Formation of a child’s personality through the use of literary works. Pedagogical experience “The role of fiction in the development of children’s speech

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

Works of literature contribute to the development of speech and provide examples of Russian literary language. E. A. Flerina noted that a literary work provides ready-made linguistic forms, verbal characteristics of the image, definitions with which the child operates. By means of artistic expression, even before school, before mastering grammatical rules, a small child practically masters the grammatical norms of the language in unity with its vocabulary.

N. S. Karpinskaya also believed that a fiction book provides excellent examples of literary language. In stories, children learn laconicism and precision of language; in poetry - musicality, melodiousness, rhythm of Russian speech; in fairy tales - accuracy, expressiveness.

From the book, the child learns many new words and figurative expressions, his speech is enriched with emotional and poetic vocabulary. Literature helps children express their attitude to what they have heard, using comparisons, metaphors, epithets and other means of figurative expression.

When familiarizing yourself with the book, the connection between speech and aesthetic development clearly appears, the language is assimilated in its aesthetic function. Mastery of linguistic figurative and expressive means serves to develop artistic perception literary works.

The educational function of literature is carried out in a special way, inherent only to art - by the force of influence of the artistic image. In order to fully realize the educational potential of literature, it is necessary to know the psychological characteristics of the perception and understanding of this type of art by preschoolers.

Natalya Gukaichenko
The role of fiction in children's development

Fiction serves the powerful, an effective means of mental, moral and aesthetic education children, it has a huge impact on development and enrichment of children's speech.

In poetic images fiction opens and explains to the child the life of society and nature, the world human feelings and relationships. It makes emotions more intense, fosters imagination and gives preschoolers excellent examples of Russian literary language. These samples are different in their influence: in stories, children learn the conciseness and precision of words, in poetry they capture the musicality, melodiousness, and imagery of Russian speech; folk tales reveal to them the accuracy and expressiveness of the Russian word, show how rich their native speech is in humor, lively and figurative expressions, and comparisons. Children preschool age- listeners, not readers. Before us stands important task- each work must be conveyed to children like a work of art, to reveal its intention, to infect the listener with an emotional attitude towards read: feelings, actions, lyrical experiences of the characters.

Defining objectives is essential literary education in kindergarten. Slide No. 3

The ability to perceive correctly literary work, realize along with the content and elements artistic expressiveness does not come to the child on its own yourself: we need it develop and educate from a very early age. In this regard, it is very important to form 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.

In our work we pay great attention the issue of children's influence literature for children's development, including speech. The relevance of this topic at the present stage is due to the need to study works fiction. Correctly delivered speech is one of the keys to a person’s success in the modern world. Competent, emotionally rich speech will allow you to quickly and easily find a common language with any people and organically fit into any team.

In our age of new information technologies the role of the book has changed. Already at preschool age, children prefer other sources to books information: television, video production, computer. Therefore our role as teachers is to interest preschoolers, to arouse their interest in literary works, instill love for artistic expression, respect for the book. The book gives you the opportunity to speculate "to fantasize". She teaches you to think about new information. Develops creativity, creativity, ability to think independently.

Velika the role of fiction in child development, without which successful schooling is impossible.

Each of us has heard that loving to read is good and not loving is bad. And I just heard that the book is a source of knowledge. And about the fact that children who love a book are much better develop and succeed in school, everybody knows. But, unfortunately, parents complain that their child does not like books, that children prefer to receive information from any sources, just not from books... as a result, the formation of textual information is disrupted thinking: i.e. the ability to read, analyze, interpret, memorize texts, and also create new ones. Therefore, every adult should clearly understand that today children, as never before, we need to learn to be readers. They cannot do this on their own.

Your work on inclusion children to fiction started by writing long-term plan SLIDE No. 4, No. 5; selection literature, illustrative material.

One of the ways to implement our work on this topic was the project “Dad, Mom, I am a reading family”.After all special meaning for the reader's fate of the child has family reading.

A successful find in working with parents is the project method. Today it is becoming more and more widely used in the pedagogical practice of our institution. The project method is teaching and raising a child through activities, and when working with families, through joint activities children and parents.

One of the features of the various activities carried out is that children are engaged together with their parents. This allows:

Parents gain a deeper understanding of their child.

Bringing the family together through reading works of art .

Conduct individual work with each child and his family.

For the successful implementation of the project, there are certain tasks that need to be solved not only in the family, but also in kindergarten Slides No. 6, No. 7

The project offers a variety of forms, methods and techniques for working with children and parents.

Conducted a survey of parents "Reading at home", conversation with parents and children. Conducted Parent meeting “How to organize family reading”. (SLIDE No. 8) The interviews indicated an alarming fact: only a third of families practice family reading. All further work was aimed at enriching knowledge children, bringing parents, teachers and children. This was facilitated by collective forms work: photo exhibition “I grow with the book”, making homemade books, exhibition of drawings "Through the pages of a book I've read", SLIDES No. 9, No. 10 introduced the tradition of the group "Book Tree". Parents attach leaflets to it about the works they read at home. We have prepared consultations for parents. SLIDE No. 11

"Reading fiction» closely connected with everyone educational areas. A series of open classes. SLIDE No. 12, No. 13, No. 14

Artistic We use the word in all routine moments.

A special place in working with children is occupied by the use of didactic material- mnemonic table. SLIDE No. 15 Mnemonics techniques make it easier to memorize children and increase memory capacity by forming additional associations. K. D. Ushinsky wrote: “Teach a child some five words unknown to him - he will suffer for a long time and in vain, but associate twenty such words with pictures, and he will learn them on the fly.” Since visual material is better absorbed by preschoolers, the use of mnemonic tables allows children to more effectively perceive and process visual information, save and reproduce it.

The project offers a variety of forms, methods and techniques for working with children. We read books, play s/r. didactic games, we travel through fairy tales, look at portraits of children's writers and get acquainted with their biographies.

Children are offered a wide range games: SLIDE No. 16, No. 17 No. 18 No. 19, No. 20

Performed a dramatization of a fairy tale "Teremok" in front of parents and kids, prepared and showed musical fairy tale "Magic Flower".

Various types of theaters are used. SLIDE No. 21

In addition, children display their impressions of the books they read in productive ways. activities: modeling, drawing, appliqué. SLIDE No. 22

A well-founded selection of the necessary techniques, methods, and games largely decides the matter. Thanks to this selection, the closest communication between the teacher, parent and child occurs, whom adults encourage to perform speech acts, and also increase interest in fiction. Practice reading before bed and long reading, i.e., we read a large work over the course of several days. This allows you to secure children Sustained interest in the work makes it possible to remember what you read earlier.

The project is implemented in the game form: with switch on children in various types of creative and practically significant activities, in direct contact with objects of the surrounding society (library). We went on an excursion to the library. Children become more inquisitive, their interest in books and works of various genres increases. Many children signed up for the village library. Children ask more to be read to. SLIDE No. 23 They themselves invite parents to the library.

Prepared and introduced children with that how the first books appeared. SLIDE No. 24

Joint events are held with school: participation of 1st grade students in a theatrical festival “Moidodyr and everything, everything, everything”, took part in the quiz "On the roads of fairy tales", which took place at school and took first place. SLIDE No. 25

Parents provide great assistance in implementing the project. They take part in matinees, entertainment, dressing up as heroes of various works; in productions puppet theater. SLIDE No. 26, No. 27, No. 28, No. 29

And most importantly - children there is a need to read a book and this means that all the work that we do will not be in vain.

I would like to end my speech with the words Sukhomlinsky: “Reading books is a path along which a skillful, intelligent, thinking teacher finds the way to a child’s heart. If a child has not been instilled with 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 out into the light of day, as if from nowhere.”

I would like to wish all teachers to find this path and make it mutually interesting and meaningful both for themselves and for their students.

Publications on the topic:

"The role of fine motor skills of the hands in the development of speech in preschool children." Report for a seminar on speech development of preschool children"Role fine motor skills hands in the development of speech of preschool children"The famous teacher V.A. Sukhomlinsky said: "Sources of abilities.

MBDOU “General developmental kindergarten with priority implementation of activities for social and personal development” “Non-traditional.

“The role of physical activity in the physical development and health of children” Bazanova Lyudmila Aleksandrovna, teacher of the First Qualification.

Determining the objectives of literary education in kindergarten is essential. The purpose of introducing preschoolers to fiction, as defined by S. Ya. Marshak, is the formation of a future great “talented reader”, culturally educated person.

These objectives are formulated in the Federal State Standard for Preschool Education:

cultivate interest in fiction, develop the ability to holistically perceive works of different genres, ensure the assimilation of the content of works and emotional responsiveness to it;

to form initial ideas about the features of fiction: about genres, about their specific features; about composition; about the simplest elements of imagery in language;

to cultivate literary and artistic taste, the ability to understand and feel the mood of a work, to capture the musicality, sonority, rhythm, beauty and poetry of stories, fairy tales, poems; develop a poetic ear.

In children in the process educational activities The ability to elementary analyze the content and form of a work is also formed. A child in a pre-school group should be able to:

identify the main characters;

based on an analysis of the characters’ actions, express your emotional attitude towards them;

define genre;

capture the most striking examples of language figurativeness.

Task kindergarten, as L. M. Gurovich notes, is to prepare for a long-term literary education which starts at school. A kindergarten can provide a fairly extensive literary background and literary erudition, since in preschool childhood a child becomes acquainted with a variety of folklore genres. During these same years, children become acquainted with Russian and foreign classics- with the works of A. S. Pushkin, L. N. Tolstoy, K. D. Ushinsky, the Brothers Grimm, H. C. Andersen, C. Perrault and others.

Solving the problem of preparing children for literary education, it is proposed to give them knowledge about writers and poets, folk art, books and illustrations.

Modern variable programs address questions literary development children.

To solve the problems of comprehensive education through the means of fiction, the formation of the child’s personality, his artistic development A significant role is played by the correct selection of works of literature, both for reading and storytelling, and for performing activities. The basis of selection is pedagogical principles, developed on the basis general provisions aesthetics. When selecting books, it must be taken into account that a literary work must have cognitive, aesthetic and moral functions, i.e. it should be a means of mental, moral and aesthetic education.

When choosing books, the unity of content and form is also taken into account. Literary criticism distinguishes themes, problems, and ideological and emotional assessment in the content. In literary artistic form- subject visualization, speech structure and composition.

The problem of selecting books to read and tell to preschoolers is revealed in the works of O. I. Solovyova, V. M. Fedyaevskaya, N. S. Karpinskaya, L. M. Gurovich and others.

Several criteria have been developed:

ideological orientation of the children's book. Ideology determines compliance with the tasks of moral education, nurturing love for the Motherland, for people, for nature. The moral character of the hero also determines the ideological character of the book;

high artistic skill, literary value. The criterion of artistry is the unity of the content of the work and its form. Exemplary literary language is important;

accessibility of a literary work, suitability for age and psychological characteristics children. When selecting books, the characteristics of attention, memory, thinking, the range of interests of children, and their life experience are taken into account;

plot entertaining, simplicity and clarity of composition;

specific pedagogical tasks.

The selection criteria make it possible to determine the range of children's reading and storytelling. It includes several groups of works.

1. Works of Russian folk art and creativity of the peoples of the world. Small forms of folklore: riddles, proverbs, sayings, songs, nursery rhymes, pesters, fables and shifters; fairy tales

2. Works of Russian and foreign classical literature.

3. Works of modern Russian and foreign literature.

Requirements modern life, pedagogical science is forced to constantly revise the range of children's reading, supplementing it with new works.

Children's reading range consists of works of different genres: stories, tales, fairy tales, poems, lyrical and comic poems, riddles, etc.

Every year a lot of new literature for children is published, the release of which the teacher needs to monitor and independently replenish the children's library, guided by the criteria discussed above and creative approach to the choice of books.

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

Works of literature contribute to the development of speech and provide examples of the Russian literary language. E. A. Flerina noted that a literary work provides ready-made linguistic forms, verbal characteristics of the image, definitions with which the child operates. By means of artistic expression, even before school, before mastering grammatical rules, a small child practically masters the grammatical norms of the language in unity with its vocabulary.

Karpinskaya N.S. also believed that a fiction book provides excellent examples of literary language. In stories, children learn laconicism and precision of language; in poetry - musicality, melodiousness, rhythm of Russian speech; in fairy tales - accuracy, expressiveness.

When familiarizing yourself with the book, the connection between speech and aesthetic development clearly appears; language is assimilated in its aesthetic function. Mastery of linguistic figurative and expressive means serves to develop the artistic perception of literary works.

Thus, we can conclude that educational function literature is carried out in a special way, inherent only to art - by the force of influence of the artistic image. In order to fully realize the educational potential of literature, it is necessary to know the psychological characteristics of the perception and understanding of this type of art by preschoolers.

§ 2. Peculiarities of children’s perception of literary works

Aesthetics and psychology consider the perception of art as a complex creative process. " Aesthetic perception In reality, it is a complex mental activity that uniquely combines both intellectual and emotional-volitional motives” (A.V. Zaporozhets). A literary work appeals simultaneously to both the feelings and thoughts of the reader, helping him to master the rich spiritual experience humanity.

E. A. Flerina called characteristic feature the perception of a work of art by children is the unity of the “feeling” and the “thinking”.

The perception of fiction is considered as an active volitional process, which does not involve passive contemplation, but activity, which is embodied in internal assistance, empathy with the characters, in the imaginary transference of events to oneself, “mental action”, resulting in the effect of personal presence, personal participation in events .

In the works of L. S. Vygotsky, S. L. Rubinstein, B. M. Teplov, A. V. Zaporozhets, O. I. Nikiforova, E. A. Flerina, N. S. Karpinskaya, L. M. Gurovich and Other scientists study the peculiarities of the perception of fiction by preschool children.

O. I. Nikiforova distinguishes three stages in the development of perception of a work of art: direct perception, reconstruction and experience of images (based on the work of imagination); understanding ideological content works (based on thinking); the influence of fiction on the reader’s personality (through feelings and consciousness).

A child's interest in books appears early. At first, he is interested in turning the pages, listening to an adult read, and looking at the illustrations. With the advent of interest in the picture, interest in the text begins to arise. As research shows, with appropriate work, already in the third year of a child’s life, it is possible to arouse his interest in the fate of the hero of the story, force the baby to follow the course of the event and experience feelings that are new to him.

As mentioned above, one of the features of children’s perception of a literary work is empathy for the characters. Perception is extremely active. The child puts himself in the place of the hero, mentally acts, fights his enemies. At puppet theater performances, children sometimes interfere in events, try to help the hero, and in unison tell the characters what not to do. E. A. Flerina also noted such a feature as naivety children's perception: children don’t like a bad ending, the hero must be lucky (kids don’t want even a stupid mouse to be eaten by a cat).

Artistic perception The child develops and improves throughout preschool age. L. M. Gurovich, based on a generalization of scientific data and his own research, examines the age-related characteristics of preschoolers’ perception of a literary work, highlighting two periods in their aesthetic development: from two to five years, when the child does not clearly separate life from art, and after five years, when art, including the art of words, becomes valuable in itself for the child (FOOTNOTE: Gurovich L. M., Beregovaya L. B., Loginova V. I. The child and the book. - M., 1992; Gurovich L. M. Understanding the image literary hero by children of senior preschool age: Abstract of candidate's dissertation - L., 1973).

Based on the characteristics of perception, the leading tasks of familiarizing with the book at each age stage are put forward.

Let us briefly dwell on the age-related characteristics of perception. Children of primary preschool age are characterized by: dependence of text understanding on the child’s personal experience; establishing easily recognizable connections when events follow each other; in the spotlight main character, children most often do not understand his experiences and motives for his actions; the emotional attitude towards the characters is brightly colored; there is a craving for a rhythmically organized style of speech.

In middle preschool age, some changes occur in the understanding and comprehension of the text, which is associated with the expansion of the child’s life and literary experience. Children establish simple causal connections in the plot and, in general, correctly evaluate the actions of the characters. In the fifth year, a reaction to the word appears, interest in it, the desire to repeatedly reproduce it, play with it, and comprehend it.

According to K.I. Chukovsky, a new stage of the child’s literary development begins, a keen interest arises in the content of the work, in comprehending it inner meaning.

In older preschool age, children begin to become aware of events that were not in their personal experience; they are interested not only in the actions of the hero, but also in the motives of actions, experiences, and feelings. They are able to sometimes pick up on subtext. An emotional attitude towards the characters arises on the basis of the child’s comprehension of the entire conflict of the work and taking into account all the characteristics of the hero. Children develop the ability to perceive text in the unity of content and form. The understanding of the literary hero becomes more complex, and some features of the form of the work are realized (stable turns of phrase in a fairy tale, rhythm, rhyme).

Studies note that in a 4-5 year old child the mechanism for forming a holistic image of the semantic content of the perceived text begins to fully function. At the age of 6–7 years, the mechanism for understanding the content side of a coherent text, distinguished by its clarity, is already fully formed.

The ability to perceive a literary work, to realize, along with the content, its features artistic expression does not arise spontaneously, it develops gradually throughout preschool age.

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KGBOU SPO

Barnaul State Pedagogical College

Department of Preschool Education

Correspondence form of education in combination with external studies

Test

on Theory and Methods of Speech Development in Preschool Children

Topic: The role of children's fiction in the development of a child.

Performed by a student of group 22 A

Yushchenko Oksana

Teacher: Leshchuk Serafima Aleksandrovna

Barnaul 2014

Introduction
Conclusion
Bibliography

Introduction

The problem of children's reading is one of the most pressing and pressing problems of the modern world. Children have stopped reading to children, which means that literacy, intelligence, emotional and moral education, and many components of the harmonious development of the individual suffer. Namely, the harmonious development of personality is one of the main tasks facing teachers. In our time, the question of recognizing the reading process as decisive in the education and development, ideological and moral formation of a child is especially relevant.

Regulatory documents of preschool education indicate the need for “children to achieve mastery of constructive ways and means of interaction with people around them through the development of free communication with adults and children and the development of all components oral speech"And the richness of a child’s speech largely depends on his familiarization with fiction. The most important thing is that many children do not develop an interest in reading, and parents subsequently have to force them to read, which, of course, does not contribute to the emergence of an interest in reading in children .

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

The relevance of solving this problem is obvious, because reading is associated not only with literacy and education. It shapes ideals, humanizes the heart, and enriches a person’s inner world. The danger of global lack of spirituality and moral degradation has gripped our society in last years. Therefore, the role of books and reading as a means of solving the spiritual crisis of the country has increased immeasurably.

It is necessary to pay as much attention as possible to the development inner world child. 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, moral and cultural values and a holistic picture of the world is formed. 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.

Introducing children to literature should begin from an early age, but, unfortunately, in most cases this work has to begin only in kindergarten, since not all parents understand the need for this work from birth. However, the books themselves have changed. New media have appeared. You can also read on electronic media, and this greatly helps to obtain information.

At the same time, it is extremely important that in childhood the child has colorful books with fairy tales, stories about nature, culture, and science. And here another question arises: how to select the right books? After all, not all modern children's books contribute to the development of literary speech and artistic taste. Many modern children don't know the heroes of old good fairy tales, preferring blockbuster and computer game heroes to them. Of course, every time has its own literary heroes, but it is no coincidence that fairy tales and legends have been passed down from generation to generation for many years and serve as an excellent educational tool.

Children's books should be designed taking into account the characteristics of children's perception, since they are a synthesis of three types of art: the art of words, painting or book graphics and design. Each of them in its own way makes it easier for the child to perceive images of the world. Children's reading should include publications intended directly for preschoolers. These are different design types of children's books that make up the kindergarten library: baby books, toys, theater, panoramas, coloring books and stories, multi-format artistic and scientific-moral books, as well as original books, for example, voiced using technical means. This direction provides a huge opportunity to implement project activities with children (senior preschool age).

To achieve this goal, book-works and collection books, multi-genre and multi-topic books are selected that require the creative participation of children in reproducing their content. These are books for coloring, storytelling, for dramatizing fairy tales, game books (with chips, cards, inserts and toys with built-in parts, with cutting, with moving figures of characters, these are books - films (cartoons) and books and albums for cutting out and decorating homemade products , these are books rich in songs, poems and prose for memorization.

When planning unregulated activities, it is necessary to conduct events figuratively called “immersion in children’s literature during the day.” This brings the work of art closer to a child's life. This is reading, storytelling, and reproduction of children's literature texts by a teacher during the day, for any reason, at every routine moment in the life of a group and an individual child, when showing attention to any event.

Children's fiction

It is difficult to imagine preschool childhood without books. Accompanying a person from the very first years of his life, fiction has big influence on the development and enrichment of a child’s speech: it fosters imagination and provides excellent examples of the Russian literary language. Listening to a familiar fairy tale or poem, the child experiences and worries along with the characters. This is how he learns to understand literary works and through this is formed as a person.

Folk tales reveal to children the accuracy and expressiveness of language; in stories, children learn conciseness and precision of words; the poems capture the melodiousness, musicality and rhythm of Russian speech. However, a literary work is fully perceived only if the child is appropriately prepared for it. Therefore, it is necessary to draw children’s attention to both the content of a literary work and its means of expression. Do not forget that interest in reading can be instilled only if the literature corresponds to the interests of the child, his worldview, needs, and spiritual motivations. Already at an older preschool age, children are able to understand the content, idea and expressive means of language, and further acquaintance with literary works will be based directly on the foundation that adults (parents, educators) lay in preschool childhood. Children's perception of literary works in preschool age is quite complex. Every child goes through big way from simple participation in the events depicted to more complex forms of aesthetic perception of a literary work. Psychologists have paid attention to the peculiarities of preschoolers’ understanding of the artistic form and content of literary works - this is the child’s short life experience, concrete thinking, and direct relationship to reality. Aesthetic perception of a literary work occurs as a result of purposeful perception at a certain stage of development. Growing up, children acquire the ability to analyze literary works, learn to convey certain content in the unity of its artistic form, and also actively master the means of artistic expression.

The most important sources for the development of expressiveness of children's speech are works of fiction and CNT (including small literary forms). A sufficient amount of active vocabulary, a variety of phrases used, syntactic structures, as well as the expressive design of a coherent utterance are indicators of the richness of a child’s speech.

In this regard, the connection between each speech task and the development of speech imagery can be traced. The significance of folklore is enormous: it has a cognitive, educational, and aesthetic influence on the child. It cannot be emphasized enough that folklore develops the ability to feel the melody, artistic form, and rhythm of the native language. The artistic system of Russian folklore itself is also unique. Genre forms works (epics, fairy tales, legends, songs, traditions, as well as small forms - nursery rhymes, ditties, riddles, proverbs and sayings) are also extremely rich, at the same time their language is precise, simple and expressive. Children's literature is art.

As an art, it is characterized by the expression of generalized ideas in a bright, artistic form - in specific images. Therefore, the artistic level of a literary work is of utmost importance. Children's books are considered as a means of mental, moral and aesthetic education. Children's poet I. Tokmakova calls children's literature the fundamental basis of education. According to V.A. Sukhomlinsky, “reading books is the path along which a skillful, intelligent, thinking teacher finds the way to a child’s heart.” Fiction shapes moral feelings and assessments, norms of moral behavior, and cultivates aesthetic perception. Works of literature contribute to the development of speech and provide examples of the Russian literary language. E.A. Flerina noted that a literary work provides ready-made linguistic forms, verbal characteristics of the image, definitions with which the child operates. By means of artistic expression, even before school, before mastering grammatical rules, a small child practically masters the grammatical norms of the language in unity with its vocabulary. N.S. Karpinskaya also believed that a fiction book provides excellent examples of literary language.

In stories, children learn laconicism and precision of language; in poetry - musicality, melodiousness, rhythm of Russian speech; in fairy tales - accuracy, expressiveness. From the book, the child learns many new words and figurative expressions, his speech is enriched with emotional and poetic vocabulary. Literature helps children express their attitude to what they have heard, using comparisons, metaphors, epithets and other means of figurative expression.

When familiarizing yourself with the book, the connection between speech and aesthetic development clearly appears; language is assimilated in its aesthetic function. Mastery of linguistic figurative and expressive means serves to develop the artistic perception of literary works.

The educational function of literature is carried out in a special way, inherent only to art - by the force of influence of the artistic image. In order to fully realize the educational potential of literature, it is necessary to know the psychological characteristics of the perception and understanding of this type of art by preschoolers.

Peculiarities of children's perception of literary works

Aesthetics and psychology consider the perception of art as a complex creative process. “Aesthetic perception of reality is a complex mental activity that uniquely combines both intellectual and emotional-volitional motives” (A.V. Zaporozhets). A literary work appeals simultaneously to both the feelings and thoughts of the reader, helping him to master the rich spiritual experience of humanity. E.A. Fleurina called the unity of the “feeling” and the “thinking” a characteristic feature of children’s perception of a work of art. The perception of fiction is considered as an active volitional process, which does not involve passive contemplation, but activity, which is embodied in internal assistance, empathy with the characters, in the imaginary transference of events to oneself, “mental action”, resulting in the effect of personal presence, personal participation in events . In the works of L.S. Vygotsky, S.L. Rubinshteina, B.M. Teplova, A.V. Zaporozhets, O.I. Nikiforova, E.A. Flerina, N.S. Karpinskaya, L.M. Gurovich and other scientists explore the peculiarities of the perception of fiction by preschool children. O.I. Nikiforova distinguishes three stages in the development of perception of a work of art: direct perception, reconstruction and experience of images (based on the work of imagination); understanding the ideological content of the work (it is based on thinking); the influence of fiction on the reader’s personality (through feelings and consciousness). A child's interest in books appears early. At first, he is interested in turning the pages, listening to an adult read, and looking at the illustrations. With the advent of interest in the picture, interest in the text begins to arise. As research shows, with appropriate work, already in the third year of a child’s life, it is possible to arouse his interest in the fate of the hero of the story, force the baby to follow the course of the event and experience feelings that are new to him. As mentioned above, one of the features of children’s perception of a literary work is empathy for the characters. Perception is extremely active. The child puts himself in the place of the hero, mentally acts, fights his enemies. At puppet theater performances, children sometimes interfere in events, try to help the hero, and in unison tell the characters what not to do. E.A. Fleurina also noted such a feature as the naivety of children's perception: children do not like a bad ending, the hero must be lucky (kids do not want even a stupid mouse to be eaten by a cat). A child’s artistic perception develops and improves throughout preschool age. L.M. Gurovich, based on a generalization of scientific data and his own research, examines the age-related characteristics of preschoolers’ perception of a literary work, highlighting two periods in their aesthetic development: from two to five years, when the child does not clearly enough separate life from art, and after five years, when art, including including the art of words, becomes valuable in itself for the child (FOOTNOTE: Gurovich L.M., Beregovaya L.B., Loginova V.I. The child and the book. - M., 1992; Gurovich L.M. Understanding the image of a literary hero by older children preschool age: Abstract of candidate dissertation - L., 1973). Based on the characteristics of perception, the leading tasks of familiarizing with the book at each age stage are put forward. Let us briefly dwell on the age-related characteristics of perception. Children of primary preschool age are characterized by: dependence of text understanding on the child’s personal experience; establishing easily recognizable connections when events follow each other; the main character is in the spotlight, children most often do not understand his experiences and motives for his actions; the emotional attitude towards the characters is brightly colored; there is a craving for a rhythmically organized style of speech.

According to K.I. Chukovsky, a new stage of the child’s literary development begins, a keen interest arises in the content of the work, in comprehending its inner meaning. In older preschool age, children begin to become aware of events that were not in their personal experience; they are interested not only in the actions of the hero, but also in the motives of actions, experiences, and feelings. They are able to sometimes pick up on subtext.

An emotional attitude towards the characters arises on the basis of the child’s comprehension of the entire conflict of the work and taking into account all the characteristics of the hero. Children develop the ability to perceive text in the unity of content and form. The understanding of the literary hero becomes more complex, and some features of the form of the work are realized (stable turns of phrase in a fairy tale, rhythm, rhyme).

Studies note that in a 4-5 year old child the mechanism for forming a holistic image of the semantic content of the perceived text begins to fully function. At the age of 6 - 7 years, the mechanism for understanding the content side of a coherent text, distinguished by its clarity, is already fully formed. The ability to perceive a literary work, to realize, along with the content, the features of artistic expression, does not arise spontaneously; it is formed gradually throughout preschool age.

The role of children's fiction in child development

Determining the objectives of literary education in kindergarten is essential. The goal of introducing preschoolers to fiction, as defined by S.Ya. Marshak, is the formation of a future great “talented reader”, a culturally educated person. The tasks and content of introducing children to fiction are determined on the basis of knowledge of the characteristics of perception and understanding of works of literature and are presented in kindergarten programs.

Generally speaking, these tasks can be formulated as follows:

1. cultivate interest in fiction, develop the ability to holistically perceive works of different genres, ensure the assimilation of the content of works and emotional responsiveness to it;

2. to form initial ideas about the features of fiction: about genres (prose, poetry), about their specific features; about composition; about the simplest elements of imagery in language;

3. cultivate literary and artistic taste, the ability to understand and feel the mood of a work,

4. capture the musicality, sonority, rhythm, beauty and poetry of stories, fairy tales, poems; develop a poetic ear.

Children also develop the ability to elementary analyze the content and form of a work. A child in a pre-school group should be able to: identify the main characters; based on an analysis of the characters’ actions, express your emotional attitude towards them (who you like and why); determine the genre (poem, story, fairy tale); capture the most striking examples of language figurativeness (definitions, comparisons). The task of the kindergarten, as noted by L.M. Gurovich, is to prepare for long-term literary education, which begins at school. A kindergarten can provide a fairly extensive literary background and literary erudition, since in preschool childhood a child becomes acquainted with a variety of folklore genres (fairy tales, riddles, proverbs, fables, etc.). During these same years, children get acquainted with Russian and foreign classics - with the works of A.S. Pushkina, L.N. Tolstoy, K.D. Ushinsky, Brothers Grimm, H.K. Andersen, C. Perrault and others.

Solving the problem of preparing children for literary education, it is proposed to give them knowledge about writers and poets, folk art, books and illustrations. Modern variative programs address issues of children's literary development. To solve the problems of comprehensive education through the means of fiction, the formation of a child’s personality, and his artistic development, the correct selection of works of literature, both for reading and storytelling, and for performing activities, plays a significant role. The selection is based on pedagogical principles developed on the basis of general principles of aesthetics. When selecting books, it must be taken into account that a literary work must be educational, aesthetic, etc. moral functions, i.e. it should be a means of mental, moral and aesthetic education. When choosing books, the unity of content and form is also taken into account. Literary criticism distinguishes themes, problems, and ideological and emotional assessment in the content. In literary and artistic form - subject representation (characters, events, actions, dialogues, monologues, portrait and psychological characteristics of heroes), speech structure and composition.

The problem of selecting books to read and tell to preschoolers is revealed in the works of O.I. Solovyova, V.M. Fedyaevskaya, N.S. Karpinskaya, L.M. Gurovich and others.

Several criteria have been developed:

1. ideological orientation of a children's book. Ideology determines compliance with the tasks of moral education, nurturing love for the Motherland, for people, for nature. The moral character of the hero also determines the ideological character of the book;

educational function fiction

2. high artistic skill, literary value. The criterion of artistry is the unity of the content of the work and its form. Exemplary literary language is important;

3. accessibility of a literary work, compliance with the age and psychological characteristics of children. When selecting books, the characteristics of attention, memory, thinking, the range of interests of children, and their life experience are taken into account;

4. entertaining plot, simplicity and clarity of composition;

5. specific pedagogical tasks.

The selection criteria make it possible to determine the range of children's reading and storytelling. It includes several groups of works.

1. Works of Russian folk art and creativity of the peoples of the world. Small forms of folklore: riddles, proverbs, sayings, songs, nursery rhymes, pesters, fables and shifters; fairy tales.

2. Works of Russian and foreign classical literature.

3. Works of modern Russian and foreign literature.

The demands of modern life and pedagogical science force us to constantly reconsider the range of children's reading, supplementing it with new works. The range of children's reading consists of works of different genres: stories, tales, fairy tales, poems, lyrical and comic poems, riddles, etc. Every year a lot of new literature for children is published, the release of which the teacher needs to monitor and independently replenish the children's library, guided by the criteria discussed above and creative approach to choosing books.

4. Methods of artistic reading and storytelling for children

The methodology for working with books in kindergarten has been studied and disclosed in monographs, methodological and teaching aids.

Let us briefly discuss the methods of familiarization with fiction.

The main methods are the following:

1. Reading by the teacher 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 influences 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 may be rearranged, replaced, or interpreted). Storytelling provides great opportunities to attract children's attention.

3. Staging. This method can be considered as a means of secondary familiarization with a work of art.

4. Learning by heart/The choice of method of transmitting a work (reading or telling) depends on the genre of the work and the age of the listeners.

Traditionally, in the methodology of speech development, it is customary to distinguish two forms of working with books in kindergarten: reading and telling fiction and memorizing poems in class, and using literary works and works of oral folk art outside of class, in different types of activities.

Let's look at the methods of artistic reading and storytelling in the classroom. MM. Konina distinguishes several types of activities:

1. Reading or telling one work.

2. Reading several works united by a single theme (reading poems and stories about spring, about the life of animals) or unity of images (two fairy tales about a fox). You can combine works of the same genre (two stories with moral content) or several genres (a riddle, a story, a poem). These classes combine new and already familiar material.

3. Combining works belonging to different types arts:

reading a literary work and looking at reproductions of a painting by a famous artist;

reading (preferably a poetic work) combined with music.

In such classes, the power of influence of works on the child’s emotions is taken into account. There should be a certain logic in the selection of material - increased emotional intensity by the end of the lesson. At the same time, the characteristics of children’s behavior, culture of perception, and emotional responsiveness are taken into account.

4. Reading and storytelling using visual material:

reading and storytelling with toys (re-telling the tale “The Three Bears” is accompanied by showing toys and actions with them);

tabletop theater (cardboard or plywood, for example, based on the fairy tale “Turnip”);

puppet and shadow theater, flannelgraph;

filmstrips, slides, films, television shows.

5. Reading as part of a speech development lesson:

it can be logically connected with the content of the lesson (in the process of talking about school, reading poetry, asking riddles);

reading maybe independent part classes (re-reading poetry or a story to reinforce the material).

The training methodology should highlight such issues as preparation for the lesson and methodological requirements to it, talking about what you read, re-reading, using illustrations.

Preparation for the lesson includes the following points:

reasonable choice of work in accordance with developed criteria (artistic level and educational value), taking into account the age of the children, current educational work with children and the time of year, as well as the choice of methods for working with the book;

determination of program content - literary and educational tasks;

preparing the teacher for reading the work. It is necessary to read the work so that children understand the main content, idea and emotionally experience what they listen to (feel it).

For this purpose, it is necessary to conduct a literature analysis literary text: understand the author’s main intention, character characters, their relationships, motives for actions.

Next comes work on the expressiveness of the transmission: mastering the means of emotional and figurative expressiveness (basic tone, intonation); placement of logical stresses, pauses; production correct pronunciation, good diction. IN preliminary work This includes preparing children.

First of all, preparation for the perception of a literary text, for understanding its content and form. Also K.D. Ushinsky considered it necessary “to first bring the child to understand the work that is supposed to be read, and then read it, without weakening the impression with unnecessary interpretations.” For this purpose, you can activate personal experience children, enrich their ideas by organizing observations, excursions, viewing paintings and illustrations.

Explanation of unfamiliar words is a mandatory technique that ensures a full perception of the work. It is necessary to explain the meanings of those words, without understanding which the main meaning of the text, the nature of the images, and the actions of the characters become unclear. The explanation options are different: substituting another word while reading prose, selecting synonyms (bast hut - wooden, upper room - room); the use of words or phrases by the teacher before reading, while introducing the children to the picture (“milk flows down the mark, and from the mark down the hoof” - when looking at the goat in the picture); asking children about the meaning of a word, etc.

Tolstoy's "Two Comrades" and the story by V.A. Oseyeva "Blue Leaves". About politeness At the same time, when analyzing the text, we must remember that not all words require interpretation. So, reading the fairy tales of A.S. Pushkin, there is no need to explain the concepts of “pillar noblewoman”, “sable soul warmer”, “printed gingerbread”, since they do not interfere with the understanding of the main content. It is a mistake to ask children what they do not understand in the text, but when asked about the meaning of a word, it is necessary to give an answer in accessible to the child form.

Methodology for conducting classes on artistic reading and storytelling and its construction depend on the type of lesson, content literary material and the age of the children. The structure of a typical lesson can be divided into three parts. In the first part, an introduction to the work takes place; the main goal is to provide children with a correct and vivid perception through artistic expression. In the second part, a conversation is held about what has been read in order to clarify the content, literary and artistic form, and means of artistic expression. In the third part, repeated reading of the text is organized in order to consolidate the emotional impression and deepen the perception.

Conducting a lesson requires creating a calm environment, clear organization of children, and an appropriate emotional atmosphere.

Reading may be preceded by a short introductory conversation, preparing children for perception, connecting their experience, current events with the theme of the work. Such a conversation may include short story about the writer, a reminder of his other books, 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 reading, while the children are impressed by what they heard, a short pause is necessary. Should we immediately move on to an analytical conversation? E.A. Fleurina believed that it was most appropriate to support childhood experiences and strengthen the elements of analysis with repeated reading. A conversation started on the initiative of the teacher will be inappropriate, as it will destroy the impression of what was read. You can ask if you liked the fairy tale and emphasize: “Good gold fish, how she helped the old man!”, or: “What a Zhikharka! Small and remote!" In widespread practice, reading is accompanied by an analytical conversation, even in cases where the work has a strong impact on the emotions of children. Often conversations on what they read do not meet methodological requirements.

Characterized by such shortcomings as the random nature of the questions, the teacher’s desire for children to reproduce the text in detail; lack of assessment of the relationships between the characters and their actions; analysis of content in isolation from form; insufficient attention to the features of the genre, composition, and language. Such an analysis does not deepen the emotions and aesthetic experiences of children. If understanding a work makes it difficult for children, a conversation is possible immediately after reading it. Questions can be conditionally classified as follows (FOOTNOTE: Gurovich L.M., Beregovaya L.B., Loginova V.I. The Child and the Book. - M., 1992): allowing you to find out the emotional attitude to events and characters (“Who did you like best "Why? Do you like the hero or not?"); aimed at identifying the main meaning of the work, its problem. For example, after reading a fairy tale

A.M. Gorky's "Sparrow" you can ask the following question: "Who is to blame for the fact that mother was left without a tail?"; aimed at clarifying the motive of actions (“Why didn’t Masha allow the bear to rest?” - the fairy tale “Masha and the Bear”); paying attention to language means expressiveness; aimed at reproducing content; leading to conclusions (“Why did the writer call his story that? Why did the writer tell us this story?”). When reading popular science books, for example about work, about nature, conversation accompanies the reading and is even included in the reading process. The content of books of an educational nature indicates the need for conversation to successfully solve the main problem. educational task(based on the books by S. Baruzdin “Who built this house?”, S. Marshak “Where the table came from”, V. Mayakovsky “Horse-Fire”, etc.). At the end of the lesson, it is possible to re-read the work (if it is short) and look at the illustrations, which deepen the 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. E.A. Fleurina admitted various options using pictures to deepen and clarify the image. If a book combines a series of pictures with small captions that are not related to each other, the picture is shown first, then the text is read. An example is the books by V. Mayakovsky “Every page is either an elephant or a lioness”, A. Barto “Toys”.

It would be incorrect to show illustrations while reading a work of art written without dividing it into parts. In this case, a few days before reading, you can give children a book with pictures that will arouse interest in the text, or the pictures are examined in an organized manner after reading. If the book is divided into small chapters, the illustrations are considered after reading 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. (In more detail, the method of familiarization with book illustration considered in the works of T.A. Repina, V.A. Ezikeeva, I. Kotova.)

One of the techniques that deepens understanding of the content and expressive means, is a re-read. 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. Re-reading It is advisable to conduct all this material over a certain period of time (2 - 3 weeks). 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, literary matinees and entertainment. Thus, when introducing preschoolers to fiction, various methods are used to form a full perception of the work by children: expressive reading by the teacher, conversation about what they read, repeated reading, looking at illustrations, explaining unfamiliar words. A special place in children's reading occupies such a genre as a story for little ones.

Reading the story, as noted by R.I. Zhukovskaya, gives the child the opportunity to follow the life and adventures of the same hero for a long time. Reading such a book becomes especially exciting for children if the most interesting chapters are read again. It is important to correctly divide the work into parts. Each part must be complete. You can't stop at the most interesting place. Reading “long” books teaches children to follow the actions of the characters for a long time, evaluate their actions, establish their attitude towards them, teaches them to retain what they read in their memory and connect parts of the text.

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 attitude towards the characters and achieves understanding of the main idea. At correct positioning questions the child has a desire to imitate moral actions heroes. Teachers should be warned against moral discussions and moralizing in connection with the contents of the book. The conversation should be about the actions of the characters, and not about the behavior of the children of the group.

The work itself will have the power of an artistic image greater impact than any moralizing. For reading, you can combine two or more works thematically. One of them may be familiar to children, the other new. So, on the topic of “friendship” it is good to combine the fable of L.N. and respect for others, we can recommend books by V.A. Oseeva " Magic word", "Just an Old Lady", "Cookies"; S. V. Mikhalkova "One Rhyme"; Russian folk tale "Morozko" adapted by A. Tolstoy; L. Voronkova "Girlfriends Go to School" and others. Significant place in children's reading occupies a funny book. It helps to develop a sense of humor, and a sense of humor is associated with the experience of positive emotions, with the ability to notice funny things in life, understand the jokes of others and make jokes yourself, laugh at yourself. Children laugh while listening to fables, counting rhymes, teasers, nursery rhymes, reversals , comic dialogues. The wit contained in them is accessible to children 5 - 7 years old.

When using a funny book to instill a sense of humor in children, it is necessary to gradually make familiarization with comic content more difficult. You need to start by reading works where comic situations clearly expressed: they are based on the dynamics of action, the animation of objects (“Fedorino’s grief” by K. Chukovsky, “Who said “meow”?” by V. Suteev, shapeshifters, fables). Then you can move on to more complex works containing comedy based on the illogicality of actions, the absurdity of statements, the display negative qualities character (“One, two, three” by S. Mikhalkov, “Bobik visiting Barbos” by N. Nosov).

Uncovering their comic content requires more mental effort from children. In a cheerful comic story there must be a story that is accessible and interesting for a child. It is important that in artistic form the child receives an image that he remembers. Poems with their rhythm, rhyme and sonority make funny story even more attractive for a preschooler. Let us briefly dwell on some issues of the methodology for familiarizing oneself with a fiction book at different age stages. In early preschool age, children are taught a love and interest in books and illustrations, the ability to focus attention on the text, listen to it to the end, understand the content and respond emotionally to it. Children develop joint listening skills, the ability to answer questions, and a careful attitude towards books. Possessing such skills, the child better understands the content of the book. Starting from the younger group, children are introduced to the distinction between genres.

The teacher himself names the genre of fiction: “I’ll tell a fairy tale, read a poem.” After telling a fairy tale, the teacher helps children remember interesting places, repeat the characteristics of the characters (“Peter the cockerel, the golden comb”, “The turnip has grown big and big”), name the repeated appeals (“Little goats, kids, open up, get back!”, “Tower-tower, who lives in the tower?”) and actions (“They pull and pull, but they can’t pull”). Helps you remember this material and learn to repeat it with different intonations. Children are able to understand and remember a fairy tale and repeat a song, but their speech is not expressive enough. The reasons may be poor diction, inability to pronounce sounds correctly. Therefore, it is necessary to teach children to clearly and distinctly pronounce sounds, repeat words and phrases; create conditions for new words to enter the active vocabulary.

In middle preschool age, work deepens to develop in children the ability to perceive a literary work and the desire to respond emotionally to the events described. During classes, children's attention is drawn to both the content and the easily audible (poetry, prose) form of the work, as well as to some features of the literary language (comparisons, epithets). This promotes the development of a poetic ear and sensitivity to figurative speech. As in junior groups, the teacher names the genre of the work. It becomes possible to conduct a small analysis of the work, that is, a conversation about what has been read. Children are taught to answer questions about whether they liked the fairy tale (story), what it is about, what words it begins and what it ends with. A conversation develops the ability to think, express one’s attitude towards characters, correctly evaluate their actions, characterize moral qualities, and makes it possible to maintain interest in literary words, figurative expressions, and grammatical structures.

In older preschool age, a strong interest in books arises and a desire to listen to them read. The accumulated life and literary experience gives the child the opportunity to understand the idea of the work, the actions of the characters, and the motives of behavior. Children begin to consciously relate to the author's word, notice the features of language, figurative speech and reproduce it.

Systematic, targeted work is needed to familiarize children with the genre of prose and poetry, with the content of fairy tales and stories, with their compositional and linguistic features. In this case, verbal methodological techniques in combination with visual ones: conversations after familiarization with the work, helping to determine the genre, main content, means of artistic expression; reading fragments from the work at the request of children (selective reading); conversations about previously read favorite books by children; getting to know the writer: showing a portrait, talking about his work, looking at books and their illustrations; viewing filmstrips, films, slides on literary works (possible only after familiarization with the text of the book); listening to recordings of literary works performed by masters of artistic expression.

Children express their attitude to fairy tales, short stories, fables and poems in drawings, so the plots of literary works can be offered as themes for drawing. It is recommended to use creative tasks for the selection of comparisons, epithets, synonyms, antonyms, for the selection of rhymes for words and phrases from a work of art, for the continuation of the author's story, for inventing the plot of a fairy tale, for composing creative story based on a nursery rhyme, riddle, song. Performance creative tasks Helps children become more aware of different artistic media, used in the book. The authors of the book “The Child and the Book” (FOOTNOTE: See: Gurovich L.M., Beregovaya L.B., Loginova V.I. The Child and the Book. - M., 1992) developed 20 lessons to familiarize preschoolers with literary works of different genres. Of all the types of activities with books in kindergarten, they chose reading books followed by conversation, considering it the most important.

During this lesson, children master the ability to listen, hear and comprehend literary works, and receive aesthetic pleasure from encountering a book. The developments of these classes can be recommended as samples. The program content of each lesson includes literary and educational tasks. As noted above, one of the methods of introducing fiction is the staging of literary works for children.

Let us remember that this is a means of secondary acquaintance with a work of art. It can be staged provided good knowledge children of the text. There are quite a few types of dramatizations: dramatization games, theatrical performances by children, puppet and shadow theaters, toy theaters, tabletop cardboard or plywood theaters, flannelgraph, etc. Children can be both spectators and performers. Issues of the content and methodology of staging are discussed in specialized literature - authors T.N. Karamanenko, Yu.G. Karamanenko, A. Fedotov, G.V. Genov, L.S. Furmina and others.

Using fiction outside of class

Acquaintance with fiction cannot be limited to classes. Reading and storytelling of books is organized at all moments of the life of children in kindergarten; it is associated with games and walks, with everyday activities and work. A list of works of oral folk art and fiction is recommended by the program, and the forms of activity that include artistic word, are more diverse than classes and are determined by the creativity of the teacher.

When using literary works outside of class, the following tasks are solved:

implementation of a program to familiarize yourself with fiction; nurturing a positive aesthetic attitude towards a work, the ability to feel figurative language poems, fairy tales, stories, education of artistic taste. Comprehensive education and development of the child with the help of works of literature and folk art. When solving the first problem, it is necessary to carefully ensure that the literature on the kindergarten curriculum is not only read, but also consolidated. Reading outside of class provides an opportunity to revisit the book.

Only by systematic repetition of works of art can one cultivate interest and love for poetry, stories, and fairy tales. Repetition prevents forgetting. When planning to read fiction, you should take into account the repetition or primary presentation of the material. Rereading is usually given outside of class. But sometimes the initial acquaintance with a work does not occur in class. So, in younger groups, a picture or a toy is examined and poems by A. Barto about toys are read. At an older age, poems may also be read outside of class for the first time when they perceive beautiful natural phenomena (snowfall, ice drift, birch grove).

In these cases, the lessons reinforce the material that the children were familiarized with during the observation process. The teacher uses nursery rhymes, songs, and short poems in connection with life circumstances. While dressing for a walk, it may be appropriate to read E. Blaginina’s poem “I’ll teach my brother to put on shoes” (“I know how to put on shoes, if I want, I’ll teach my little brother to put on shoes too.” Here they are, boots: this one is on the left leg, this one is on the right leg"). Calming the child, the teacher touches his fingers and says a nursery rhyme: “Finger-boy, where have you been? - I went to the forest with this brother, cooked cabbage soup with this brother.” While washing, the teacher reads the poem: “Water, water, wash mine (Vitino "Vova's face, so that the eyes shine, so that the cheeks blush, so that the mouth laughs, so that the tooth bites." It’s good if folk songs, jokes, and jokes are heard constantly, teach the child intelligence, amuse him, and create a good mood.

A teacher needs to know a lot short poems, proverbs, shifters, so that at any appropriate time he could address them to the children. At an older age, the literary baggage is systematically expanded through reading program and extra-curricular works of Russian and world literature. Middle-aged children show interest in fairy tales about animals and magic.

In older groups, reading books for a long time (continued reading) is of particular interest, such as “The Adventures of Dunno and His Friends” by N. Nosov, “The Golden Key” by A. Tolstoy, etc. In addition to classes, it is possible to plan reading in order to inspire children to play. Often children themselves ask the teacher to read. They love to listen to fairy tales and bring their favorite books from home. Such requests are worth supporting. True, you should familiarize yourself with the contents of the book in advance.M. M. Konina believed that children should not read to children more than once during the day. Children aged 3 - 4 years should not read for more than 10-15 minutes, children aged 5 - 6 years - more than 25 minutes, children aged 6 - 7 years - 30 - 35 minutes.

Consolidation of what has been read is facilitated by talking about fairy tales and short stories, about the works of the writer, guessing the characters of works of art, unique quizzes, looking at illustrations for books read and stories on familiar themes. All these techniques are aimed at developing a positive emotional attitude towards literature, cultivating artistic taste and careful attitude to the book. Thus, the teacher has many opportunities to ensure that the book takes pride of place in the lives of children. The implementation of the second task is associated with solving the problems facing the educator - instilling politeness, kindness, and developing skills of correct behavior. The solution to any of these problems can be considered in two ways: nurturing missing qualities in children and consolidating existing ones. Literature is selected accordingly. To cultivate the missing qualities of M.M. Konina recommended the technique of “condensed reading” of literary works on a specific topic for a short period of time.

Reading is accompanied by conversations. Children will listen, remember, talk about what they read, and sometimes act in accordance with their actions. literary characters. The child independently proceeds to good deeds. At first he needs confirmation whether he did the right thing, and later doing good deeds gives him pleasure even without approval. Such impulses of children must be supported and taken seriously and with understanding. In order to develop children's interest in fiction and cultivate a caring attitude towards books, a book corner is created in each group.

This is a calm, comfortable, aesthetically designed place where children have the opportunity to communicate with a book in an intimate setting, look at illustrations, magazines, and albums. There are a number of requirements for the installation of a corner: convenient location - a quiet place, away from the doors to avoid walking and noise; good illumination during the day and evening, proximity to the light source (not far from the window, presence of a lamp in the evening), so that children do not damage their eyesight; aesthetic design - the book corner should be cozy, attractive, with slightly different furniture. Decoration can be a bust or portrait of a writer, or objects of folk and applied art. In the corner there should be shelves or display cases on which books and reproductions of paintings by famous artists are displayed. It’s good to have a closet nearby to store books, albums, and materials for repairs. It can store characters and decorations for shadow theater, flannelgraph, as well as filmstrips.

There are different options for designing a corner. A periodic change of material (literature, paintings, portraits) and connection with educational work in the group is necessary. For example, in a book corner you can prepare children for a conversation about Moscow: look at illustrations, photographs, make an album. In younger groups, a book corner is not immediately organized, since children do not have the skill to use a book and often use it as a toy.

The book corner should have 3-4 books suitable for children, but be sure to have several copies of the same title, individual pictures, and a thematic album. Books should have a small amount of text, large colorful illustrations- picture books: fairy tales “Kolobok”, “Turnip”; “Toys” by A. Barto, “Fire Horse” by V. Mayakovsky, “Mustachioed and Striped” by S. Marshak, etc. A lot of material is not given, this leads to disorganization of children’s behavior. The teacher accustoms children to independently communicate with the book, looks at the illustrations with them, reads the text, talks about the rules of use (do not draw in the book, do not tear it, take it with clean hands, etc.).

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Formation of a child’s personality through the use of literary works. Pedagogical experience “The role of fiction in the development of children’s speech

§ 2. Peculiarities of children’s perception of literary works

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Introduction

Children's fiction

When familiarizing yourself with the book, the connection between speech and aesthetic development clearly appears; language is assimilated in its aesthetic function. Mastery of linguistic figurative and expressive means serves to develop the artistic perception of literary works.

Peculiarities of children's perception of literary works

The role of children's fiction in child development

Generally speaking, these tasks can be formulated as follows:

1. cultivate interest in fiction, develop the ability to holistically perceive works of different genres, ensure the assimilation of the content of works and emotional responsiveness to it;

2. to form initial ideas about the features of fiction: about genres (prose, poetry), about their specific features; about composition; about the simplest elements of imagery in language;

3. cultivate literary and artistic taste, the ability to understand and feel the mood of a work,

4. capture the musicality, sonority, rhythm, beauty and poetry of stories, fairy tales, poems; develop a poetic ear.

The problem of selecting books to read and tell to preschoolers is revealed in the works of O.I. Solovyova, V.M. Fedyaevskaya, N.S. Karpinskaya, L.M. Gurovich and others.

Several criteria have been developed:

1. ideological orientation of a children's book. Ideology determines compliance with the tasks of moral education, nurturing love for the Motherland, for people, for nature. The moral character of the hero also determines the ideological character of the book;

Using fiction outside of class

When using literary works outside of class, the following tasks are solved:

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