The role of literature in child development. Chapter VIII

Yulia Gladkikh
The role of 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 the life of society and nature, the world of 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.

"Kindergarten Education Program" 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, raise or lower your voice in the right places).

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 a very 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 instilling a caring attitude toward books, a book corner is created in each group. 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 are a great time to read 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 his mood, see the pictures drawn by the poet, enjoy the music 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 free time The teacher consolidates the poems learned in class in the children’s memory and works on reading them expressively.

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; viewings of puppet 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, acting out a plot, dramatizing roles, drawing invitation cards, making scenery, 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 sets of dolls, theatrical costumes, stage area For tabletop theater, printed board 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 teaching the native language of 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.

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COURSE WORK

EDUCATION AND FORMATION OF A CHILD'S PERSONALITY IN FICTION

Introduction

Conclusion

Introduction

Most children in modern times are growing up with health problems, the number of children who use drugs and alcohol has increased, and juvenile crime is on the rise. One of the reasons for the emergence of all these negative manifestations is a decrease in spirituality and the disappearance of moral guidelines. The child is deprived of the right to vote; he needs to protect his rights and interests.

The development of morality, intelligence, and aesthetics in a child is directly related to the spiritual food he receives.

The media and books play a particularly significant role in the process of socialization of a child’s personality. Children enter the book universe primarily through children's fiction. Children's literature nourishes the mind and imagination of children, opens up new worlds, images and behavior patterns for the child, and is a powerful tool spiritual development personality.

Particular attention should be paid to the child’s encounter with a book already in early age, access to books, support and encouragement for reading.

One of the most basic factors that influences a child's reading is access to a book. It is important that the child’s interest in reading does not fade, so the reading process must be supported. Books should be accessible to children, and the reading repertoire should be wide and varied.

Children as readers have their own specifics: unlike adults, children cannot “put off” reading, because during childhood the child’s interests change intensively. If a child does not receive the necessary books on time, then he either begins to read other books or does not read at all.

Publishing literature for children requires much higher costs compared to other types of costs, and children's literature begins to rise in price and becomes inaccessible to the population. Financial difficulties and a decline in the standard of living of the majority of the population have led to a reduction in the ability to fulfill purchasing needs for books. The only free source for introducing a child to reading is the library.

Low funding has led to a deterioration in the supply of literature for children in libraries. A situation of “book hunger” has arisen for the majority of children who are deprived of the opportunity to exercise their right to read.

The significance and importance of fiction in the development of a child’s personality determines relevance our work.

Target course work- explore the influence of works of fiction on the formation and development of a child’s personality.

In accordance with the goal, the tasks works:

Study the literature on the research topic;

Taking into account the psychological and pedagogical foundations, explore the features of the influence of fiction, including modern literature, on the child’s personality.

Course work contains an introduction, four chapters, a conclusion and a list of references.

1. Books and reading in a child’s life

Children's declining interest in reading books in their free time is a cause for great concern. The emotional and intellectual sphere of the child’s development is impoverished, which affects the development of the child’s personality and relationships with other people. There is an increasing imbalance in the subject matter of the reading repertoire: children are practically not interested in books on “career guidance” and “art”; they are dominated by books on fantasy, mysticism and “horror”, and detective stories. Most of such literature cannot provide positive influence on the formation of morality and ethical standards, correct aesthetic assessments and development vocabulary child.

The existence of a direct connection between the skill of systematic reading in free time and intensive reading in addition to school books has an indirect impact on the academic performance and formation of the child’s culture.

Most children do not like to read. Sociologists note a decrease in children's interest in reading and the shifting of reading activities to one of the last places in free time. The formation of an attitude towards reading and the formation of a child’s reading culture largely depend on those patterns of reader behavior that are offered to the child by adults. fiction personality child

In general, we can talk about a reduction in the share of reading in their free time among the younger generation. Reading is not one of the favorite activities for most children of different ages. Namely, in our time, the development of reading culture and information literacy - the ability to find and critically evaluate the information offered - is becoming especially important (Dmitrieva, 2007).

The negative process that is currently taking place in children’s reading is the rapid penetration into the child’s repertoire of products of modern mass culture of the West of low artistic merit - “kitsch”, “fiction”, “paraliterature”. These are thrillers, detective stories, fantasy, adventure, horror and mysticism.

It is typical for a child to develop an interest in everything unusual and mysterious. Therefore, this interest is satisfied by children to a greater extent not with scientific and educational literature, but with literature on astrology, magic, and religion. A child very often shows interest in adult literature, while most of such literature has dubious content.

In the process of socialization of a child’s personality, the influence of the media increases. A culture called “visual”, “video culture”, “electronic culture” begins to develop. There is a change in the home environment in which children grow up, and home library A music library, a video library, and a computer game library are being added. The “reading crisis” is rapidly gaining momentum in Russia.

The emergence of concern in the world community is associated with a decrease in children's reading and an increase in television watching. All this contributes to the emergence of a “mosaic culture,” that is, an unsystematic set of fragments of knowledge about the world around us, to the generation of passive consciousness. The negative effect on children's reading of the media is also increasing.

The leading motives for turning to television in children are educational and recreational-entertainment interests. Television arouses a child’s interest in the surrounding reality and this can help stimulate children’s reading of fiction books. But television also causes the generation of superficial perception of information. In the process, the child’s ability to concentrate for long periods of time when reading begins to be lost. Children do not divide programs into children's and adult programs; they watch everything. As a result, the specific film interests and preferences of children are leveled out, and they come closer and coincide with adults. Schoolchildren are beginning to watch films containing eroticism, violence and murder, just like adults. Children begin to subconsciously become imbued with the opinion that true values ​​are not so much truth and goodness, but brute violence, supernatural strength and weapons, and knowledge of martial arts (Golovanova, 2011).

Therefore, reading positive fiction by children is the main national problem, and the spiritual health and future of the nation will depend on its solution.

2. Perception of fiction as a factor in the development of a child’s personality

Developing the problem of the influence of literary works on the development of a child’s personality is important within the framework of the triune task of teaching, educating and developing, which faces a modern secondary school.

The development of children's personality is one of the aspects of the educational process at school. Works of fiction are an important factor of developmental nature both for the child’s personality as a whole and for its individual aspects (in particular, the emotional sphere).

Wide coverage of theoretical issues of the role of fiction in the process of developing a child’s personality is reflected in the works of many psychologists, including L. S. Vygotsky, A. V. Zaporozhets, V. P. Zinchenko, R. A. Zobov, L.N. Rozhina, V.M. Rozin, B.S. Meilakh, A.M. Mostapenko, G.G. Shpet and many others. The possibilities of using works of fiction for the development of a child’s personality are enormous.

Reading fiction performs informational, relaxation, aesthetic, meaning-forming and emotional functions.

Works of fiction appeal, first of all, to the emotional sphere of the child’s personality. IN scientific literature To denote the emotions that arise during the perception of an artistic literary work, the concepts of “aesthetic emotions”, “aesthetic experience”, “artistic experiences”, “catharsis”, “artistic emotions” are used (L. S. Vygotsky, S. L. Rubinstein, N. B. Berkhin and others). This type emotions enriches the inner world of the child’s personality (Semanova, 1987).

Turning children to fiction contributes to a more complete formation artistic painting world, subjective in its meaning, since it expresses in figurative and emotional form the inner world of a person, the relationship of people to each other, to nature, to the world as a whole, the aesthetic properties of reality. A scientific picture of the world that gives a holistic image of the world based on scientific methods cognition, misses the questions of figurative - emotional, value, aesthetic development of reality.

Works of fiction as an instrument of art are both a cognitive standard and a means for the formation of artistic emotion - empathy for an artistic image. Literary works are a source of knowledge about a person.

The idea is internal inherent in literature psychological content originates in the works of L. S. Vygotsky, B. G. Ananyev, I. V. Strakhov, B. M. Teplov. Fiction acts as a carrier of psychological knowledge, thus being not only an object, but also a subject of psychology (Jacobson, 1971).

The impact of fiction books on a child is expressed in stimulating the expression of emotions and feelings; transformation of the core of personality (semantic formations), familiarization with universal human meanings and values.

L. N. Rozhina introduces the concept of “artistic perception” to denote the process of perception, understanding and evaluation of a person who is the object of fiction. To study artistic perception and its influence on the development of a child’s personality, L. N. Rozhina’s research used literary texts. L.N. Rozhina emphasizes that specially organized educational activities makes it possible to simultaneously diagnose and develop in students the ability to distinguish the author's meanings and assessments expressed through the system of artistic means and the emotional atmosphere of the work. The deeper and more accurate the reader’s artistic perception, the easier it is for him to enter into dialogue with the writer.

In a study by L.N. Rozhina, it was experimentally proven that artistic perception is included in many connections and relationships with various phenomena in the development of a child’s personality. The characteristics of a person, who is the main object of depiction in books, reflected by the recipient, add up to a certain system knowledge and ideas about a person, whose artistic knowledge is a complex process of interpretation literary text. The content and structure of the image of a person, formed in the process of artistic perception, are multi-valued. It includes an analysis of the description of his actions and non-verbal behavior, diverse relationships to himself, other people, nature, works of art, motives of behavior and activity, the determination of his character, the complexity of his inner world (Rozhina, 1976).

Artistic knowledge of a person ensures the development of the emotional and semantic sphere of the student’s personality, the restructuring of such structural components personality, such as sensitivity and aesthetic impressionability, shapes aesthetic position when evaluating works of art, as well as phenomena and objects of the surrounding world.

A high level of psychological analysis of a literary character ensures the disclosure of the diversity, multivariance of its inherent aspects and properties, complexity, ambiguity, and possible inconsistency of its inherent qualities and motives.

O. I. Leinova concludes that the enrichment of students’ ideas about man as a subject of labor became possible through the active use of information contained in his artistic depiction in books.

The work of A. M. Gadilia identifies a close relationship between the perception of fiction by schoolchildren and the development of their emotional sphere. In particular, there is a close relationship between the perception of a poetic work and the expansion of verbal representation of emotions in high school students.

The conducted research indicates that high school students do not sufficiently possess the skills of psychological analysis of poetic text. The lack of development of these skills is the reason for their insufficiently complete and comprehensive perception of the image-experience.

According to A. M. Gadilia, specially oriented work aimed at students mastering the skills of literary and psychological analysis of an image-experience ensures its perception in all its diversity and versatility.

Students develop an understanding of the wide range of feelings and experiences inherent in humans, which leads to an expansion of their verbal representation of emotions. This was expressed in the variety of terms used by students in experimental classes to describe the perceived image-experience, as well as their own emotional sphere; semantic content of these terms; seeing the diverse forms of manifestation of the described experience; the variety of characteristics of the perceived experience; adequate understanding of one’s own emotions; subtle differentiation and nuance of feelings and experiences inherent in the individual.

Schoolchildren's perception of a literary text depends on the ability to extract information from all elements of a sentence and reconnect it with their life experience. Just like in the works of L.N. Rozhina, the need and importance of dialogue with the author and the text is emphasized. Real reading is co-creation as a dialogue between the text and the reader.

Ability to adequately express one’s emotions and feelings verbally and non-verbally, control and understand the reasons emotional states, reading the emotions and feelings of other people, the richness of the emotional vocabulary are necessary for a wide range of personal manifestations of the student as a subject of the educational process.

Diagnosis and development of the emotional sphere are necessary to stimulate the child’s self-improvement and increase the effectiveness of his interaction with peers and adults. It is especially important to address the older adolescence, which is considered the most controversial and complex in the emotional sphere.

The process of a child’s perception of works of fiction is complex. creative activity, mediated by all the life, aesthetic, reading and emotional knowledge of the child.

A child’s perception of fiction should not occur in isolation from the main tasks of education, personality development, perception of the world, spiritual world.

The relationship between the initial perception of a literary work and its further deepening in the process of analysis is a particularly pressing issue.

The perception of works of fiction has its own characteristics, which are characteristic of a person’s perception of the surrounding reality in all its complexity, the perception of works of any type of art. These features are integrity, activity and creative nature(Neverov, 1983).

In perceiving works of fiction, the main thing is to understand that literature gives the reader a holistic picture of the world, the writer’s judgment about the surrounding reality. Understanding the picture contained in a literary work human life, the reader gets to know himself. By expanding the sphere of a child’s spiritual life, fiction teaches independence of thought.

The perception of fiction is not simply the reception of information. It is an active activity in which positive motivation, need and interest play a huge role.

The purpose of this activity is to create an adequate picture surrounding a person reality, both given to him directly and refracted in the minds of the authors of the works. Knowledge of the surrounding world and mastery of the values ​​of spiritual culture are necessary for every person not only in themselves, but also for practical use, for interaction with the environment and, finally, to satisfy their needs.

The child is interested in a person as a bearer of certain personality traits. From “inclusion” in the life of a work, he gradually moves to its objective perception; schoolchildren have a growing range of perceived moral properties of a person’s personality, and an interest in the formation of his character and the motives of his behavior appears.

However, a child does not always know how to assess the personality of a literary hero as a whole, or take into account and weigh various circumstances and motives for his behavior. But at the same time, many children show interest in the complex inner world of the hero and strive to understand the author’s creative worldview.

Most schoolchildren are able to evaluate artistic significance works, using generalizations of an aesthetic nature in their assessments.

The question of the nature of perception of a student reader has another aspect associated with clarifying not only the age, but also the individual capabilities of students.

A number of psychologists have come to the conclusion that there are 3 main types of perception of schoolchildren:

1) In the first type, there is a predominance of visual and figurative elements.

2) In the second - the predominance of verbal and logical aspects of perception.

3) The third type is mixed.

Each of the three types of perception is characterized, in addition, by a greater or lesser ability of students to adequate perception works with minimal or constant guidance from the teacher.

In all cases, it is important to preserve in the student’s perception an element of pleasure that cannot be replaced by anything else, which is mediated by the amount of knowledge and erudition of the student, his emotionality, as well as his need to perceive works of art.

The perception of an individual work should be thought of as part of the whole, as an element of students’ literary education, as an indicator of their mental development, social maturity and emotional and aesthetic sensitivity.

The study of student perception in methodological science has the main goal of improving school analysis literary work.

It is necessary to take into account the characteristics of the reader’s perception of various types of literature, which will help to more clearly reveal the nature of the initial perception and its subsequent deepening.

The main feature of the perception of lyrics is the strength of the immediate emotional impression. Students in grades 5-8 are more receptive to lyric poetry than students in grades 8-9, when many teenagers become temporarily “deaf” to lyric poetry. In grades 10-11, interest in lyrics returns, but in a new, more high quality. The greatest difficulty is the perception of not only the specific, but also the generalized meaning of poetic images, as well as the emotional and semantic role of the poetic form.

The schoolchild reader most often and most communicates with the artistic world of a prose work. Study experience prose works in grades 7-9 is the basis for all subsequent work in high school (Marantzman, 1974).

Students’ comprehension of love for man and nature should help to form the active qualities of the individual, the desire to bring beauty to one’s attitude towards comrades, to the style of behavior, to relationships with family members, to the perception of nature, cultural monuments, and everyday life.

The point is not only in saturating schoolchildren with the most highly significant artistic and aesthetic information. The formation of the spiritual world of an individual involves the expansion of various spheres of activity, including artistic and aesthetic ones. Exactly at independent activity The reading perception of schoolchildren is also revealed to the greatest extent.

The world of the writer's ideas, his aesthetic principles are not immediately revealed to the student reader, but the lack of purposeful joint activity of the teacher and students in this direction gives rise to an inferior, fragmented perception, when students do not combine the meaning of individual scenes and episodes into a single picture, do not feel the meaningful function of composition and genre, and think of means of poetic expression outside connection with the very essence of the work.

The choice of books for independent reading, the assimilation of the moral potential of the best works of fiction, the perception of the aesthetic diversity of world literature - these are the main issues that concern the literature teacher and which can only be resolved in common system school literary education.

3. Features of modern children's fiction

Fiction is an integral part of a person’s life, a kind of photograph that perfectly describes everything internal states, as well as social laws and rules of behavior.

Like history as well community groups, literature develops, changes, becomes qualitatively new. There is no point in saying that modern children's fiction - poetry and prose, is better or worse than that, which was earlier. She's just different.

Literature for children is a relatively late phenomenon in our national culture and the culture of humanity as a whole.

Children's literature has remained a peripheral phenomenon, there is no attention to its problems, there are no attempts modern interpretation her phenomenon.

The question of the specifics of literature for children still comes down to repeating the truths about a dynamic plot, accessibility, clarity.

One of the functions of children's fiction is entertainment. Without it, all the others are unthinkable: if a child is not interested, he cannot be developed or raised.

Fiction contains the “alphabet of morality”; from it, in many ways, a child learns “what is good and what is bad.”

The aesthetic function of children's fiction is very important: the book should instill true artistic taste, the child must be introduced to the best examples of the art of words. The role of an adult is enormous in a child’s comprehension of the treasures of world and domestic fiction.

Childhood impressions are the strongest, the most important.

There is no doubt about the cognitive function of children's fiction. In relation to fiction, the cognitive function is divided into two aspects: firstly, there is a special genre of scientific and artistic prose, where children are presented with certain knowledge in a literary form (for example, the natural history tale of V. Bianchi). Secondly, works, even those that do not have a cognitive orientation, help expand the child’s range of knowledge about the world, nature and man.

The role of illustrations in children’s play is enormous. art book. One of the leading types of memory is visual, and the appearance of a book from childhood is firmly connected with its content. Even an adult reader, not to mention children, begins to get acquainted with a book precisely from its external design.

It is impossible not to take into account the psychological characteristics of a child’s perception of fiction:

1) Identification - identifying oneself with a literary hero. This is especially true during adolescence.

2) Escapism - escape into the imaginary world of a book. Adding to your real world the world of books read by a child, he thereby enriches his life, his spiritual experience.

A huge role in the selection and perception of fiction is played by its compensatory function. By what books a person prefers, it is clearly visible what he lacks in reality.

Children, and then teenagers and young people, trying to overcome the everyday life around them, yearning for a miracle, first choose fairy tales, then fantasy and science fiction (Podrugina, 1994).

The main feature of adolescence is the formation of a unique personality, awareness of one’s place in the world. A teenager no longer just receives information about the world, he tries to determine his attitude towards it.

Fiction for teenagers poses a number of global questions to the reader about the nature of man and the meaning of his life, and by answering these questions, he learns to live in the world of people. In works for teenagers, human relationships come to the fore; the plot is based not only on travel and adventure, but also on conflicts. The images of heroes become more complex, psychological characteristics. The evaluative component, instructiveness and edification fade into the background: the teenager learns to think independently, he is not inclined to trust ready-made truths, preferring to test them on his own mistakes. Therefore, at this age, books and their characters no longer become teachers and advisers, but interlocutors who help the growing reader understand his own thoughts, feelings and experiences (Zagvyazinsky, 2011).

So, we can talk about the specificity of children's fiction on the basis that it deals with the emerging consciousness and accompanies the reader during a period of intense spiritual growth.

Among the main features of children's fiction are informational and emotional richness, entertaining form, and a unique combination of instructive and artistic components.

4. Stylistic originality of modern children's fiction

At the end of the 20th century, as at the turn of the 19th - 20th centuries, society is experiencing great upheavals, and the process of social transformation has not yet been completed. Certain shifts are taking place in public consciousness, which cannot but influence the course of the entire literary process.

Children's literature, like literature in general, is trying to master new reality, which means he inevitably turns to new topics and looks for new ones artistic media to reflect changing reality. But at the same time, modern fiction for children continues to develop in the direction that took shape throughout the twentieth century, and modern children's writers build on the achievements of their predecessors.

As has been noted more than once, the main discovery of children's fiction of the twentieth century was the image inner life child in all its complexity and completeness. Throughout the century, the idea of ​​a child as a full-fledged independent personality, thinking, feeling, evaluating the world. For modern authors, this understanding of personality little man becomes a starting point and does not require evidence, so psychologism is no longer an innovative, but an integral feature of children's literature. At the same time, the didactic principle is weakened, the conversation with the reader is on equal terms (Borytko, 2009).

Like many generations of children's writers, modern authors also rely on folklore traditions. Still one of the most popular genres of children's fiction is the literary fairy tale, which plays out folklore stories and images.

The main characters of children's books are still the children themselves. The themes that were included in children's literature in the twentieth century are also preserved, primarily the theme of relationships between children and adults and with peers.

However, in our time, children's literature not only preserves the traditions of the twentieth century, but also acquires features that were not at all characteristic of works for children in the last century.

Changes in the life of society that have occurred in the last decade have significantly changed the situation in literature. Without exaggeration, we can say that the 90s of the twentieth century. have become a crisis for literature in general, and for children's fiction in particular. The circulation of books for children has dropped significantly, some children's magazines have closed, and children's libraries have become empty. Only in the last few years has this begun to change.

In addition, the tradition is being revived literary competitions, discovering more and more new names of authors writing for children.

However, another problem arises here - children stop reading books, the reading culture and reading level are falling. This is facilitated by various factors, including the development of new information technologies, revolution in telecommunications (Zhabitskaya, 1994).

A noticeable decline in interest in reading could not but affect the literary process, and one of the trends in the development of children's fiction in our time is the predominance of entertainment over all other advantages of the work.

It is no coincidence that genres such as detective stories and thrillers are becoming so widespread. In an effort to attract the reader's attention at any cost, authors use a variety of means, including those that are not at all childish.

However, there are also examples good combination entertainment and artistic merit, when writers are looking for new ways to convey to children ideas about eternal values ​​and moral standards.

In general, modern children's fiction is a moving, contradictory phenomenon that is in the process of formation, and it will be possible to draw conclusions about which trends will prevail only after some time, when the situation has stabilized.

Conclusion

Fiction develops many of the abilities of children: it teaches them to search, understand, love - all those qualities that a person should have.

It is books that shape the inner world of a child. Largely thanks to them, children dream, fantasize and invent.

It is impossible to imagine real childhood without interesting and fascinating books. However, today the problems of children's reading, publishing books and periodicals for children and adolescents have become even more acute.

Introducing a child to the “world of beauty” expands the horizons of vision of the world around him, creates new needs, and improves taste.

Forming in a child the ability to fully perceive, deeply feel and understand the beautiful in art, in nature, in the actions of people, in everyday life - this is the most important task education.

Introducing to beauty in any form is the cultivation of passion, the awakening of an active, creative attitude towards the world.

The main means of familiarization with the “world of beauty” is human artistic activity, which acts both as assimilation and as creation. aesthetic values(Bordovskaya, 2011).

Human artistic activity is an active process that requires creative forces personality, certain knowledge and skills that are acquired and manifested in this activity.

The formation of a child’s full-fledged personality is unthinkable without the influence of fiction.

Instilling in a child a love of reading is especially important in adolescence, when there is a new level of development of self-awareness, vividness of feelings, and a constant desire for new experiences, communication and self-expression.

Fiction is incompatible with indifference, idleness, dullness and boredom, which are so dangerous at this age.

Satisfaction and development artistic interests the child creates favorable conditions for the formation of his personality, makes his leisure time and his favorite activities meaningful.

The formation of artistic interests depends on the child’s individuality, his abilities, and family living conditions.

The perception of fiction as the appropriation of artistic values ​​is impossible without the ability to look and see, listen and hear. It is a complex process that has its own specifics and subtleties.

When perceiving a work of fiction, children can limit themselves only to attention to the development of the plot and the dynamics of the action.

Deep moral ideas, relationships literary heroes, their experiences will remain beyond the perception of children. Such limited, inferior perception is often determined by the influence of peers and their reactions.

In order for a work of fiction to fulfill its educational role, it must be perceived accordingly.

This leads to an important psychological task - to understand how works of art are perceived by children. of different ages, what is the specificity of this perception (Moldavskaya, 1976).

Therefore, studying the problem of perception of fiction is of undoubted interest. The commercialization of the book market had a negative impact on the production of children's fiction and the picture of children's reading in general: there was a sharp decline in the publication of children's fiction; With the expansion of the subject matter of children's books and the improvement of their quality, prices for children's books have increased significantly, which turn out to be inaccessible to the population.

List of used literature

1. Analysis of a work of art: Works of art in the context of the writer’s creativity / Ed. M.L. Semanova. M.: Publishing house "Prosveshchenie", 1987. - 175 p.

2. Bogdanova O.Yu. Development of thinking of high school students in literature lessons. M.: Pedagogika Publishing House, 1979. - p. 2 - 24.

3. Bordovskaya N.V. Pedagogy. M.: Publishing house "Peter", 2011. -304 p.

4. Borytko N. M. Pedagogy. M.: Publishing House "Academy", 2009. - 496 p.

5. Education of a creative reader: Problems of extracurricular and extracurricular work in literature / Ed. S.V. Mikhalkova, T.D. Polozova. M.: Publishing house "Prosveshcheniye", 1981. - 240 p.

6. Golovanova N. F. Pedagogy. M.: Publishing house "Academy", 2011. - 240 p.

7. Dmitrieva I.A. Pedagogy. Rostov-on-Don: Phoenix Publishing House, 2007. - 192 p.

8. Zagvyazinsky V.I. Pedagogy. M.: Publishing house "Academy", 2011. - 352 p.

9. Zhabitskaya L.G. Reception of fiction and personality. Chisinau: Publishing house "Shtiintsa" 1994. - 134 p.

10. Leontyev A.N. Activity, consciousness, personality. M.: Publishing house "Academy", 2005. - 352 p.

11. Marantsman V.G. Analysis of a literary work and reading perception of schoolchildren. L.: Publishing house LSPI im. A.I. Herzen, 1974. - 154 p.

12. Marantsman V.G., Chirkovskaya T.V. Problem-based study of a literary work at school. M.: Publishing house "Prosveshchenie", 1977. - 208 p.

13. Moldavskaya N.D. Literary development of schoolchildren in the learning process. - M.: Publishing house "Pedagogy", 1976. - 224 p.

14. Moldavskaya N.D. Independent work students over the language of a work of art. M.: Publishing house "Prosveshchenie", 1964. - 144 p.

15. Neverov V.V. Conversations about fiction. L.: Publishing house "Prosveshcheniye", 1983. - 162 p.

16. Nikiforova O.I. Psychology of perception of fiction. M.: Publishing house "Book", 1972. - 152 p.

17. Podrugina I.A. Review analysis of literary text in high school. M.: Publishing house "Prosveshchenie", 1994. - 78 p.

18. Rozhina L.N. Psychology of perception of fiction. M.: Publishing house "Prosveshchenie", 1977. - 176 p.

19. Tikhomirova I.I. Psychology of children's reading from A to Z: Methodological dictionary-reference book for librarians. M.: Publishing house "School Library", 2004. - 248 p.

20. Ushinsky K.D. Selected pedagogical works. M.: Publishing house "Prosveshcheniye", 1968. - 557 p.

21. Yakobson P.M. Psychology artistic perception. M.: Publishing house "Iskusstvo", 1971. - 85 p.

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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); catch the most vivid examples figurative language (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 familiar with a variety of folklore genres (fairy tales, riddles, proverbs, fables, etc.). During these same years, children become 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 general provisions 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, 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;
• 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.

Requirements modern life, pedagogical science is forced to constantly revise 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. Many books 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 a creative approach to choosing books.

Burdyko T.S.

“The role of literature in the formation of personality”

annotation

The article outlines the role of reading classical fiction in the spiritual space modern man. The features of the state of reading in conditions of social change are analyzed; the main functions of fiction that contribute to the formation of a person’s worldview are highlighted.

Keywords: Worldview, literature, spiritual culture, personality.

« Good book“It’s like a conversation with an intelligent person.”

L.N. Tolstoy.

The role of literature in the formation of personality is, of course, enormous. In any book, in one way or another, the essence and morality are conveyed to a person. Whether it’s the heroes’ mistakes or their merits, the author, through his attitude towards them, determines our opinion about the characters. For example, any child will tell you that the wolf in the fairy tale about the seven little kids is bad, and you shouldn’t follow his example. So, reading books and drawing conclusions, each person determines life priorities for himself - good and bad, nobility and meanness, good and evil. And this is especially important in children and adolescence, during the formation of character, the choice of moral values. At all times, fiction has played a leading role in shaping a person’s worldview and in the development of personality. The book is considered a unique form of storage and dissemination of knowledge accumulated over centuries by humanity; it is the foundation of the spiritual culture of the people. But now, due to the development of information technology in modern world There is a general decline in interest in fiction. Children don't want to read. This means speech, literacy, intelligence suffer, moral education, emotional sphere. This problem is becoming relevant all over the world. It is no coincidence that 2015 was dedicated to the “Year of Literature,” and the media are increasingly inviting famous people to read excerpts from works of art. All this speaks to the relevance of the problem and the need to increase interest in books, especially in childhood, when the child’s personality is being formed. Konstantin Dmitrievich Ushinsky, Lev Nikolaevich Tolstoy, Vasily Alexandrovich Sukhomlinsky and many others. others called for the importance of introducing children to literature from childhood and developing the child using the examples of heroes of works of art.

Literary education susceptible to the influence of destructive external factors, which are especially active in Lately. At the same time, it is difficult to overestimate the influence of literature on the formation of personality. As a form of knowledge of reality, fiction expands the life experience of a child, creates for him a spiritual and emotional environment in which the organic unity of aesthetic and moral experiences enriches and spiritually develops the child’s personality. Books not only expand a child’s general understanding and enrich his knowledge of reality; the main thing is that they introduce him to a special world of feelings, deep experiences and emotional discoveries. The power of art is that it does not impose conclusions, but forces the reader himself to come to this conclusion and formulate it.

The study of fiction is aimed at personal education: awakening love, respect, pride for Russian literature and the art of the past, for outstanding monuments literature, to the achievements of artistic culture. The enrichment of the spiritual world of the individual occurs through the comprehension of ideals and through empathy for the heroes, through complicity and sympathy.

Summarizing the above, we can conclude that fiction creates such feelings as responsiveness, mutual assistance, love for one’s homeland, nobility and kindness. Therefore, the only real barrier to degradation public values There are books that have stood the test of time, filled with sublime meaning and good-heartedness.

Literature

1. Kogan E.I. Reading needs protection // Library in the era of change (philosophical, cultural and information aspects): Inform. Sat. (Digest). – M.: RSL, 2006. – Issue. 1 (29). – P. 80-84.

2. Kostina A.V. Mass culture as a space of illusory complexes. Elite and mass culture as the culture of books and screens // Library in the era of change (philosophical, cultural and information aspects): Inform. Sat. (Digest). – M.: RSL, 2006. – Issue. 1 (29). – P. 9-19.

3. Levidov V.A. Art classics as a means of spiritual rebirth. – St. Petersburg: Petropolis, 1996. – 184 p.

4. Rasputin V.G. The role of literature in education and Orthodox education// Alma Mater: Bulletin high school. – 2006. – No. 3. – P. 34-39. 8. Slastenin V.A. Humanitarian culture of a specialist // Master – 1991. – No. 1. – P. 16-25.

5. Smetannikova N. The fate of reading // October. – 2005. – No. 3. – P. 140-141.

6. Tolstoy L.N. The path of life. – M., 1993. – 431 p.

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 the ideological content of the work (it is 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 don’t even want stupid mouse 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 age characteristics When preschoolers perceive 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.
At 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, 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).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, the features of artistic expression, does not arise spontaneously; it is formed 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 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 importance of thoughtful selection of books for children's reading and storytelling is determined by the fact that it inevitably influences literary development child, on 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 gain 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 of foreign countries, works of Russian and foreign classics, children's books by modern domestic and foreign authors are published for children.It is impossible to cover all publications, and here the criteria for selecting works for children's reading and storytelling play an important role, which is 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 of various types, genres, topics into the circle of children's reading, and pedagogical criteria, which 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 the ideas contained in a work with a form of their expression that embodies these ideas in the best possible 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 the 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 type of joke is necessary for children 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. A folk tale can be considered as a multidimensional model, including an 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, cultivate valuable qualities - the ability to joke and laugh, and 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, shapes 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 senior group, because this work teaches children to solve vital moral problems, 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

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