is treated with care, and they do not refuse help.

5. Draw children’s attention to the figurative side of the work of art. Age 4-5 years - it's time special treatment to beauty, in particular to the beauty of language. It is important to explain to children that the same thing can be told in different ways.

6. Poems. Children at this age begin to hear beauty poetic speech. Children of this age should be helped to learn poetry by heart. When offering poems for memorization, the child must be given the right to choose. In order for poems to be remembered, the child needs to hear and speak them repeatedly. Reciting poems in order to remember is not a convincing motive for a child; a game needs to be organized. Invite children to convey the content of the poem using expressive gestures. Many poetic works It is good to read the roles, especially those that introduce children to the rules of good manners.

Senior group (5 - 6 years old).

Objectives: 1.Improve aesthetic perception artistic works. Draw children's attention to figurative and expressive means (figurative words and expressions, epithets, comparisons). 2. Help the child feel the beauty and expressiveness of the language of the work, instilling sensitivity to the poetic word. 3. Improve children’s artistic and speech performance skills when reading poems and dramatizing works. 4. Foster in the child the need to look at a book and talk about its contents. Show children the main differences between a fairy tale, a story, and a poem.

Main areas of work with children: Read familiar and new works of fiction to children every day, memorize poems; create conditions for viewing books with illustrations by the best artists.

Forms of organizing educational activities: - daily reading of fairy tales, stories, poems to older preschoolers, independent examination of books by children; - free communication with children based on fiction (held once a week in the afternoon).

Here there is an opportunity to offer children the type of activity that is currently They are especially attracted to: looking at books, dramatization, puppet show, reading works in person, reading together with children a fairly large poem or fairy tale in verse, telling poetry with gestures.

Preparatory group (from 6 to 7 years old).

Objectives: 1. Continue to develop children's interest in fiction. 2. Improve the aesthetic perception of works of art: develop the ability to show selfless joy, emotional excitement when meeting a kind and beautiful world; experience compassion and empathy for the characters of books, mentally feeling yourself next to them or identifying yourself with your favorite character. 3. Draw children’s attention to figurative and expressive means (figurative words and expressions, epithets, comparisons), helping the child to feel the beauty and expressiveness of the language of the work, instilling sensitivity to the poetic word. 4. Improve children’s artistic and speech performance skills when reading poems, dramatizations and performances (emotional performance and natural behavior, the ability to convey their attitude to the content of the work and the situations described in it with intonation, gesture and facial expressions). 5. Foster in the child the need to look at the book and illustrations. Help children see the main differences between a fairy tale, story, poem.

The main directions of working with children: 1. Read fiction to children every day and talk about what they read.

2. Do not forget about the need to re-read works. A fairy tale (story) once heard, even if it left a mark on the child’s soul, will quickly get lost in the flow of other information that is no less interesting to a preschooler.

3. Conduct special classes to familiarize children with fiction. The purpose of such classes is to enrich and clarify children’s ideas about books, their authors, genres of works, expressiveness, imagery and beauty of literary language; help the child navigate the world of works of art; identify children's likes and preferences.

4. Once a week, the afternoon should be devoted to fiction in order to satisfy children’s need for free communication about fiction and self-realization in games, dramatizations and performances based on literary works.

5. Regularly make books available for children to look at.

6. Be interested in what thoughts the child had in the process of independently examining it.

Forms of organization: - read fairy tales, stories, poems to older preschoolers every day, children independently examine books; - activity with children. With their help, all tasks of introducing preschoolers to fiction are solved; - free communication with children based on fiction (held once a week in the afternoon). Here it is possible to offer children the type of activity that currently particularly attracts them: looking at books, dramatization, puppet performances, reading works in person, joint reading of a fairly large poem or fairy tale in verse by the teacher with the children, telling poetry with gestures.

Means, methods and techniques of working with children: - exhibitions of fiction in the book corner; - replenish preschoolers’ knowledge with counting rhymes, tongue twisters, and fables; - reading fairy tales, short stories, stories; - reading and memorizing poetry. Capture the beauty and expressiveness of language. To learn by heart, children should be offered small dynamic works, including dialogues, memorization is carried out once a month. The text is read to children 1-3 times; explains how to read certain lines, exercise children in expressive reading these lines. Many poems are based on dialogues, so they are easy to read in roles or together with the teacher, and many poems can also be sung. Start the poem, and the children finish individual words and phrases. Each child finishes what he remembers; - participation in dramatizations and performances.

Conclusion

Fiction accompanies a person from the first years of his life. Its effect on mental and aesthetic development child. Its role is also great in the development of speech in preschool children. Coherent speech shows how much the child masters the richness of his native language, grammatical structure, and at the same time reflects the level of his mental, aesthetic and emotional development.

The significance of fiction is great: it opens and explains to the child the life of society and nature, the world of human feelings and relationships, develops thinking and imagination, enriches emotions, and provides excellent examples of the Russian literary language. It has enormous educational, cognitive and aesthetic significance, since by expanding the child’s ideas about the world around him, it influences the child’s personality and develops the ability to feel the form and rhythm of the native language.

Fiction broadens your horizons, introduces you to the rich world of images that reflect life, instills a love of art, develops emotional and cognitive activity, an active attitude to life, literary and artistic taste, and also contributes to the emergence of your own judgments about what you read, the need to speak out, and develops speech.

According to the famous literary critic Yu.M. Lotman, literary texts have the properties of “condensed information content”, i.e. contain as much information about the world as cannot be given by those limited by time and space real experience. And indeed, literary texts - if selected correctly - can cover, if not everything, then most educational and upbringing skills that children need to master. That is why reading fiction can be used as one of the means that creates a semantic background and incentive for the deployment of other forms of joint activity between an adult and children (productive, cognitive-research, play), uniting them in a holistic educational process.

Using works of art as ready-made cultural material, the teacher and parents act as guides for children into the worlds created by the book, and at the same time do not remain indifferent performers, but, as partners, together they are surprised, admired, upset, anticipate possible conflicts - empathize characters in the events that happen to them.

In other words, reading fiction acts as one of the forms of joint partnership between an adult and children. Unlike other forms - productive, cognitive-research, play - it cannot be continued by preschoolers independently and go into their free activity due to the fact that most of them cannot read fluently and depend on an adult partner. This imposes a special responsibility on the educator and parents in terms of selecting works of art for reading, so that the book, touching the strings of the child’s soul, contributes to the greatest extent to the development and education of the child.

Cultivating an interest in reading books should not be limited to any one aspect, as is often done: for example, the creative perception of works of art is formed only in classes on speech development. Such education should be carried out not only and not so much in classes, but in free life, and above all in the family.

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