Chapter VIII. Methods of working with fiction in kindergarten

The role of literature in the development of a child’s personality is difficult to overestimate. It's no secret that literary works develop literate correct speech, contribute to an increase vocabulary, enrich vocabulary and stimulate imaginative perception. This is especially important for children - after all, they are just forming a picture of the world and a system moral values, and reading is a basic component of upbringing and education.

Reading and personality: the relationship

Books greatly influence the development of a child as a person. Not to mention that the printed word provides us with tremendous experience previous generations, serves as a window into other eras and tells about the life of other peoples, it reveals to us the souls of other people. The importance of literature is great. When reading, children empathize goodies and wish the victory of good over evil, realize which actions are noble and which should never be repeated, as a result, children and adolescents gradually develop criteria for good and bad. But what was laid down in childhood remains with us for life.

Fiction influences not only the consciousness and feelings of a child, but also his behavior and character. Parents who manage to choose the right books for their child will be able to raise their sons and daughters to be intelligent and decent people.

How to instill a love for the written word

This question worries many now, because the current means mass media successfully replace printed publications. It is much easier to turn on the TV or computer than to read a book. Modern children They prefer to play online games or watch cartoons and videos for hours. However, let's try to figure out what needs to be done to instill a love for the printed word.

Firstly, to be aware of the formation of personality, and this is already a big plus. Good mothers begin to accustom their child to the literary word from the first years of life - they learn small poems and nursery rhymes with him, and tell him bedtime stories. At the age of about six months, you can give books with bright illustrations, but only under watchful supervision - a child can tear the pages or try to gnaw on the “granite of science” in the literal sense.

Secondly, inspire your offspring personal example- read more often for yourself, no matter whether out loud or to yourself. This is a great way to motivate, as children often express a desire to “be like mom/dad.”

Third, choose works of art with your child together. Of course, as an adult you understand importance of literature serious in nature, but in childhood and adolescence the priorities are somewhat different, so the book you bought may not be of interest to your son or daughter.

AND main point- Be sure to discuss what you read with your child. In this way, you will not only develop his ability to formulate his thoughts competently and coherently, but also achieve mutual understanding and trust.

Yulia Gladkikh
Role fiction in the formation of a child’s personality and speech development

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

IN poetic images fiction opens and explains to kid life of society and nature, world human feelings and relationships. It enriches emotions, cultivates imagination and gives to kid wonderful examples of Russian literary language . These samples different in my own way influence: in stories, children learn conciseness and precision of words; 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 in humor, lively and figurative expressions, and comparisons.

"Education program in kindergarten» sets the task of instilling in children a love for artistic expression, respect for the book, determines that range of works fiction that children need to read, tell, and memorize.

Repertoire literary works given in "Program" for all age groups, is mandatory for each teacher, it is also mandatory to complete all tasks that are set in connection with familiarizing children with fiction.

Children preschool age- listeners, not readers, artistic The work is conveyed to them by the teacher, so their mastery of expressive reading skills takes on special importance.

The teacher faces a difficult task - every artistic convey the work to children as a work of art, reveal its intent, infect listeners with an emotional attitude towards literary characters , their feelings, actions or to the author’s lyrical experiences, i.e., intonationally convey your attitude towards the characters and acting persons. And for this, it is necessary for the teacher himself, before introducing children to the work, to understand and feel it, to be able to analyze it from the point of view of content and artistic form. And, of course, the teacher must master reading and storytelling techniques - clear diction, means intonation expressiveness(correctly place logical stresses, pauses, control the tempo, being able to speed up or slow it down, in in the right places raise or lower your voice).

Only subject to expressive communication to literary child works of each genre can speak of its correct perception.

Ability to perceive literary work, realize along with the content and elements artistic expressiveness goes without saying the child does not come: we need it develop and educate from the very beginning early age, to form the ability to actively listen to a work, to listen attentively to artistic speech.

Of course, this is a very difficult task - to convey to child and cognitive, both moral and aesthetic essence literary work, but it is necessary. When analyzing a text, it is very important to maintain a sense of proportion, avoiding straightforward moralizing, naked edification, and correctly combining questions on the content with questions about artistic form of the work.

During the lessons, children learn the works recommended by the program. The teacher uses a variety of methodological tools in order to deepen the initial perception of the works, to help children better understand the author's intention. But the recommended list artistic works for each age group– this is only the minimum that must be mastered within a year. At the same time, it is not always envisaged that children will meet again in classes with the same literary work. Meanwhile, preschool children have important feature- a constant need for repeated perception of the same poems, stories, fairy tales.

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.

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 a poem by E. Blaginina “I’ll teach my brother how to put on shoes”(“I know how to put on shoes, if I just want to, I’ll teach my little brother how to put on shoes. Here they are, boots: this one is from the left leg, this one is from the right leg”). Calming baby, the teacher touches his fingers and sentences nursery rhyme: “Finger-boy, where have you been? “I went to the forest with this brother, and cooked cabbage soup with this brother.”

While washing, the teacher reads poetry: “Water, water, wash my (Vitino, Vovino) a 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 are heard constantly, they teach child's mind, amuse, create a 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.

In order to developing children's interest in fiction and education careful attitude A corner of the book is created in each group for the book. It's calm, comfortable, aesthetically pleasing decorated place, where children have the opportunity to communicate with a book in an intimate setting, look at illustrations, magazines, and albums.

Requires periodic material changes (literature, paintings, portraits) and connection with educational work in the group. For example, in a book corner you can prepare children for a conversation about Moscow: look at illustrations, photographs, make an album.

IN junior groups The book corner is not organized right away, since children do not have the skill to use a book, and often they use it as a toy.

Many books for children are designed for leisurely, extended reading. Reading "to be continued" develops in a child habit of listening to a book, forms sustained interest in fiction. It is even more attractive for child and he needs that the day in a preschool institution is scheduled minute by minute. While reading, you should create an environment close to home, in no way reminiscent of classroom activities.

Free hours - beautiful time for reading poetry. It is not always possible to memorize a poem, and even learn to read it expressively within one lesson. In class, as a rule, the first meeting with a poetic work takes place, where the teacher helps to kid penetrate into his mood, see the pictures painted by the poet, enjoy the music of the poetic word. Children repeat lines of poetry with pleasure and try to remember them, but real memorization comes later, because the assimilation of the text by memory and consciousness, as psychologists testify, is delayed from the moment of memorization. In his free time, the teacher consolidates the poems learned in class in the children’s memory, works on expressive reading their.

Free time from classes is rich in opportunities for organizing a variety of artistic activity : dramatizations of children's favorite books; dramatization games, creative role-playing games literary themes ; views of puppetry and shadow theater, filmstrips; literary matinees and entertainment. Actively participating in performances, literary games, matinees and entertainment, children often rediscover literary works, learn more deeply literary text. Participation child in art activity often becomes the impetus for his interest and love for the book. After all, any staging, any literary matinee - the fruit of a long acquaintance with the book: reading and learning a work, playing out the plot, dramatizing roles, drawing invitation cards, making decorations, registration hall and much more. The main thing is to involve all children in active preparation for the future performance.

In each age group there is an area for literary and artistic activities and area for theatrical games. The most significant categories of equipment are various screens and doll sets, theatrical costumes, stage area for tabletop theatre, board-printed games, portable diascopes and filmoscopes for older children.

Various types of work with the book, which the teacher organizes in his free time from classes, play a special role role in the formation preschooler as a future reader. This is primarily due to the fact that the atmosphere of freedom and ease makes baby more relaxed in creative manifestations, allows him to more fully realize his individual literary interests and inclinations. It is also significant that child during these hours he takes an active reading position, he performs in a variety of roles - both as a listener of the book, and as a reader-performer, and as an actor, and as artist, and as a guesser literary mysteries, and so on.

Literature:

Alekseeva, M. M. Methodology development speech and learning native language preschoolers [Text]: textbook. manual for students of higher and secondary pedagogical education. textbook establishments /M. M. Alekseeva, V. I. Yashina. - 3rd ed., stereotype. - M.: Academy, 2000. - 400 p.

Gurovich, D. M. Child and book [Text]: a book for kindergarten teachers / D. M. Gurovich, L. B. Beregovaya, V. I. Loginova. - M.: Education, 1992. – 64 p.

Ushakova, O. S. Development speeches when getting acquainted with fiction [Text] / About. S. Ushakova // Development speech of preschool children age: a manual for kindergarten teachers / ed. F. A. Sokhina. – M., 1984. – P. 144-161.

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, fosters 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 words even before school, before mastering grammatical rules Small child practically masters the grammatical norms of the language in unity with its vocabulary.

N. S. Karpinskaya also believed that 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, 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 reading the book, the connection between speech and aesthetic development, the language is absorbed into it 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 artistic image. To fully realize the educational potential of literature, you need to know psychological characteristics perception and understanding of this type of art by preschoolers.

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

Aesthetics and psychology view the perception of art as 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 is circulated simultaneously And to the feeling and thought of the reader, helping him to master the rich spiritual experience humanity.

E. A. Flerina called a characteristic feature of perception work of art children the unity of “feeling” and “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 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. Flerina also noted such a feature as naivety of children's perception: children don't like a bad ending, the hero must be lucky (kids don't even want stupid mouse 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 separate life from art, and after five years, when art, including the art of words, becomes valuable in itself for the child 1 .

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. For children junior preschool age characteristic: 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; emotional attitude to the heroes 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 life and literary experience child. 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 its inner meaning.

IN senior preschool age children begin to realize 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, 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, characterized by clarity, is already fully formed.

The ability to perceive a literary work, to realize, along with the content and features of artistic strikingness, does not arise spontaneously; it is formed gradually throughout preschool age.

End of work -

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Methods of speech development and teaching the native language of preschoolers

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2. Peculiarities of children’s perception and understanding of literary works of different genres
Scientists such as L.S. have studied the characteristics of the perception of works of art by preschool children. Vygotsky, S.L. Rubinshtein, A.V. Zaporozhets, D.B. Elkonin E.A. Flerina, O.I. Nikiforova, N.S. Karpinskaya, L.M. Gurovich and many others. Scientists (A.V. Zaporozhets, D.B. Elkonin, etc.) note that preschool age is a period of active development of a child’s artistic perception. At this time, the transition from initial perception, when a specific aesthetic attitude to reality is still merged with life, to the stages of aesthetic activity is being perfected. The latter is realized in active mental empathy for the characters, in transferring to oneself the actions, thoughts, and feelings of the characters. Also, a number of teachers and psychologists express the idea of ​​the emergence in preschool age of a higher type of perception of fiction, which is characterized by the child’s ability to alienate himself from the position of the hero, the ability not only to act together with the hero, but also to stand, as it were, above him, to consider events from the point of view author's point of view. O. I. Nikiforova distinguishes three stages in the development of perception of a work of art by preschoolers: - 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). Aesthetics and psychology consider the perception of a work of art as a complex creative process. 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 characters, make children worry and experience the joys and sorrows of the characters as if they were their own.. “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. Flerina 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 .E. A. Flerina noted 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). It is at preschool age that erudition begins to develop: a child comes to school with an extensive and in many respects unique literary baggage. At preschool age, children are widely acquainted with Russian and world folklore in all the diversity of its genres - from lullabies, nursery rhymes, counting rhymes, teasers, riddles, proverbs to fairy tales and epics, with Russian and foreign classics. A preschooler not only constantly masters new, more and more complex works, but is already developing as a reader: he acquires the ability to discover and draw new, previously hidden content from familiar books.
A child’s artistic perception develops and improves throughout preschool age. In the age-related characteristics of preschoolers’ perception of a literary work, two periods are distinguished 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 the art of words, becomes valuable in itself for the child. Based on the characteristics of perception, the leading tasks of familiarizing with the book at each age stage are put forward.
Children of primary preschool age are characterized by the following features of perception: dependence of understanding of the text 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. Children's awakening interest in what is read to them activates their perception. Young children love to listen and read poetry, preferring them to prose. At the same time, they gravitate towards dynamic rhythms, dancing, joyful melodies. Children love works of children's folklore, the poetic nature of which, harmoniously combining words, rhythm, intonation, music and action, exactly corresponds to the emotional needs of the child. Children of primary preschool age are able, when listening, to comprehend the content of a work of art within the limits accessible to their age. What a child understands, experiences and, to a certain extent, comprehends, leaves a deep imprint on their consciousness.
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. Based on what preschoolers acquired at the previous age level, they develop the ability to delve deeper into the content of the work, to be aware to a certain extent of the feelings that arise in them and, guided by them, determine their attitude towards the characters and events. Due to the development of this ability, children's perception deepens. Preschoolers begin to distinguish between the real and the fantastic in literary works, and the opportunity arises to form the first ideas about some of the features of the genre (fairy tale, short story). Children establish simple causal connections in the plot, generally correctly evaluate the actions of the characters, while relying on their ideas and enriched personal experience. The attitude of children to literary facts has an effective, vital significance. The child is an active participant in the events depicted; he experiences them together with 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 its inner meaning. The perception of artistic form becomes more differentiated compared to younger age. The increased stability of attention contributes to the fact that children are no longer able to just listen, but also to listen attentively to the sound of artistic speech, to distinguish its inherent features. They can already be taught to distinguish poetry and prose by ear; it is necessary to involve in some techniques that characterize figurative literary language (apt epithets, comparisons). Thus, children gradually develop sensitivity to poetic speech, develop a sense of language, a culture of listening, necessary for the development of aesthetic perception.
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. Understanding becomes more difficult literary hero, some features of the form of the work are realized (stable turns of phrase in a fairy tale, rhythm, rhyme).A work of art attracts a child not only with its bright figurative form, but also with its semantic content. Older preschoolers, perceiving a work, can give a conscious, motivated assessment of the characters, using in their judgments the criteria of human behavior in our socialist society that they have developed under the influence of upbringing. Direct empathy for the characters, the ability to follow the development of the plot, comparison of the events described in the work with those that he had to observe in life, help the child to relatively quickly and correctly understand realistic stories, fairy tales, and by the end of preschool age - shapeshifters, fables.
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.

3.Principles for selecting works for reading and storytelling to 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 importance of thoughtful selection of books for children's reading and storytelling is determined by the fact that it inevitably influences the child’s literary development, the formation of his literary experience on important stage– the stage of preschool childhood, in developing an attitude towards the book: interest, love or indifference. Interest in the book that arose early years, will help the child in the future when he masters the technique of independent reading. A child strives to imitate the heroes of books that he likes, and the plots of these books become the plots of children's games. By living the lives of heroes in the game, children acquire spiritual and moral experience. The correct choice of books for children's reading and storytelling has a beneficial effect on the moral development of the child's personality and on the formation of his spiritual values. The book improves the content of a child’s speech, enriches and polishes its form, as a result of repeated repetition of a bright, living word, and playing with words. Currently, children's literature is rich in composition and content. Works of oral folk art of the Russian people and peoples are published for children foreign countries, works of Russian and foreign classics, children's books by modern domestic and foreign authors.It is impossible to cover all publications here either. important role play the criteria for selecting works for children's reading and storytelling, which are based on pedagogical principles, developed on the basis of general principles of aesthetics.
When selecting books, one must take into account that the literary work must carry cognitive, aesthetic and moral functions, i.e. it should be a means of mental, moral and aesthetic education.The criteria for selecting books for children can be divided into two groups: artistry criteria, which make it possible to evaluate the merits of books and introduce works into children's reading circles various types, genres, topics, and pedagogical criteria that make it possible to establish a correspondence between specific literary works and the age capabilities of children and select books in such a way that they contribute to the development of the child.
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.
In this regard, there are several criteria for selecting books for children:
1. And action-oriented children's book. The book is intended to reveal in concrete images the ideals of goodness, justice, honesty, courage, compassion; to form the right attitude towards people, towards oneself, towards one’s rights and responsibilities, actions, work, nature. 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 nature of the book. 2. High artistic skill, literary value. The measure of artistry is the organic fusion of ideas contained in a work with a form of their expression that embodies these ideas the best way. The bearers of ideas in a work are always the heroes. How the child reacts to the hero, his feelings, experiences and actions determines whether he will perceive the ideas contained in the literary work.
3. Accessibility of a literary work, compliance with the age and psychological characteristics of children. An accessible work is one that evokes in the child reader an active work of thought, feelings, and imagination, which leads to the solution of a literary problem - penetration into the writer’s plan. A work is accessible to children when the author takes into account their life experience and at the same time poses new tasks that require mental effort from the child and thereby raise him to new stages of development. 4. Plot entertaining, simplicity and clarity of composition.A child is interested in a work with developed action, which makes it possible to comprehend the actions and feelings of the characters and at the same time has a logically clear composition. The selection criteria help to determine the range of children's reading, to include in it best works the best works of Russian children's literature, determine what to read to children, taking into account their age.
4. The tasks and content of the work of the kindergarten to familiarize children with fiction
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”, 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 of a specific age group and are presented in the “Program for the upbringing and training of children in kindergarten.” Based on the characteristics of the perception and understanding of works of literature by children of primary preschool age, the following leading tasks of familiarizing children with books at this age stage are identified: - to develop children’s interest in books, to teach them to listen carefully to literary works; - enrich the life experience of children with the knowledge and impressions necessary to understand books; - when selecting books for children, take into account the child’s attraction to folklore and poetic works; - help children establish the simplest (sequential) connections in a work; - help highlight the most striking actions of the heroes and evaluate them; - support the immediate response and emotional interest that arises in the child when perceiving the book; - help children mentally imagine, understand the events and characters of the work (by selecting illustrations, relying on children’s personal experience), teach them to look at illustrations. IN middle group The teacher faces the following tasks: - teach to listen carefully and hear literary works; - help correlate personal experience with the facts described in a literary work; - help establish simple connections between events, see the actions of characters and evaluate them correctly; - develop a recreating imagination, the ability to mentally imagine the events and characters of a work; - maintain children’s attention and interest in words in a literary work;
- support children’s empathy for the characters of the work, a personal attitude towards what they read. In older preschool age, the increased capabilities of children allow them to solve new, more complex tasks in the formation of aesthetic perception and understanding of works of fiction: - consolidate and develop a sustainable interest in the book, cultivate interest in the literary word; - expand, along with children’s direct life experience, their literary experience. To introduce the genre features of some types of literary works (story, fairy tale, fable, riddle, proverb, nursery rhyme); - to form a recreating imagination; - learn to establish diverse connections in a work, to penetrate into the author’s intention; - help the child not only comprehend the actions of the characters, but their thoughts and feelings; develop the ability to see the hidden motives of actions; - help the child realize his own emotional attitude towards the heroes of the works; - draw children’s attention to the language of a literary work and the author’s depiction techniques. Throughout the preschool period, there is an active development and improvement of abilities to perceive literary works, the formation of interest and love for books, i.e. the child is successfully developing as a reader. This circumstance requires a careful approach to the selection of books that should be included in the range of children's reading and storytelling. Taking into account the specifics of children's literature, the range of children's reading and storytelling has been determined. It includes several groups of works:
- works of Russian folk art and creativity of the peoples of the world, small folklore forms;
- works of Russian and foreign classical literature;
- works of modern Russian and foreign literature.
Literature that introduces a child to the spiritual life of his people is, first of all, works of oral folk art in all its genre diversity: nursery rhymes, nursery rhymes, riddles, counting rhymes, flip-flops, proverbs, sayings, tongue twisters, fairy tales and other works of folklore with their best content and form in a manner that meets the objectives of the child’s upbringing and development and is adapted to children’s needs. These works best suit the needs younger preschooler, as they combine words, rhythm, intonation, melody and movements. In the genres of children's folklore, in simple, unpretentious, short poems, the child is told about the rules of personal hygiene (For example, “Water, water, wash my face”), and about the rules of life among people, and about the lofty things that should be in a person, what makes him a moral person. The child is just beginning to take his first steps, but he is already being told about what awaits him in his future adult life. With the help of folklore, ideas about life and morality are not only conveyed, but the problems of child development are solved. Folklore has a psychophysiological effect on children: it evokes joyful emotions, helps coordinate movements, develop speech, and teaches them to overcome fear. Children's folklore contributes to the aesthetic development of children. In early preschool age, it is good to read pestushki, nursery rhymes - short poetic sentences that accompany the child’s movements, contribute to his physical development, help the baby to more easily endure bathing and dressing, which is not always pleasant for him, create a situation in which the child’s mental and cultural development occurs, and activate interpersonal communication. While performing nursery rhymes, nursery rhymes, and children's songs, the adult accompanies them with hand movements, thereby stimulating his activity and evoking emotional reactions. Children from the age of 4 begin to understand inverted tales. This special kind Children need jokes to train their intellect. Preschoolers of the 3rd and 4th year of life need to listen to fairy tales, short stories, short poems, and works of Russian and Soviet writers. Children of this age should not read fairy tales, but tell them and even act them out, conveying the action in their faces and in movement. Such tales include cumulative ones (“Kolobok”, “Turnip”, “Teremok” and others); folk (about animals, magical “Bubble, Straw and Bast Shot”, “Geese-Swans”, any boring fairy tales). It should be noted that for the development of children's thinking, folk tales in classical adaptations (both Russian and international) are most effective. folk tale can be considered as a multidimensional model, including analysis of different life situations. Classical literature is also the carrier of the spiritual culture of the people. Reading to a child the works of A. S. Pushkin, N. A. Nekrasov, L. N. Tolstoy, A. P. Chekhov, V. A. Zhukovsky, N.A. Nekrasov, A.N. Pleshcheev and other Russian writers is a prerequisite for his spiritual formation. Children's reading also includes folklore and original works for children of the world. They carry great potential for national, folk cultures, make the child the owner of universal spiritual values. Thus, in his literary development, a child must move from the literature of his people to the classics of children's world literature. themes and genres. The child needs to discover the wealth of genres of literature. This will allow, on the one hand, to develop in a preschooler a breadth of reading interests, and, on the other, selectivity and individuality of literary preferences. Modern children's literature presents children with poetry and prose, works of oral folk art and original books; riddles and fairy tales, stories and tales, poems, songs, nursery rhymes. It satisfies the various interests and needs of the child: the need for the fantastic and heroic, adventure and romantic, educational and humorous. Since a passion for poetry is a distinctive feature of a preschooler as a reader, children should be introduced to the works of K.I. Chukovsky, S.Ya. Marshak, A.L. Barto. The brightness of the images, unusualness, mystery, and entertaining events attract preschoolers to the fairy tale genre of our domestic and foreign writers: A.M. Gorky, A.N. Tolstoy, Yu.K. Olesh, E.N. Uspensky, B.V. Zakhodera, I.P. Tokmakova, D. Rodari, A. Lindgren, T. Jansson. The humorous works of N.N. are always loved by children. Nosova, V.G. Suteeva, V.Yu. Dragunsky, meeting the child’s needs for joy, spiritual optimism, confidence that the world around him is harmonious. These works reveal to children the funny things in life, educate valuable qualities– the ability to joke and laugh, to accept life with all its good and bad sides with a sense of humor. Issues of children's reading were dealt with by such famous writers and teachers as V.G. Belinsky, K.D. Ushinsky, V.A. Sukhomlinsky, emphasizing the idea that the range of children's reading should include the works that form its basis - the “book core” (V.A. Sukhomlinsky), i.e. works that are the most valuable in ideological and artistically folklore and classical literature, accessible to children. The book core is characterized by the greatest stability. His books are constantly included in the regular children's reading program. These are the best works of folklore, poems and fairy tales by A.S. Pushkina, P.P. Ershov, stories from “ABC” by L.N. Tolstoy, stories and fairy tales by K.D. Ushinsky, poems for little ones by V.A. Zhukovsky, A.N. Pleshcheeva, N.A. Nekrasova, V.V. Mayakovsky, A.A. Bloka, K.I. Chukovsky, S.ya, Marshak, S.V. Mikhalkova, A.L. Barto. IN golden library for preschoolers, the prose of our domestic writers was included: “Sparrow” by A.M. G Orky, “Chuk and Gek”, “ Blue cup» A.P. Gaidar, “Collapse”, “On an Ice Floe”, “What I Saw” by B.S. Zhitkova, “Golden Key” by A.N. Tolstoy, “Fox Bread”, “Golden Meadow” by M.M. Prishvin, “Wolf”, “Bear Cubs” by E.I. Charushin, “Like an ant hurried home”, “Forest houses” by V.V. Bianchi. Traditionally, children's reading includes works of foreign classics, fairy tales by C. Perrault, the Brothers Grimm, and H. C. Andersen. The reading range of a preschooler, however, is not limited to the main list. It is much wider and includes a huge wealth of books. This is like a second round of children's reading. The transition to it requires preparedness, which is formed as a result of familiarity with the basic minimum - the core of children's reading. The second round of children's reading is designed to replenish children's literary horizons and increase their erudition. It is also aimed at satisfying literary interests in works of a certain genre or a certain subject. The library of a modern child is no longer conceivable without poems by L. Kvitko, E. Blaginina, D. Kharms, P. Voronko, Z. Alexandrova, Y. Kolas, N. Zabila, poems and fairy tales by D. Rodari, stories and fairy tales by N. Nosov, stories by V. Dragunsky, fairy tales by A. Volkov, works by L. Panteleev, Y. Tuvim, A. Lindgren, A. Milne, etc. A generation of talented writers is widely represented in our domestic children's literature: R. Pogodin, V. Berestov, B. Zakhoder, S. Baruzdin, E. Shim, S. Kaputikyan, and, Tokmakova, V. Vitka, E. Uspensky, K. Tangrykuliev, S. Vangeli, I. Ziedonis, Y. Dmitrieva, E. Shim, G. Skrebitsky, N. Sladkov, S. Sakharnov and others, without whom it is no longer possible to imagine the library of a modern child. The role of reading in the development of a preschool child is very great. Reading, telling and retelling fiction to a preschool child has a huge impact on intellectual, mental, creative, psychological and psychophysiological development. Reading develops artistic and speech skills, forms the moral and cultural side of the child, conveys ideas about life, work, and attitude towards nature, thereby developing the social experience and work activity of the preschooler. All these priorities, laid down in preschool age, harmoniously develop the child as a full-fledged personality.

Works for reading and storytelling for older children.
The children's reading circle for older preschoolers is rich in composition and content. This includes, first of all, works of world folklore, classical Russian and foreign children's literature. In addition, the reading range of preschoolers includes works by contemporary writers from all over the world.The reading interests of older preschoolers are quite diverse. They enjoy listening to and discussing works of different genres on moral theme, about nature and animals, their peers. There is an interest in adventure and scientific literature.1. Russian folk tale “Sister Alyonushka and Brother Ivanushka” In this fairy tale, the eternal theme of the clash of good and evil takes on concrete manifestation: good. loving brother Alyonushka is contrasted with the cruel evil witch who has taken her form. The power of goodness and love is affirmed; Along with this idea, there is the idea that disobedience and violation of prohibitions lead to troubles and misfortunes.
I chose this work because the fairy tale “Sister Alyonushka and Brother Ivanushka” helps preschoolers to learn moral standards and criteria, develops children’s imagination and imagination. The style of the tale is distinguished by the richness and variety of forms of folk speech.
2. L.N. Tolstoy "Filipok". The plot is simple: A peasant boy really wanted to study. His mother believed that it was too early for him to go to school, but Filipok was a man of action. If I wanted to, I went and started studying. The plot develops internally, it is driven by collisions, contradictions, and the development of the hero’s character. Filipok says little, he acts: he wanted to go, he couldn’t find his hat, he found his father’s and still went. When the dogs are out neighboring village, who did not know Filipko, began to bark at him, the boy got scared and started running. The adults in the village are not indifferent to the children: a man walking by drove the dogs away, and the woman with the buckets reproached him for the fact that everyone is studying and he is idle. At school, Filipok stood at the door to the classroom, afraid of the teacher: the boy and slave would answer the question, but his tongue would not obey. When the teacher stroked Filipok on the head, he stopped being afraid and spelled out his name.
The story “Filipok” by L.N. I chose Tolstoy to read and tell to the children of the older group, since in this work Filip’s actions are understandable to preschoolers, and their feelings for the hero evoke an emotional response in them. The work teaches children to be persistent in achieving what they want and to be purposeful.
3. V. Oseeva’s story “Why?” The main character broke a cup, dear as a memory of his deceased father, and lied to his mother that the dog did it. The boy suffers from remorse for the grief he caused his mother, for the betrayal of his friend, for the lie that is difficult to admit under the circumstances. The story ends with three questions, three “whys,” which the characters in the story ask themselves and which are also addressed to the reader. These are questions - Why didn’t the boy tell the truth right away, but woke up his mother at night? Why didn’t the mother scold the boy and was even glad that he broke the cup and not the dog Boom? Why was Boom kicked out into the yard in the rain, and later let in and treated kindly?
Story "Why?" I chose A. Oseeva for reading and storytelling in the older group, since this work teaches children to solve vital moral problems and instills in children sensitivity to the spiritual state of loved ones.

LITERATURE

1. Alekseeva M.M., Yashina B.I. Methods of speech development and teaching the native language to preschoolers. – M., 2000.
2. A. M. Borodich, “Methods for the development of children’s speech.” – M., 1981
3. Gurovich L.M., Beregovaya L.B., Loginova V.I. Child and book. – M., 2002
4. Zaporozhets A.V. Psychology of a preschool child’s perception of a literary work. // Selected psychological works in 2 volumes - M., 1986.
5. Konina M.M. Fiction as a means of moral education. // Issues of aesthetic education in kindergarten. – M., 1960
6. Karpinskaya N.S. The artistic word in raising children. – M., 1972
7. Pankratova L.Ya. Contents and methods of teaching artistic and speech activity to children 4 – 7 years old. // Aesthetic education in kindergarten. – M., 1985
8. Program for raising and training children in kindergarten. – M., 2008
9. Solovyova O.I. On the principles of selecting fiction books for the reading circle in kindergarten. // Issues of aesthetic education in kindergarten. – M., 1960
10.Strelkova L.P. The influence of fiction on a child's emotions. – M., 2000

STATE EDUCATIONAL INSTITUTION OF SECONDARY VOCATIONAL EDUCATION PEDAGOGICAL COLLEGE No. 1 OF ST. PETERSBURG NAMED AFTER N.A. NEKRASOVA

HOME TEST ON THE METHODS OF CHILDREN'S SPEECH DEVELOPMENT on the topic:“METHODOLOGY FOR WORKING WITH FICTION”

Performed by 5th year student of group 5-B Karimova Dinara

2010-2011

etc.................

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,” a culturally educated person.

These tasks are formulated in the Federal state standard 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;

catch the most vivid examples figurative language.

The task of the kindergarten, as L. M. Gurovich notes, 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. 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 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 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 and 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, 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;

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.

Many are published annually new literature for children, the output 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.

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.

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.