Introducing preschoolers to fiction. Consultation on fiction on the topic: Consultation for parents: “Introducing children to fiction through family reading”

"ATTACHING A PRESCHOOL CHILDREN TO FICTION"

It is fiction that nourishes the child’s mind and imagination, opening up new worlds, images and behavior patterns to him, being a powerful means of spiritual development of the individual.

The moral, intellectual, aesthetic development of children is directly related to the spiritual food they receive.

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 the child.

In poetic images, fiction opens 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 samples are different in their impact: in stories, children learn the conciseness and accuracy of the word; the poems capture the musicality, melodiousness, and rhythm of Russian speech; folk tales reveal to them the accuracy and expressiveness of the language, show how rich their native speech is with humor, lively and figurative expressions, comparisons.

Preschool children are listeners, not readers; a work of art is conveyed to them by an adult.

The love he developed for books in preschool will stay with him forever. Anyone who reads knows a lot. If the child understands the content of what he has read, then he thinks, analyzes, and reasons.

Acquaintance of children with fiction gives the best results if the efforts of educators and parents are combined.

Our task is to introduce our students to children's literature and children's reading, interacting with parents. We want our children to be literate readers. But it’s not very easy: to perceive the text according to the author’s intention.

In order to educate a reader in a child, an adult himself must show interest in a book, understand its role in a person’s life, know those books that will be important to the baby, follow the latest in children’s literature, be able to have an interesting conversation with the baby, be sincere in expressing their feelings.

A competent reader-listener is distinguished by cognitive interests, figurative speech, the ability to be interesting to oneself, and the ability to keep oneself busy. Such children have better developed memory, attention and imagination.

Reading develops a person’s soul, teaches him to be compassionate, to be merciful, to feel the pain of others and to rejoice in the success of others.

Reading develops a person’s speech, makes it correct, clear, understandable, imaginative, and beautiful.

When introducing a child to literature, adults must be prepared for painstaking, long-term work, which will certainly bear fruit in the future.

In the process of communicating with children's literature, adults will notice how their views on the nature of childhood change, how everything that previously seemed insignificant is filled with deep meaning.

Reading should be daily. The duration of reading depends on the child’s perseverance and interest in what he is reading.

As usual, children like the incredible, the absurd, because they like humor, and it also gives them great pleasure to turn events around, restoring real connections and relationships.

The book “Sounds of All Trades” by Ivankova is very helpful with this. Such fables as “Donya Erundina”, “In the garden or in the vegetable garden.” Children listen, surprisingly quickly remember, and use them in communication with each other.

The words fit easily into melodies familiar to children, so children can hum them. This technique helps children who do not yet have clear pronunciation, have pauses in speech, or stutter.

In order for children to love, know and be able to use jokes, counting rhymes, chants, tongue twisters, poems in a specific situation, the adult: teacher, parents who surround the children and are involved in their upbringing, themselves must know a lot of literary material by heart. To ensure that children do not forget what they have learned, literary material must be repeated. Repetition should not be boring, but rather entertaining.

If children already know the poems of Russian poets, you can offer to listen to a recorded reading on a tape recorder, and then remember the names of the poets, talk about what the poems are about, what descriptive words the poet chose.

To ensure that children listen carefully to each other, chain storytelling is used. In this case, each child lives the event from beginning to end. Familiar stories and fairy tales for repetition can be offered to children in the form of dramatization games, dramatizations, and performances in other groups. This form of work requires a lot of preparation, but on the other hand, it is the preliminary work: making paraphernalia, scenery, costume elements that makes you want to see the result.

In the future, when children move on to independent storytelling, they will use learned words and expressions in their speech, easily transferring them to other content. All these events will definitely increase interest in fiction.

literature.

Preschool childhood as a period in human life plays an important role in shaping what not only each individual person will become, but also all of humanity, the world as a whole. The educational, ideological, moral, and cultural priorities laid down in preschool childhood determine the life path of generations and influence the development and state of the entire civilization.

Necessary How You can pay more attention to the development of the child’s inner world. Communication with a book provides invaluable assistance in this. Through reading fiction, a child learns the past, present and future of the world, learns to analyze, and develops moral and cultural values.

Modern Children spend more and more time playing computer games and watching TV. Sociological research in our country and abroad has revealed negative trends: interest in reading among younger preschoolers and adolescents is noticeably reduced; The share of reading in children's free time has been sharply reduced.

For today day the urgency of solving this problem is obvious. To raise a reader in a child, an adult must himself show interest in a book, understand its role in a person’s life, know the books recommended for preschool children, be able to have an interesting conversation with children and help in analyzing the work.

We offer methodological development of pedagogical council on the topic “Child and Book”. The appendix contains a plan for the thematic test “Introducing preschoolers to fiction,” a questionnaire for parents, and a crossword puzzle for teachers.

Pedagogical Council “Child and Book”

Preparation for the pedagogical council:

Consultations for teachers “Book corner in kindergarten”, “Organization of reading fiction”.

Thematic test “Introducing preschoolers to fiction.” ( Annex 1 )

Consultation for parents “Literary education of a child in the family.”

Questioning of parents “Cultivating interest and love for books.” ( Appendix 2 )

Open viewing of a lesson on familiarization with fiction in the graduating group “Chickens” on the topic “Journey through the pages of a book.”

Selection of questions and compilation of a crossword puzzle for a business game.

Preparation of a multimedia presentation for the teachers' council.

“Homework” (for teachers to study independently).

Study the section “Fiction” in the Methodological Recommendations for the program of education and training in kindergarten, edited by V.V. Gerbova, T.S. Komarova;

Select statements from great people (teachers, writers, scientists) about the importance of books in the development and education of a person;

Study the questions: “Children's reading circle. Principles of its formation”, “Analysis of a literary text”, “How to create a book corner”, “How to tell children the biography of the author”.

Agenda

Introduction.

On the results of the thematic test “Introducing preschoolers to fiction.”

Discussion based on the results of a parent survey “Cultivating interest and love for books.”

Business game “Scrabble”.

Progress of the pedagogical council

Part 1

Opening speech by the head of the kindergarten.

One of the priority problems of our society is introducing children to reading. Unfortunately, in our age of informatization, children’s attitude towards books has changed, and interest in reading has begun to decline. According to numerous studies, already at preschool age, children prefer watching TV and video products, and computer games to books. As a result, schoolchildren do not like and do not want to read.

Without reading, a person does not develop, does not improve his intellect, memory, attention, imagination, does not assimilate and use the experience of his predecessors, does not learn to think, analyze, compare, and draw conclusions.

The book, on the contrary, makes it possible to speculate, to “fantasize.” It teaches you to think about new information, develops creativity, artistic abilities, and the ability to think independently.

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 children'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 makes emotions more intense, fosters imagination and gives preschoolers excellent examples of the Russian literary language.

The ability to correctly perceive a literary work, to understand, along with the content, elements of artistic expression, does not come to the child by itself: it must be developed and educated from a very early age. In this regard, it is very important to develop in children the ability to actively listen to a work, to listen attentively to artistic speech. Thanks to these skills, the child will develop his own bright, imaginative, colorful, grammatically correct speech.

It is very important to develop love and interest in books in a timely manner. S.Ya. Marshak considered the main task of adults to discover the “reading talent” in a child.

Who introduces a child to the world of books? This is done by parents and preschool workers. The library and school are not the first, but the subsequent stage in the formation of a reader.

Based on this, the most knowledgeable person in matters of children's literature and reading should be a preschool teacher. He not only embodies the task of introducing children to books, instilling in them an interest in the process of reading and a deep understanding of the content of the work, but also acts as a consultant on family reading issues, a promoter of books and book knowledge, a sociologist who quickly and accurately responds to changes in children’s attitudes towards the book and the reading process, a psychologist observing the perception and impact of literary text on children.

Preschool children are listeners, not readers; a work of art is conveyed to them by a teacher, so their mastery of expressive reading skills is of particular importance. The teacher faces an important task - each work needs to be conveyed to children as a work of art, to reveal its intent, to infect the listener with an emotional attitude towards what they read: the feelings, actions, lyrical experiences of the characters.

Thus, it is important to recognize the reading process as decisive in the education and development, ideological and moral formation of a person and a child.

Part 2

The senior teacher talks about the results of the thematic test “Introducing preschoolers to fiction.” The thematic audit plan is presented in ( Appendix 1).

Part 3

Discussion based on the results of a parent survey “Cultivating interest and love for books.” Teachers of each age group share their impressions of the results of the parent survey “Cultivating interest and love for books” ( appendix 2).

Teachers' council participants are invited to familiarize themselves with the responses of parents of each age group.

Part 4

(A business game “Erudite” is being played with teachers. Teachers are divided into two teams, each of which is located at its own gaming table.)

I. Representation of teams: name, motto, emblem.

II. Warm up.

"Who is bigger". Teams take turns naming statements by prominent people about the book. The team that has selected the most statements is determined.

Possible answers:

A good book deeply touches a child’s feelings, its images have a great impact on the formation of personality. ( E.A.Flerina)

If a child has not developed a love for books since childhood, if reading has not become a spiritual need for the rest of his life, during his adolescence the teenager’s soul will be empty, and bad things will creep into the light of day as if from nowhere. (V.A. Sukhomlinsky)

A children's book, for all its outward simplicity, is an extremely subtle and not superficial thing. Only the brilliant gaze of a child, only the wise patience of adults, can reach its heights. Amazing art - children's book! (Lev Tokmakov, People's Artist of Russia)

Children's books are written for education, and education is a great thing: it decides the fate of a person. (V.G. Belinsky)

IV. Assignment: read the program objectives, determine the age group. (The assignment is based on the “Program of Education and Training in Kindergarten” edited by V.V. Gerbova, T.S. Komarova.

Maintain attention and interest in the word in a literary work. Explain how important drawings are in a book; show how much interesting things can be learned by carefully looking at book illustrations. Introduce books designed by Yu. Vasnetsov, E. Rachev, E. Charushin. (Middle group)

To teach children to listen to folk songs, fairy tales, and original works. Accompany reading by showing toys, pictures (flannelograph), tabletop theater characters and other visual aids, as well as teach listening to a work of art without visual accompaniment. (1st junior group)

Develop the ability to listen to new fairy tales, stories, poems, follow the development of action, and empathize with the heroes of the work. With the help of the teacher, stage and dramatize short excerpts from folk tales. Teach children to recite nursery rhymes and short excerpts from folk tales. (2 junior group)

Draw children's attention to figurative and expressive means (figurative words and expressions, epithets, comparisons); help to feel the beauty and expressiveness of the language of the work, instill sensitivity to the poetic word. Help children explain the main differences between literary genres: fairy tale, story, poem. (Preparatory group)

Learn to identify the genre of works. Encourage people to talk about their attitude to a specific action of a literary character. Help children understand the hidden motives of the behavior of the characters in the work. Learn to listen to the rhythm and melody of a poetic text. To help expressively, with natural intonations to read poetry, to participate in reading the text by roles, in dramatizations. (Senior group)

V. Task “Chain”.

Teams perform the task one by one. Representatives of the first team line up and are asked to answer the question “Book corner in kindergarten.” All team members along the chain reveal the given topic.

The second team answers the question “How to tell children the author’s biography”

VI. A task for expressive reading of a work. Team captains are invited to read an expressively literary text.

B. Zhitkov “Smoke”

And once the firemen were extinguishing a house. Residents ran out into the street.

The senior fireman shouted:

- Well, count, is that all? One tenant was missing.

And the man shouted:

- Our Petka stayed in the room!

The senior fireman sent a masked man to find Petka. A man entered the room.

There was no fire in the room yet, but it was full of smoke.

The masked man searched the entire room, all the walls and shouted with all his might through the mask:

- Petka, Petka! Come out, you'll burn! Give me your voice. But no one answered.

The man heard the roof falling, got scared and left. Then the senior fireman got angry:

-Where is Petka?

“I searched all the walls,” said the man.

- Give me a mask! - the elder shouted.

The man began to take off his mask. The elder sees that the ceiling is already on fire. There is no time to wait.

VI. Assignment: solve a literary crossword puzzle. (Appendix 3 )

VII. Task: place stress in words.

The wind got stronger

A lot of trouble

They talk about shoes

Walked through the forest

Nature's Pantry

Was visible from afar

Spend leisure time

At the gate

The fox was hungry

VIII. Assignment: make up questions for a conversation about a literary work.

Project solution:

Plan and hold a number of events (holidays, literary evenings) dedicated to the work of writers, poets, and illustrators.

Conduct a mini-seminar for young teachers “Analysis of a literary text.”

Spend “Book Week” with your children.

Conduct parent meetings in all age groups on the topic “Child and Books.”

Gurovich L.M. Child and book. – St. Petersburg: Publishing house “Aktsident”, 1996.

Gritsenko Z.A. Tell your children a fairy tale... Methods for introducing children to reading. – M.: Linka-press, 2003.

Dunaeva N. On the importance of fiction in the formation of a child’s personality. // Preschool education. - 2007. No. 6. – From 35-40.

Zyabkina V.V. Emotional exploration of the world. //Preschool teacher. -2009. No. 1. - P.119-128

Korotkova N.A. Educational process in groups of children of senior preschool age. - M.: LINKA-PRESS, 2007. P.40-69.

Kulikovskaya N. Captivate with a book. // Preschool education. – 2007. No. 5. - P.33-41.

V. Markova, L. Tregubova. Book only

1. The role of fiction in the speech development of children

5. Features of the method of familiarization with fiction in different age groups

Conclusion

Bibliography

Introduction

Education, 2002. 64 p.

4. Loginova V.I., Maksakov A.I., Popova M.I. Speech development in preschool children Consultation for teachers

“Methods of reading and telling a work of fiction in the classroom. The structure of classes to familiarize children with the genres of prose and poetry"

Senior teacher of MBDOU "Kindergarten "Teremok" Boytsova L.N.
Target- study and analyze the features of classes on familiarization with fiction in kindergarten.

Tasks:

Analyze the role of fiction in the speech development of children;

Study the methods of reading and telling a work of fiction in the classroom;

Consider the structure of classes to familiarize children with the genres of prose and poetry;

Study the methodology of preliminary and final conversations with children on the content of a work of art;

Analyze the features of the method of familiarization with fiction in different age groups.

The impact of fiction on the mental, moral and aesthetic development of a child is well known. Its role is also great in the development of the speech of a preschooler. It enriches emotions, cultivates imagination, and gives the child excellent examples of the Russian literary language.

It develops the child’s thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language. Fiction arouses interest in the personality and inner world of the hero. Humane feelings are awakened in children - the ability to show participation, kindness, and protest against injustice.

Fiction accompanies a person from the first years of his life.

The perception of a literary work will be complete only if the child is prepared for it. And for this it is necessary to draw children’s attention not only to the content, but also to the expressive means of language of a fairy tale, story, poem and other works of fiction.

At older preschool age, preschoolers are able to understand the idea, content and expressive means of language, and realize the beautiful meaning of words and phrases. All subsequent acquaintance with the vast literary heritage will be based on the foundation that we lay in preschool childhood.

The problem of perceiving literary works of different genres by preschool children is, first of all, concrete thinking and a little life experience. Therefore, it is emphasized that only at a certain stage of development and only as a result of purposeful perception is the formation of aesthetic perception possible, and on this basis - the development of children's artistic creativity.

Speech culture - the ability to speak in accordance with the norms of the literary language; this concept includes all the elements that contribute to the accurate, clear and emotional transmission of thoughts and feelings in the process of communication.

The most important sources for the development of expressiveness of children's speech are works of fiction and oral folk art, including small folklore forms (proverbs, sayings, riddles, nursery rhymes, counting rhymes, phraseological units).

The educational, cognitive and aesthetic significance of folklore is enormous, since, by expanding knowledge about the surrounding reality, it develops the ability to subtly sense the artistic form, melody and rhythm of the native language.

In the younger group Familiarization with fiction is carried out with the help of literary works of different genres. At this age, it is necessary to teach children to listen to fairy tales, stories, poems, and also to follow the development of action in a fairy tale and sympathize with the positive characters.

Younger preschoolers are especially attracted to poetic works that are distinguished by clear rhyme, rhythm, and musicality. When reading repeatedly, children begin to memorize the text, assimilate the meaning of the poem and develop a sense of rhyme and rhythm. The child’s speech is enriched by words and expressions he remembers.

In the middle group Children continue to be introduced to fiction. The teacher fixes the children's attention not only on the content of the literary work, but also on some features of the language. After reading a work, it is very important to correctly formulate questions to help children isolate the main thing - the actions of the main characters, their relationships and actions. A correctly posed question forces a child to think, reflect, come to the right conclusions and at the same time notice and feel the artistic form of the work.

In the older group Children are taught to notice expressive means when perceiving the content of literary works. Older children are able to more deeply comprehend the content of a literary work and realize some of the features of the artistic form that expresses the content. They can distinguish between genres of literary works. Familiarization with fiction includes a holistic analysis of the work, as well as the implementation of creative tasks, which has a beneficial effect on the development of children's poetic ear, sense of language and verbal creativity.

2. Methods of reading and telling a work of fiction in the classroom

Let us briefly discuss the methods of familiarization with fiction.

The main methods are the following:

1. Teacher reading from a book or by heart. This is a literal rendering of the text. The reader, preserving the author’s language, conveys all the shades of the writer’s thoughts and affects the mind and feelings of the listeners. A significant part of literary works is read from a book.

2. The teacher's story. This is a relatively free transmission of text (words can be rearranged, replaced, and interpreted). Storytelling provides great opportunities to attract children's attention.

Such a conversation may include a short story about the writer, a reminder of his other books that are already familiar to children. If children have been prepared by previous work to perceive a book, you can arouse their interest with the help of a riddle, a poem, or a picture. Next, you need to name the work, its genre (story, fairy tale, poem), and the name of the author.

Expressive reading, the interest of the teacher himself, his emotional contact with children increase the degree of impact of the literary word. While reading, children should not be distracted from perceiving the text with questions or disciplinary remarks; raising or lowering the voice or pausing is enough.

At the end of the lesson, you can re-read the work (if it is short) and look at the illustrations, which deepen your understanding of the text, clarify it, and more fully reveal artistic images.

The method of using illustrations depends on the content and form of the book, and on the age of the children. The basic principle is that showing illustrations should not disrupt the holistic perception of the text.

A picture book can be given a few days before reading to stimulate interest in the text, or the pictures are examined in an organized manner after reading. If the book is divided into small chapters, illustrations are considered after each part. And only when reading a book of an educational nature, a picture is used at any time to visually explain the text. This will not break the unity of impression.

One of the techniques that deepens understanding of content and expressive means is repeated reading. Small works are repeated immediately after the initial reading, large ones require some time to comprehend. Further, it is possible to read only individual, most significant parts. It is advisable to re-read all this material after some period of time. Reading poems, nursery rhymes, and short stories is repeated more often.

Children love to listen to familiar stories and fairy tales over and over again. When repeating, it is necessary to accurately reproduce the original text. Familiar works can be included in other speech development activities, literature and entertainment.

Thus, when introducing preschoolers to fiction, various methods are used to form a full-fledged perception of the work by children:

*expressive reading by the teacher;

*conversation about what has been read;

*re-reading;

*examination of illustrations;

*explaining unfamiliar words.

Reading books with moral content is of great importance. Through artistic images, they develop courage, a sense of pride and admiration for the heroism of people, empathy, responsiveness, and a caring attitude towards loved ones. Reading these books is necessarily accompanied by conversation. Children learn to evaluate the actions of characters and their motives. The teacher helps children understand their relationship to the characters and achieves an understanding of the main goal. When the questions are asked correctly, the child has a desire to imitate the moral actions of the heroes. The conversation should be about the actions of the characters, and not about the behavior of the children of the group. The work itself, through the power of artistic image, will have a greater impact than any moralizing.

3. The structure of classes to familiarize children with the genres of prose and poetry

One of the objectives of the classes is to teach children to listen to a reader or storyteller. For children of early and junior preschool age, the teacher mainly reads by heart (rhymes, short poems, stories, fairy tales); To children of middle and senior preschool age, he already reads quite significant poetic and prose fairy tales, short stories, and novellas from the book.

Only prose works are told - fairy tales, short stories, stories. Memorization by the teacher of literary works intended for reading to children and the development of expressive reading skills is an important part of the professional training of the teacher.

A lesson to familiarize children of different age levels with a work of art is organized by the teacher in different ways: with young children the teacher works individually or with groups of 2-6 people; a group of children of primary preschool age should be divided in half to listen to the teacher read or tell a story; in the middle and older groups they study simultaneously with all children at the usual place for classes.

Before class, the teacher prepares all the visual material that he intends to use during reading: toys, a dummy, a painting, a portrait, sets of books with illustrations for distribution to children, etc.

In order for reading or storytelling to be educational, it is necessary to observe the same rule that was in effect during pre-speech training of young children, i.e., children must see the teacher’s face, his articulation, facial expressions, and not just hear his voice. A teacher, while reading from a book, must learn to look not only at the text of the book, but also from time to time at the children’s faces, meet their eyes, and monitor how they react to his reading. The ability to look at children while reading is given to the teacher as a result of persistent training; but even the most experienced reader cannot read a work that is new to him “from sight,” without preparation: before the lesson, the teacher performs an intonation analysis of the work (“narrator’s reading”) and practices reading aloud.

During one lesson, one new work is read and one or two of those that the children have already heard before. Repeated reading of works in kindergarten is mandatory. Children love to listen to stories, fairy tales and poems they already know and love. The repetition of emotional experiences does not impoverish perception, but leads to better language acquisition and, consequently, to a deeper understanding of events and the actions of the characters. Already at a young age, children have favorite characters, works that are dear to them, and therefore they are pleased with every meeting with these characters.

The basic rule for organizing reading (storytelling) classes for children is the emotional uplift of the reader and listeners. The teacher creates a mood of elation: in front of the children, he carefully handles the book, pronounces the author’s name with respect, and with a few introductory words arouses the children’s interest in what he is going to read or talk about. The colorful cover of a new book, which the teacher shows to the children before they start reading, may also be the reason for their increased attention.

The teacher reads the text of a work of prose or poetry without interrupting himself (comments are allowed only when reading educational books). All words that may be difficult for children to understand should be explained at the beginning of the lesson.

Kids, of course, may not understand everything in the text of the work, but they must certainly be imbued with the feeling expressed in it: they must feel joy, sadness, anger, pity, and then admiration, respect, joke, ridicule, etc. At the same time with the assimilation of feelings expressed in a work of art, children assimilate its language; This is the basic pattern of speech acquisition and the development of linguistic flair, or sense of language.

To teach children to listen to a work of art, to help them assimilate its content and emotional mood, the teacher is obliged to read expressively; in addition, he uses additional methodological techniques that develop children’s listening, memorization, and understanding skills.

1) re-reading the entire text,

2) re-reading individual parts of it.

Reading may be accompanied by:

1) children’s play activities;

2) subject clarity:

a) looking at toys, dummies,

b) looking at illustrations,

c) attracting the attention of listeners to real objects;

3) verbal help:

a) comparison with a similar (or opposite) case from the lives of children or from another work of art,

b) asking search questions after reading,

c) prompting the children’s answers with words-epithets that generally name an essential feature of the image (brave, hardworking, slacker, kind, evil, decisive, courageous, etc.).

4. Methodology of preliminary and final conversations with children on the content of a work of art

Conversation on the work. This is a complex technique, often including a number of simple techniques - verbal and visual. There is a distinction between an introductory (preliminary) conversation before reading and a brief explanatory (final) conversation after reading. However, these techniques should not be made mandatory. Work on a work of art can proceed in the following way.

After the first reading of a story (poem, etc.), children are usually strongly impressed by what they heard, exchange remarks, and ask to read more. The teacher maintains a casual conversation, recalls a number of vivid episodes, then reads the work a second time and examines the illustrations with the children. In junior and middle groups, such work on a new work is often sufficient.

The goals of an explanatory conversation are more varied. Sometimes it is important to focus children’s attention on the moral qualities of the heroes and the motives of their actions.

Conversations should be dominated by questions, the answer to which would require motivation for assessments: why did the guys do the wrong thing by throwing their hats at the ducklings? Why did you like Uncle Styopa? Would you like to have such a friend and why?

In older groups, it is necessary to attract children's attention to the language of the work, include words and phrases from the text in questions, and use selective reading of poetic descriptions and comparisons.

As a rule, it is not necessary to identify the plot or the sequence of actions of the characters during the conversation, since in works for preschoolers they are quite simple. Overly simple, monotonous questions do not stimulate thought and feeling.

The conversation technique must be used especially subtly and tactfully, without destroying the aesthetic impact of the literary sample. An artistic image always speaks better and more convincingly than all its interpretations and explanations. This should warn the teacher against getting carried away with the conversation, against unnecessary explanations, and especially against moralizing conclusions.

In fiction classes, technical teaching aids are also used. A technique that can be used is listening to a recording of an artist’s performance of a work (or fragment) familiar to children, or listening to magnetic tape recordings of children’s reading. The quality of the educational process is improved by displaying transparencies, slides or short filmstrips on the plots of works.

Conclusion

The impact of fiction on the mental and aesthetic development of a child is well known. Its role is also great in the development of the speech of a preschooler. 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.

Familiarization with fiction includes a holistic analysis of the work, as well as the implementation of creative tasks, which has a beneficial effect on the development of children's poetic ear, sense of language and verbal creativity.

The art of words reflects reality through artistic images, shows the most typical, comprehending and generalizing real life facts. This helps the child learn about life and shapes his attitude towards the environment. Works of fiction, revealing the inner world of the heroes, make children worry and experience the joys and sorrows of the heroes as if they were their own.

Bibliography

1. Alekseeva M.M., Yashina V.I. Methods of speech development and teaching the Russian language to preschoolers: Textbook. 2nd edition. M.; Academy, 2008. 400 p.

2. Gerbova V.V. Lessons for the development of speech with children. Moscow: Education, 2004. 220 p.

3. Gurovich L.M. Child and book: A book for a kindergarten teacher. M.: age: A manual for kindergarten teachers. Moscow: Education, 2004. 223 p.

5. Fedorenko L.P. Methods of speech development for preschool children. M., Education, 2007. 239 p.

"Cognitive development of children through fiction" Khlynova S.Yu.

Educating a growing person by introducing him to book culture is an important pedagogical task. Through fiction, a child comprehends the values ​​without which the spiritual life of society and the individual is impossible.

The section “Introducing children to book culture” of the “Rainbow” program by T.N. Doronova in accordance with FGT, which I implement at the preschool educational institution, introduces the best works for children and solves a complex of interrelated problems of moral, mental and aesthetic education.

vTeach how to choose the right literature;

I prepared and conducted consultations with parents:

1. The role of the family in nurturing a reading culture in a preschooler.

2. Introducing a preschooler to fiction.

4. Learning poetry - developing memory.

Folders - sliders:

1. The role of fiction in the education of feelings and the development of children’s speech.

2. Books in your home.

3. We are a reading family.

4. Poems for Book Day.

5. Proverbs and riddles about books.

For parents, we hold exhibitions of books on certain topics (“My favorite fairy tale,” “Books about animals,” “What to read about nature,” etc.) Every month we place in the parent’s corner a list of literature recommended by the “Rainbow” program by T.N. Doronova to read for this month, the text of the poem to memorize.

Traditionally, the group conducts family readings together with parents, where parents tell their favorite fairy tales from childhood and discuss the works they have read.

Thus, interaction with parents influenced the increase in children’s knowledge, skills and abilities in this area, in the process of becoming familiar with fiction.

· Working with society

For more effective work with children in this area, organized work with the community. My children and I constantly visit the city children's library named after. Chekhov, where they took part in the following events: the literary hour "Forest Tales" based on the works of V. Bianchi, "For the Children of the Animals", "He is both tall and powerful" and others.

We also constantly visit the regional art museum, where specialists organize complex classes with elements of a costume performance: “Museevich Museum welcomes guests”, “Clay fairy tale”, “Earth Day”, “The image of a mother in works of art”, “Living rainbow”.

In 2013-2014, an agreement was concluded in the kindergarten on the joint work of the kindergarten with the Decembrists' house-museum, a joint work plan was drawn up, where topics for the cognitive development of children were painted for months. For example: “Professions of the 19th century.” Children were introduced to forgotten professions, their social significance, why they are not in demand in the modern world.

Also, the children and I visited the library of secondary school No. 43, where the librarian told the children about the purpose of the library, how to use it, introduced them to the latest book products.

The children of our group constantly participate in the competition of readers and theatrical festivals "Delphic Games", "Theatrical drops".

· Relationship with teachers.

In my work, I used the experience of the teachers of our kindergarten Falaleeva Natalia Aleksandrovna "Development of speech of children of senior preschool age through fiction" and Israfilova Svetlana Vladimirovna "Memorizing poetic texts as a means of developing the speech of preschool children."

For kindergarten teachers, I prepared and conducted consultations “Developing Functions of Fiction”, “Methodological Recommendations for Holding a Book Exhibition”. Showed the open events "Walk with elements of research activities", "Literary quiz" In the footsteps of fairy tales. Conducted the second lesson of the workshop for teachers "Story-role-playing games in familiarizing children with nature." She was responsible for holding exhibitions of natural material "Golden rain" and "Fantasy from the garden bed."

The result of my work was:

vIncreasing children's interest in books, fiction,

vDevelopment of children’s cognitive interests,

vChildren’s desire to use the book as an information reference, a model of behavior and speech.

vThe ability of children to ask questions about the text read and to retell.

vChildren’s caring attitude towards books.

vIncreasing reading culture in the families of pupils.

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In the period from February 24 to February 28, 2014, based on the annual work plan of MBDOU "Kindergarten Teremok" for the 2013-2014 academic year, thematic control was carried out in the first, second junior, middle and senior and preparatory groups

Children aged 5–6 years already have sufficient literary knowledge, distinguish a fairy tale from a short story, and accurately identify poetic works. They understand the essence of a specific act of a literary hero, although they do not always grasp his hidden motives. Preschoolers are able to admire the description of nature (poems by I. Bunin, F. Tyutchev, A. Maykov, A. Fet, S. Yesenin and other poets).

The list of works of art for senior preschool age is quite voluminous and varied. It includes songs and chants, but children’s interest in them is not as pronounced as in previous age groups. But counting rhymes, tongue twisters, riddles, and fairy tales are popular.

Russian folk fairy tales, full of wonderful fiction, dramatic situations, confrontation between good and evil, not only entertain and delight children, but also lay the foundations of morality.

The program includes original fairy tales (A. Pushkin, D. Mamin-Sibiryak, N. Teleshov, V. Kataev, P. Bazhov, M. Gorky, H. K. Andersen, R. Kipling, O. Preusler, T. Jansson and etc.); stories about children, their actions and experiences (V. Dmitrieva “Baby and Bug”; A. Gaidar “Chuk and Gek”; L. Tolstoy “Kostochka”); works about relationships in the world between people and animals (L. Tolstoy “The Lion and the Dog”; G. Snegirev “The Brave Little Penguin”, etc.); humorous stories (V. Dragunsky, N. Nosov, K. Paustovsky, L. Panteleev, S. Georgiev, etc.).

Already in the middle group, reading of a "thick" book by chapters (reading with continuation) is introduced. Older preschoolers have a more stable interest in “thick” books. Reading chapter after chapter, you need to be interested in what the children remember and whether they have a desire to listen to what else awaits the heroes of the book (A. Volkov "The Wizard of the Emerald City"; T. Aleksandrova "The Brownie Kuzka"; L. Panteleev "Stories about Squirrel and Tamarochka", etc.).

Preparing children for the perception of a new work can be carried out immediately before reading or the day before, using a variety of techniques.

The teacher places a new book in the book corner. Children look at the illustrations on their own, try to determine the genre of the work (fairy tale, short story, poem), and find out what it is about. At the beginning of the lesson, the teacher asks the children about their assumptions, praises them for their observation, and names the work.

The teacher shows objects that are mentioned in the work and which the children do not know, names them, and explains their purpose. For example, before reading N. Teleshov’s fairy tale “Krupenichka,” he suggests considering buckwheat (cereals and a picture of this plant; better during flowering and with already ripe fruit-seeds).

The teacher suggests, based on the title, to make assumptions about the content of the book. For example: “Boris Zakhoder’s new fairy tale is called “The Gray Star”. Who do you think it’s about? (Children’s answers.) But actually, this fairy tale is about a toad. Why did you frown and wave your hands?”

Immediately after reading the work (or after some time), you need to talk with the children. The following techniques will help you understand the content better.

Questions from the teacher.

Examination of illustrations for the work.

Demonstration of drawings and panels depicting the heroes of the work and various episodes.

For example, a teacher invites children to close their eyes and imagine a goat from P. Bazhov’s fairy tale “The Silver Hoof.” Then he shows the drawing. “This is not him,” the children say, “the fairy-tale goat has a silver hoof on his right front leg, thin legs, a light head, and five branches on his horns.” The teacher once again asks the children to close their eyes and replaces the previous drawing with a new one (a goat with a silver hoof, from under which precious stones fly away). Children are happy to complete the set of stones by making them from shiny candy wrappers (lumps).

Verbal sketches. The teacher invites the children to imagine themselves as illustrators, think and tell what pictures they would draw for the work. While listening to statements, the teacher asks clarifying questions.

Reading passages from the text at the children's request.

In order for children to better understand the features of the genre and language of the work, the teacher can offer them:

– talk about the funniest (saddest, scariest, etc.) episode. Then the relevant passages are read. For example: “But the cat didn’t come out. He howled disgustingly, howled continuously and without any fatigue. An hour, two, three passed... It was time to go to bed, but the cat howled and cursed under the house, and it got on our nerves” (K. Paustovsky "Cat Thief");

– tell about one of the episodes (at the teacher’s choice) in more detail. Then the teacher reads out the text, and the children finish the endings of the sentences: “Maryushka was good - a written beauty, and out of kindness... (her beauty increased)"("Finist - Clear Falcon", Russian folk tale). Or: "Krupenichka, red maiden, live, bloom, get younger... (for the joy of good people)! And you, buckwheat, fade, mature, curl - be you... (for the benefit of all people)!" (N. Teleshov "Krupenichka");

– dramatize passages that are most interesting from the point of view of activating vocabulary or containing dialogues that children are happy to reproduce and listen to. For example, Natasha’s conversation with the brownie Kuzya (based on the work of T. Alexandrova “Kuzka the Brownie”).

Brownie . Aren't you going to rubbish too?

Natasha . What is rags?

Brownie (laughs, jumps, has fun). To fray is to scratch.

Natasha. I won't scratch myself. I'm a person, not a cat.

Brownie. Aren't you going to freak out?

Natasha. What is it to collapse?

Brownie (jumps, dances, wails). Ah, trouble, trouble, grief! Whatever you say is not reasonable, whatever you say is all in vain, whatever you ask is all to no avail!..

The scene is rehearsed in advance. Then those who wish can play it out on a walk or in a group in their free time from classes, and if necessary, even on holidays. Oddly enough, the performers of the role of Brownie are very happy when they put on a shaggy wig. He helps them get into character.

The need for a conversation based on what has been read is obvious, since any work of art becomes an aesthetic object only when it is comprehended. But we must not forget that the child, first of all, should enjoy what he hears. A detailed analysis may do more harm than good. If the work is read to children outside of class, you should only help them understand the motives of the hero’s actions by asking them to think, reflect in their spare time, what prompted him to make this or that decision. Or you can clarify why the work is called that way. For example: “Why do you think the fairy tale in which the hare showed courage by saving a crow is called “The Braggart Hare”?” (Russian folk tale, adaptation by O. Kapitsa).

Talking about what was read in class and asking questions that require reflection and evidence, the teacher, after listening to the children, should read an excerpt (excerpts) from the work. It is important that children hear the text more often than reasoning about what happened and why.

It is advisable to start reading Russian folk tales with a saying: “Our tales begin, our tales are woven. On the sea-ocean, on the island of Buyan...”

The telling of fairy tales should end with one of the endings traditional for Russian folklore, for example:

This is how they live

Gingerbread cookies are chewing,

They drink it with honey,

They are waiting for us to visit.

And I was there

Honey, drank beer,

It ran down my mustache,

Not a drop got into my mouth.

Or the ending from A. Pushkin’s fairy tales: “The fairy tale is a lie, but there is a hint in it! A lesson to good fellows!”

Children in the older group are introduced to some ritual songs, jokes, boring fairy tales, and fables (folk and original).

There are many poems dedicated to nature in the bibliography lists. They should be read repeatedly to children in class and in everyday life (in full and in excerpts), especially when it is difficult to say better.

It smelled like winter cold

To the fields and forests.

Light up bright purple

Clouds before sunset.

I. Bunin "First Snow"

More transparent forests

As if they are turning green.

A. Pushkin "Eugene Onegin"

The list of program works lists poems recommended for memorization and for reading in person.

Lessons for memorizing poems are structured as follows: reading without the intention of memorizing; reading with a focus on memorization, sequential analysis of logically completed passages; leading children to how to correctly read a certain part of the poem; exercises in reciting a passage (3–5 people); The teacher reads the entire poem.

Before reading the next passage, you should say the previous one, and then the new one, so that the child hears the text as often as possible. There is no need to encourage children to read the poem in chorus. When reading individually, it is important to pay attention not to the volume of speech, but to its expressiveness and naturalness of intonation. Let's give an example.

“It’s a wonderful poem, isn’t it?” asks the teacher, after reading I. Surikov’s poem “Winter.” “What’s unusual about it, what do you especially remember?”

The teacher reads the first part of the poem and the next quatrain.

The teacher invites the children to continue the line: “Snow fell all night, and in the morning it snowed... (the field turned white, as if everything had been covered with a shroud) ".

Three or four children repeat the passage.

The teacher reads the poem in full.

The third quatrain is the most difficult. In order to help children remember it, the teacher uses the technique “I ask - answer!”: “A dark forest that covered itself with a wonderful hat”? The question is addressed to 3-4 children who memorize poetry more slowly than their peers. Children take turns repeating the phrase.

The teacher reads the poem in its entirety, inviting the children to read very quietly with him.

Each lesson on introducing works of fiction should begin with repetition, so that children do not forget the material covered: “Today I will introduce you to a new poem by Samuil Yakovlevich Marshak. What poems and fairy tales of his do you already know?”

You should also more often remind children of excerpts from familiar program works during classes on speech development and familiarization with the world around them. At the end of each month, it is advisable to hold literary quizzes and literary kaleidoscopes. In this age group, they can already be thematic: “Fairy tales”, “How many cats and kittens (foxes, bears) are there in fairy tales, stories, poems!”, “Books by your favorite writer”, “These amazing animals!”, “Unprecedented yes unheard of", "Funny poems", etc.

Lesson plans can include:

Quizzes (“What works are these excerpts from?”);

Dramatizations of small excerpts from 1-2 works (prepared in advance);

Performances of singing heroes of works. They are found in Russian and especially often in foreign fairy tales (performances must be prepared in advance with the participation of a musical worker):

The fires are burning high,

Cast iron boilers are boiling,

Damask knives are sharpened,

They want to kill me.

Sister Alyonushka and brother Ivanushka, Russian folktale

Wash yourself, Grumpy,

Clubfoot Bear,

So that Bear is clean,

We need Mishka to wash

Claws and heels,

Back, chest and legs.

T. Enger "Adventures in the forest of Elki-on-Gorka"

The teacher reads excerpts from works that children especially like (at the children’s request);

Competition for the best performer of the role (for example, a gnome, a brownie, the Frog Princess, Winnie the Pooh, etc.).

This set of tasks is quite suitable for leisure evenings. At these evenings, it is also appropriate to act out (in a free interpretation) an excerpt from a work, teaching children improvisation with the active participation of adults. For example, when dramatizing an excerpt from K. Chukovsky’s fairy tale “The Cluttering Fly,” children are asked to portray beetles, cockroaches, butterflies, and crickets.

Ant appears.

Ant . Oh, I can't! This is news! Fly... She... Fly...

All . What's happened? What fly? What with her? Yes, speak up!

All insects talk about the same thing, but each in their own way.

Ant. Eww! Let me catch my breath! A fly walked across the field.

All. What? What a miracle - a fly went across the field. Let him go.

Ant. A fly walked across the field. The fly found the money.

All. Yes? What did you find? She says she found the money. What is this money? Maybe a bomb? Oh, where should we run?!

Ant. The fly went to the market and bought a samovar.

All. Where did you go? What did you buy? Samovar! That's it!

Ant. And there she is.

The fly is barely dragging a hefty samovar (an imaginary situation), wiping sweat from his forehead.

Fly. Come, dears, I will treat you to tea.

All. Well, thank you! Thank you! This is good! This is amazing! How lucky we are! We need to get ready, we need to dress up.

Planning lessons

"The program of education and training in kindergarten" in the senior group recommends conducting 8 classes per month to develop speech and familiarize children with fiction.

The table shows the numbers of classes in which specific program tasks are solved.

Lesson Plans

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Theoretical foundations for introducing preschool children to fiction

Introduction

Conclusion

Literature

Introduction

Fiction is a powerful, effective means of mental, moral and aesthetic education of children, it has a huge impact on the development and enrichment of the child's speech. In poetic images, fiction opens 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 samples are different in their impact: in stories, children learn the conciseness and accuracy of the word; the poems capture the musicality, melodiousness, and rhythm of Russian speech; folk tales reveal to them the accuracy and expressiveness of the language, show how rich their native speech is with humor, lively and figurative expressions, 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 VG Selected pedagogical works. Publishing house of the Academy of Pedagogical Sciences of the RSFSR, 1948. . The importance of introducing children to the beauty of the native word, the development of a culture of speech was pointed out by teachers, psychologists, linguists (K.D. Ushinsky, E.I. Tikheeva, E.A. Flerina, L.S. Vygotsky, S.L. Rubinstein, 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, expanding the child's knowledge of the world around him, it affects the personality of the baby, develops the ability to subtly feel 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 features 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 the 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 social 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 with 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 establish a new system of educational institutions in Russia and 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. Educator 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.” In this way, children will learn to extract experience from what they read, to think about it1 about raising and instructing children,” 1783.

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 the boundaries of 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 element of colloquial speech, ennobled by the highest taste of poets, especially the brilliant Pushkin. And today the language of Pushkin’s fairy tales remains the 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 is a high art, to which strict criteria of nationality, humanism, and imagery are applied, that a children's book should serve not only as a subject of entertainment or education, but as an important means of spiritual development of the 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 for 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 of 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 literary text feasible for children, 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 of intra-family relationships and relationships within the children's team.

In the 1940s - 1950s. The tradition of social and moral analysis of works of children's literature and their selection for children's reading was established and continued to exist. 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 raises the question of the theoretical foundations of the methodology for introducing preschoolers to fiction.

Thus, we see that children's fiction as an educational field is still completely young.

2. Age periodization of preschool children and psychophysiological features of their introduction 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 figurative thinking, volitional, emotional and motivational processes develop.

By 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 various types of 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. The development of consciousness and the emergence of various motives for activity and behavior are of great importance. 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. The formation of moral consciousness is 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 the social-typical age traits, but also the 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. Thus, natural inclinations are the 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. Upbringing and social environment form an individual personality, which is manifested in the direction 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.

At the age of 3-4, preschoolers are distinguished by high cognitive activity, they strive to expand their horizons, to break out of the environment that surrounds them. Their main assistant in this is a book. They are already ready to communicate with her: they emotionally react to what they hear, catch and distinguish various intonations, recognize their favorite literary heroes, empathize with them. Most actively they perceive small genres of folklore (rhymes, jokes), songs of a playful nature, fairy tales, 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.

After L. Tolstoy, the specifics of children's literature were discussed more than once, and by today a number of features have been identified, 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 an artistic device, 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 us determine the age characteristics of a 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 read as a reality, 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, and the child will not be ready for this.) Second, the stereotype of the naive realist does not allow critical evaluation of what is read. It requires correction aimed at the formation of positive stereotypes of the reader-interlocutor (conducting a dialogue with the writer, the author of the television program), the reader-critic, thoughtful, interested, enriching the author's idea with his own findings. It is necessary to teach preschoolers not to reincarnate, but to try on what they read for themselves, to 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 the emotions or 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

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).

1st junior group (2 - 3 years old). 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. When starting the school 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 memorize 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, 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 the norms of 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 fairy 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 ends"); - Children’s attempts to compose fairy tales are welcomed, their creativity is treated with care, and they do not refuse help.

5. Draw the attention of children to the figurative side of the work of art. The age of 4-5 years is the time of a special attitude to beauty, in particular to the beauty of the 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 the beauty of 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 are good to read by role, especially those that introduce children to the rules of good manners.

Senior group (5 - 6 years old).

Objectives: 1.Improve the aesthetic perception of works of art. 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, 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 it is possible to offer children the type of activity that currently particularly attracts them: looking at books, dramatization, puppet shows, reading works in person, reading together with children a fairly large poem or a fairy tale in verse, telling poetry with gestures.

Preparatory group (from 6 to 7 years).

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.

Main areas of work with children:

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; It is explained how to read certain lines and to train children in expressive reading of 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.

preschooler fiction

In this course work, we saw that the formation of children's fiction arose from the end of the 15th century, before it was part of adult literature, and as a separate preschool discipline it began to stand out by 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?” .

Children's fiction as an educational field is still quite young, and previously it was part of adult literature.

Introducing children to fiction is different for each preschool age. Children of any age should, if possible, read every day (new and familiar works).

With the help of a book, a child discovers the world in all its interconnections and interdependencies, begins to understand more and better the lives of people, experiencing and living what they read.

The children's reading circle is aimed at developing interest in books and gradually replenishing their literary baggage.

Conclusion

Fiction accompanies a person from the first years of his life. Its effect on the mental and aesthetic development of a child is well known. 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 real experience limited by time and space cannot provide. And indeed, literary texts - if selected correctly - can cover, if not all, then most of the 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 do not know how to 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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Nelson Kristina Ervinovna
Job title: educator
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

Fiction serves as the aesthetic education of a child in kindergarten.

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 fiction books in

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 of preschool education.

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

teachers; and working with family.

In 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 a 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 their

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

to form love and interest in the book, I use the following forms of work:

Making a book corner in a group;

– design of thematic exhibitions dedicated to the work of 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 of children's creativity based on the works they have 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 joint work was a performance for children.

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

complete and effective without the involvement of parents, because the decisive role in

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 of family reading as an effective

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

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

home reading, about the correct selection of literature for children, about raising a careful

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 a very important stage in raising an attentive, sensitive reader who loves books, which helps him to understand the world around him and himself in it, form moral feelings and assessments, and 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 of oral creativity of the Russian people and peoples of the world;

Classic children's literature (domestic and foreign);

Contemporary literature (Russian and foreign).

Folk poetry is the greatest achievement of the national culture of every 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 and native language. The program includes songs, nursery rhymes, chants, calendar children's folklore, tongue twisters, and riddles.

The pedagogical value of fairy tales is extremely great. 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 represent stories of various topics. Some reveal moral problems, others - environmental ones, and 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.