Fiction as a means of educating preschoolers. Fiction as a means of patriotic education

The development of speech of preschool children through acquaintance with fiction

"Literature also needs

talented readers,

like writers"

S. Ya. Marshak

Every year, different children come to kindergarten: smart and not very smart, contact and closed. But they all have one thing in common - they are surprised and admired less and less, their interests are the same: cars, Barbie dolls, some have game consoles. Interest in fiction, in the poetic Russian word, goes further and further into the background.

In our age of new information technologies the role of the book has changed. According to numerous studies, even at preschool age, children prefer other sources of information to books: television, video products, a computer, so my role as a teacher is to interest preschoolers, arouse their interest in literary works, instill a love for the artistic word, respect book. The book provides an opportunity to speculate, "fantasy". It teaches to reflect on new information, develops creativity, creative abilities, the ability to think independently.

Fiction is an effective means of mental, moral and aesthetic education. It develops the thinking and imagination of the child, enriches his emotions, gives excellent examples of Russian literary language. The role of fiction in the development of a child's speech is great, without which successful schooling is impossible. Therefore, the purpose of its pedagogical activity determined the development of speech of preschool children when familiarizing themselves with fiction.

To achieve the goal, the following tasks were set:

To improve the artistic and speech performing skills of children when reading poems;

Draw the attention of children to figurative and expressive means (figurative words and expressions, epithets, comparisons); help to feel the beauty and expressiveness of the language of the work, to instill sensitivity to the poetic word.

Creation of a subject-developing environment.

The group created a subject-developing environment in the form of a book corner, which included albums with images of domestic and foreign writers, different types of theaters were updated in the theater corner to dramatize and improve speech and performing skills in children. Picked up and systematized didactic games that enrich and activate lexicon("Journey", "Rhyme", "Who and where hid", improving the sound culture of speech ("Sound domino", "Find the sound", "Who screams like that?", "Listen to the sounds of the street", developing coherent speech, memory, thinking, imagination in preschoolers ("Imagine", "Tell me which one:", "Turn around", "We are talking about polysemantic words", "Magician", "Great Nehochuha", "Circus", "Animals and their cubs", "Poets", etc.).

Created a piggy bank of expressive means of the language "The Casket of Wisdom" (riddles, proverbs, sayings, idioms, Tongue Twisters) ;

Designed visual and didactic aids "Stories from pictures", "Portraits of children's writers. XIX century", "Portraits of children's writers. XX century", "Polysemantic words", "Antonyms. Verbs", "Antonyms. Adjectives", etc., picked up plot pictures, paintings with a plot development of the action. Designed an album with illustrations for fairy tales.

Work with children.

To work with children in this area, she developed a long-term plan for familiarizing herself with fiction. An appendix to the long-term plan is a selection of classes on the development of speech and familiarization with fiction.

In the group, we have a children's organization "Book Defenders", in which my pupils not only repair books from their group, but also actively help children from other groups. I developed and conducted the lesson "The Way of Creating a Book", in which the children learned that the publication of one book requires the work of many people.

Introducing children to fiction, I use the following forms:

Conversations on the text, the ability to ask questions and answer them;

Inventing single-root words;

The use of phraseological units and proverbs in the speech of children;

Role retelling of the story.

Reading folk tales "Fox with a rolling pin", "Frost", "Fox and Crane", etc.;

Conversations on ethical topics “Is it good to be like that? ”,“ Did the hero do the right thing ”, etc.;

Dramatization games - to exercise children in the synchronous expression of feelings and body movements.

Games with geometric shapes"Make a figure" (for example, Hare, Fox, Gingerbread Man);

Game with counting sticks "Depict the heroes of a fairy tale."

Conversations on the topic "Everything in nature is interconnected and everything is in development";

Didactic games aimed at development logical thinking“What if the wind went out? or “What if the water disappeared? "," Harm - benefit ", etc.

Labor activity (the process of making do-it-yourself fairy tale books in joint activities with parents).

Working with parents

A successful factor in working with children is to increase the knowledge of parents about the use of fiction for the development of children's speech, for this purpose the following work was organized:

A long-term plan of work with parents has been developed. Consultations were organized: "What and how to read to children", "Fairy tale therapy in the classroom for the development of speech."

In the period from December to January, the group had an exhibition of didactic games for the speech development of children. Together with the parents in the group, a reading competition was held, where the parents acted as a jury, and the children read their favorite poems. This event increased interest in fiction, aroused interest in poetry.

Traditionally, family readings are held in the group together with parents, where parents tell their favorite fairy tales from childhood.

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

Work with society

For more effective work with children in this area, organized work with the community. With children, we constantly visit the city children's library. Chekhov, where they took part in the following events: literary hour“Forest Tales” based on the works of V. Bianchi, “For the Children of the Animals”, “And the Russian language is high and mighty”.

We also regularly visit the regional Art Museum, where specialists are organized complex classes with elements of a costumed performance: “Museevich Meets Guests”, “Clay Fairy Tale”, “Earth Day”, “The Image of a Mother in Artistic Works”, “Living Rainbow”.

In 2012-2013, an agreement was concluded in the kindergarten on the joint work of the kindergarten with the Decembrists' house-museum, a joint work plan was drawn up, where topics for the cognitive development of children were painted for months. For example: “I am writing to you” is a fascinating journey into the past. The story of how writing, paper, mail appeared. The conversation is accompanied by a demonstration of various museum exhibits.

These forms of working with a fairy tale will teach a child to perceive the content in an original, unusual way, in their own way, not only to perceive the content, but also to creatively transform, think, draw conclusions, prove, and learn a moral lesson.

The use of fiction as a means of developing coherent speech in preschoolers.

The speech of a preschooler develops in spontaneous conditions [in the family, on the street]. Great importance has the creation of special psychological and pedagogical conditions conducive to its development.

The communicative function of language as a means of communication makes it a powerful tool for the development of thought, and, in turn, the development of thinking entails the development of oral and written speech of students, improves their speech culture.

The entire learning process, if it is properly organized and carried out in a strict system, should at the same time be a process of developing students' logical thinking and speech.

Speech helps the child not only to communicate with other people, but also to learn about the world. Mastering speech is a way of knowing reality. The richness, accuracy, content of speech depend on the enrichment of the child's consciousness with various ideas and concepts, on the life experience of the student, on the volume and dynamism of his knowledge. In other words, speech, developing, needs not only linguistic, but also factual material.

There is also an inverse relationship: the more fully the riches of the language are assimilated, the more freely a person uses them, the better he learns complex connections in nature and in society. For a child, good speech is the key to successful learning and development. Who does not know that children with poorly developed speech often turn out to be unsuccessful in various subjects.

At preschool age, and partly at school, the language is assimilated by the child spontaneously, in communication, in speech activity. But this is not enough: spontaneously acquired speech is primitive and not always correct:

The assimilation of the literary language, subject to the norm,

The ability to distinguish literary language from non-literary, from vernacular, dialects, jargons.

A huge amount of material, many hundreds of new words and new meanings of previously learned words.

Many such combinations, syntactic constructions, which children did not use at all in their oral preschool speech practice.

It happens that adults and even teachers misunderstand how extensive this material is, and believe that it can be assimilated by a child in passing, in everyday communication with adults and with a book. But this is not enough: a system of enrichment and development of children's speech is needed.

Initially, the educator should begin by examining the role of fiction in the comprehensive education of children. It should be especially emphasized its importance for the formation of moral feelings and assessments, norms of moral behavior, education of aesthetic perception and aesthetic feelings, poetry, musicality.

Features of the perception of fiction in the process of speech development by preschoolers are studied in the works of L. S. Vygotsky, A. V. Zaporozhets, O. I. Nikiforova, E. A. Flerina, N. S. Karpinskaya, L. M. Gurovich, T. A. Repina and others.

Apart from common features perception of fiction, it is necessary to study age features this process. They are summarized by L. M. Gurovich.

Essential in preparing for classes is the definition of the tasks of literary education in kindergarten.

The purpose of introducing preschoolers to fiction, according to the definition of S. Ya. Marshak, is the formation of a future great "talented reader", a culturally educated person.

It is recommended to carefully study the specific tasks by age groups, disclose the content of the principles for the selection of fiction, determine the range of children's reading and trace the lines of complication in the selection of literature by age groups.

- presentation of the work to children;

- repetition of reading;

- conversations in connection with reading;

- time and place of reading;

- the quality of expressive reading of adults;

It is necessary to fill these provisions with content by studying the relevant literature. It is important to imagine the structure of the lesson and the features of the methodology for memorizing poetry, depending on the age of the children.

To understand the problem of familiarizing children with book illustration in order to develop the speech of a preschooler, it is necessary to select illustrations from several artists working in this genre. To give an analysis of them from the point of view of the peculiarities of solving artistic and pedagogical problems by an illustrator. Think about how to look at illustrations.

The analysis of speech products, exemplary texts teaches preschoolers to see the manifestation of general group patterns in the construction of specific texts, to observe how they reflect the specifics of the type of speech, style and genre. The text analysis is based on a concept or a set of concepts.

Concept-oriented analysis of works of art contributes to the identification of features of the concept of "text", common features in different texts of the same type or style of speech. It helps the educator to organize the work of teaching preschoolers to see the general in the separate, to parse a specific text as one of such texts. With the help of concept-oriented analysis, the educator forms an idea about the structure of the text, about the general structure of such texts, which they can use when creating their own text related to the same group.

In accordance with what concept is being worked on to assimilate it, three types of analysis are distinguished:

- stylistic [the leading concept of functional style - its genre varieties, stylistic resources];

- typological [the leading concept is a functional-semantic type of speech, or a typical fragment of a text, - its structure, "given" and "new"].

I. Determination of the task of speech: painted a picture, conveying his attitude to what he saw, or reported accurate information.

II. Clarification of the main idea of ​​the text, identification copyright to the content of the speech [specify the title of the text so that it reflects not only the topic, but also the main idea; what headings can you think of this text, which of the titles you suggested is more accurate, how it differs from the author's title, etc. ].

III. Determining the type of speech. Analysis of the content and means of the language.

Sample questions:

Why specifically to the narrative [description, reasoning]?

2. What actions of the hero does the writer show by drawing his behavior?

What question does he solve by giving examples from his life? ]

Do we see the picture in this case as clearly as in the author's text? Why?

Why exactly these details of the described subject are characterized by the author? Imagine that the author only named the subject and did not give a description of its features. Do this experiment: remove all adjectives and adverbs from the text [words that answer the question “how? »].

IV. Text structure analysis. It includes, first of all, the division of the topic into micro-themes, the selection of the relevant paragraphs and their table of contents, i.e., drawing up a plan. In addition, children find out the role of each part of speech in the organization of the text.

In a literary text, words and their combinations acquire additional meanings, create vivid images. The visual means of the label language are emotional, they enliven speech, develop thinking, and improve the vocabulary of children.

It is necessary to use all the possibilities in working on the visual means of the language of works of art:

main types of tropes [comparison, epithet, metaphor, metonymy, paraphrase, hyperbole],

stylistic figures [gradation of synonyms, antithesis and antonyms, rhetorical appeals and questions, exclamations].

Literary and artistic texts in books for reading provide numerous examples, samples that allow preschoolers to get acquainted with the stylistic richness of the Russian language.

The kindergarten does not set itself the goal of giving preschoolers theoretical information about the means of figurative expressiveness of the language. All work is practical in nature and is subject to the system of development of thinking and speech.

Summarizing what has been said, we will name the main methods of working on the visual means of the language in the process of speech development:

a) detection of "figurative" words in the text;

b) an explanation of the meanings of words and turns of speech found in the text by the children themselves or indicated by the educator;

c) illustration, word drawing, recreating the image on the question of the teacher: what picture do you imagine?

d) the use of analyzed and understood images in retelling, in one's own story, in a written essay or presentation;

e) working out intonation, preparation for expressive reading of literary texts;

f) special exercises for the selection of comparisons, epithets, making riddles, etc.

The language of works of art serves as an excellent model for children: on the basis of reading, analysis, and memorization of passages, students' speech is formed, their linguistic instinct and taste develop.

It must not be forgotten, however, that excessive attention to the details of language can destroy the overall impression of a work of art. Therefore, the analysis artistic means language, with all the interest in it, should not turn into the main type of work in the process of speech development. We should strive to ensure that work on the visual means of language is organically woven into the system of ideological and artistic analysis of works, emphasizing their ideological content.

Work on the visual means of the language brings up attention to the word, sensitivity, understanding of the shades of its meaning, its hidden, allegorical meaning, its emotional colors. The preschooler is attached, thus to the style artistic speech, he masters its simplest means. The same goals, in essence, are served by other areas in the general system of vocabulary work: drawing the attention of children to synonyms, antonyms, catchwords [phraseology], polysemy of words; exercises for their use in speech, story, in your own story; working out intonation, preparation for expressive reading of literary texts; special exercises for the selection of comparisons, epithets, making riddles, etc.

Thus, we note that the use of various kinds of works of art in modern speech determines the possibility of effective and fruitful development of the speech of preschoolers, contributes to the replenishment of the vocabulary of the latter, thereby forming the communicative culture of a preschooler.

The development of coherent speech as one of the components of the process of preparing a preschool child to study at school is one of the activities of a teacher in this program. The basis of this direction is the development of coherent speech by means of developing the perception of works of artistic culture, by means of organizing interaction between various participants in the educational process.

Thus, the analysis of the literature led to the following conclusion: the comprehensive development of the child is carried out on the basis of the assimilation of the centuries-old experience of mankind only through the communication of the child with adults. Adults are the keepers of the experience of mankind, its knowledge, skills and culture. This experience cannot be conveyed except through language. Language is the most important means of human communication.

Among the many important tasks of educating and educating preschool children in kindergarten, teaching mother tongue, the development of speech, speech communication is one of the main ones. One of essential conditions The development of the speech of a preschool child is the use of works of art in this process.

The formation of a child's speech communication in the process of familiarization with works of fiction begins with emotional communication. It is the core, the main content of the relationship between an adult and a child in the preparatory period of speech development. He seems to be infected by the emotional state of the work. He lives the life of heroes, learns new vocabulary, replenishes the content of his active dictionary. This is precisely emotional communication, and not verbal, but it lays the foundations for future speech, future communication with the help of meaningfully pronounced words.

The teacher should not consider the work on the development of the speech of preschool children as a solution to the problem of preventing and correcting grammatical errors in their speech, “hardening” individual “difficult” grammatical forms. It is about creating conditions for the full assimilation of the child grammatical structure language based on spontaneous indicative, search activity in the field of grammar, the use of language tools in different forms communication in the process of acquaintance with works of artistic culture.

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Information and pedagogical module "Development of children's speech by means of fiction"

MUNICIPAL BUDGET PRESCHOOL

EDUCATIONAL INSTITUTION №6 "Vasilek"

APPROVED BY THE MANAGER OF D / S No. 6 "Vasilek" ___ NOVOKSHANOVA L. A

AT THE MEETING OF THE PEDAGOR'S COUNCIL ___ 2012-2013 academic year gg.

TOPIC: "DEVELOPMENT OF CHILDREN'S SPEECH BY MEANS OF ART LITERATURE"

Experience Conditions:

In our age of new information technologies, the role of the book has changed. According to numerous studies, already at preschool age, children prefer other sources of information to books: television, video products, a computer - therefore, my role as a teacher is to interest preschoolers, induce in them an interest in literary works, instill a love for the artistic word, respect for the book. The book provides an opportunity to speculate, "fantasy". It teaches to reflect on new information, develops creativity, creative abilities, the ability to think independently.

Fiction is an effective means of intellectual, moral and aesthetic education. It develops the child's thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language. The role of fiction in the development of a child's speech is great, without which successful schooling is impossible. Therefore, the goal of her pedagogical activity was the development of the speech of preschool children when familiarizing themselves with fiction.

In the preschool period, the formation of speech and its formation takes place. During these years, the child learns the sounds of his native language, learns to clearly and grammatically correctly pronounce words and phrases, and quickly accumulates vocabulary. With the development of speech in preschoolers, the need for communication increases. The rules of communication are gradually being clarified, children are mastering new formulas of speech etiquette. But in some situations, children refuse to use generally accepted speech forms. There may be several reasons for this. The most important is the lack of communication, reading and listening to fiction and, as a result, a poor vocabulary of a preschooler. The most important way to solve this problem is to teach children speech etiquette, especially of older preschool age, by reading fiction, since it is during this period that the foundation is laid. moral principles, moral culture, the emotional-volitional sphere of the personality develops, a productive experience of everyday communication is formed.

Unfortunately, in our time there is a "deficiency" of respectful attitude towards the interlocutor or just to a stranger: it is not necessary to greet a neighbor, you can not thank for the service rendered, interrupt. Therefore, I believe that this topic is quite relevant at the moment.

RELEVANCE OF EXPERIENCE

The problem of introducing preschool children to fiction is one of the most urgent, since, having entered the third millennium, society has come into contact with the problem of obtaining information from publicly available sources. In this case, children suffer first of all, losing touch with family reading. In this regard, pedagogy faces the problem of rethinking the value orientations of the educational system, especially the system of educating preschool childhood. And here the mastery of the folk heritage, which naturally introduces the child to the basics of fiction, is of great importance. According to V. A. Sukhomlinsky, “reading books is a path along which a skillful, intelligent, thinking teacher finds the way to a child’s heart.”

The appeal to the problem of familiarizing preschool children with fiction as a means of developing speech is due to a number of reasons: firstly, as an analysis of the practice of introducing children to fiction has shown, familiarity with fiction is used in the upbringing of preschoolers in an insufficient amount, and also affects only its surface layer; secondly, there is a public need for the preservation and transmission of family reading; thirdly, the education of preschoolers with fiction not only brings them joy, emotional and creative upsurge, but also becomes an integral part of the Russian literary language.

In working with children, the appeal to fiction is of particular importance. Nursery rhymes, incantations, sentences, jokes, turnarounds, etc., which have come down from the depths of centuries, the best way open and explain to the child the life of society and nature, the world of human feelings and relationships. Fiction develops the thinking and imagination of the child, enriches his emotions.

The value of reading fiction is that with its help an adult easily establishes emotional contact with a child. Attitude towards literature cultural value oral creativity is the defining position of my work.

THEORETICAL BASE OF EXPERIENCE:

The development of speech of preschoolers was dealt with by such domestic teachers as K. D. Ushinsky, A. P. Usova, E. I. Tikheeva, E. N. Vodovozova, O. S. Ushakova. The basis of modern methods was the research of domestic scientists D. B. Elkonin, A. V. Zaporozhets, N. S. Rozhdestvensky, Yu. K. Babansky, L. P. Fedorenko and others. The origins of self-development, pedagogy of children's creativity, word creation were amazing scientists, child psychologists and teachers: A. V. Zaporozhets, N. A. Vetlugina, F. A. Sokhin, E. A. Flyorina, M. M. Konina. Games and exercises for the development of the speech of preschoolers were developed by O. S. Ushakova and E. M. Strunina, as well as by researchers and teachers pedagogical universities who conducted their research under the guidance of F. A. Sokhin and O. S. Ushakova (L. G. Shadrina, A. A. Smaga, A. I. Lavrentiev, G. I. Nikolaychuk, L. A. Kolunova). The authors conducted experimental studies in Moscow preschool institutions and found that children experience difficulties in communicating with peers.

TECHNOLOGY EXPERIENCE:

Purpose: the development of the speech of preschool children when familiarizing themselves with fiction.

To achieve the goal, the following tasks were identified:

To form an interest in fiction.

Expand and activate children's vocabulary.

Familiarize yourself with the main genre features fairy tales, short stories, poems.

To improve the artistic and speech performing skills of children when reading poems, in dramatizations.

Draw the attention of children to visual and expressive means; help to feel the beauty and expressiveness of the language of the work, to instill sensitivity to the poetic word.

Develop creativity in children.

Building a system of work on the development of the speech of preschoolers, she determined the main areas of activity:

Creation of a speech developing environment;

Work with children; work with parents;

Work with society (city children's library, city museum, municipal theater, and etc.) .

After studying the scientific and methodological literature on this issue,

Compiled advanced planning for children from 2 to 7 years old, including classes, excursions, games, quizzes and holidays;

* developed class notes for the development of speech and familiarization with fiction;

* selected and systematized didactic games that enrich and activate vocabulary, improve the sound culture of speech, develop coherent speech, memory, thinking, imagination in preschoolers made a piggy bank of expressive means of the language "Magic chest"

She acquired visual and didactic aids "Stories from pictures", "Portraits of children's writers. XIX century", "Portraits of children's writers. XX century", with the help of her parents, she designed a library in the group, which contains books of various genres.

The degree of novelty of experience.

the basis of the program for the speech development of preschoolers in it, I propose

non-standard techniques, methods, forms and means of developing children's speech

means of fiction, modeling techniques, mnemotables

the use of which contributes to the development of monologue, dialogic speech, the emergence of children's interest in reading

PERFORMANCE OF WORK:

The main result of the work done is that children love books, read, examine them, share their impressions, actively use the expressive means of language in speech, compose, fantasize and independently stage mini-performances.

The graph shows a positive trend in the development of children's speech by means of fiction. "According to the results of diagnostics, the indicator of the high and average level of speech development of preschoolers increased by 10%, since 2010. to 2013 Analysis of the obtained data shows that low level from 10% in 2011 decreased by 6% in 2013.

But one of the children remained at a low level. Reason: problems in the pronunciation of many sounds. The work of a specialist - a speech therapist is needed. Also identified significant changes in the development indicators "Retelling the text according to the mnemonic table, the use of expressive means in speech" .

Summarized my pedagogical experience on the development of speech of preschool children when familiarizing themselves with fiction and presented it in 2011. at a meeting of the methodological association of educators of senior groups of preschool educational institutions, having held a workshop "Didactic games for the development of intonational expressiveness of speech of preschoolers"; in 2012 she made a presentation at a seminar on the topic “Formation of the grammatical structure of speech by means of the theater”, in 2012. developed a system of exercises for the development of speech using game methods”, in 2013. - an open lesson on familiarization with fiction with children of the middle group on the topic "Spring"; in 2013 participated in the week of pedagogical excellence on the problem of experience, developed questionnaires for parents, conducted parent-teacher meeting on the topic "The role of the family in speech development child."

Address direction. The idea of ​​experience involves working with preschoolers as different age periods.

The experience is acceptable for a creatively working educator who strives for each child to be an individual.

The complexity of experience.

The development of speech has its own specifics (feature, structure, types, types, forms,) unfortunately, they are not sufficiently studied in modern literature; the levels and dynamics of the formation of speech in preschool children are not described. Insufficient knowledge of parents about the role of fiction in the development of their children's speech, underestimation of the importance of reading in the speech development of children.

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Fiction as a medium comprehensive development preschooler

Literature occupies a special place in the development of a preschooler.

Fiction is the main source of education, promotes the development of imagination, develops speech, instills love for the Motherland, for nature.

V. G. Belinsky believed that "books that are written specifically for children should be included in the upbringing plan as one of its most important aspects." It is difficult to disagree with the words of V. G. Belinsky, since the artistic word affects the familiarization of children with the development of a culture of speech, many teachers, psychologists and linguists also pointed to this.

Fiction opens and explains the life of society and nature, the world of feelings and relationships. Also, reading works of art contributes to the development of thinking and imagination of the child, enriches the child with emotions.

Fiction accompanies a person from the first years of life, starting from lullabies, also from the works of A. Barto, S. Mikhalkov, K. Chukovsky, and then moving on to classical works at school.

Do not forget that the book is primarily a source of knowledge. From books, children learn a lot about the life of society, about nature.

If we consider the peculiarities of the perception of works of art by age groups, then we can see that in the younger group, acquaintance with fiction occurs using works of different genres: folk tales, songs, nursery rhymes, riddles, which mainly contain rhythmic speech, so children are taught to colorful speech. It is at this age that it is necessary to learn to listen to fairy tales, stories, poems, to sympathize with positive characters and to follow the development of the action of the work. For better memorization of the work, it is necessary to highlight characters when reading, as well as rhythmic phrases, such as “cockerel - comb”, “goat - dereza”, “goat kids - kids”. Younger preschoolers are attracted by small poems that are distinguished by a clear form, rhythm and melody, therefore, such stories as A. Barto “Toys”, D. Mamin-Sibiryak “Tales about a brave hare ...”, Yu. Vasnetsova “Don-don”, “Vodichka - Vodichka”, A. Eleseeva “Zainka walk around”, etc. When reading again, children remember, learn the meaning, speech is enriched with new words and expressions.

In the middle group, children continue to get acquainted with fiction. Children at this age can distinguish some features of the literary language, such as comparison. After reading, children can answer questions about the content of the text,

reflect, notice and feel the form of a work of art. At this age, the vocabulary of children is actively enriched, such works as A. S. Pushkin “At the Lukomorye”, A. A. Blok “Snow for Snow”, etc. are recommended.

In the older group, children can already distinguish artistic genres notice expressive means. And when analyzing a work, children can feel its deep ideological content and fall in love with poetic images.

Teachers in the senior group are faced with the task of instilling a love for fiction, developing a poetic ear, intonation of expressive speech.

Thus, the ability to perceive a work of art and elements of artistic expression does not come to a child by itself, it must be developed and educated from early childhood. With a purposeful study of fiction, it is possible to ensure the perception of works of art and the child's awareness of its content.

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Fiction as a means of comprehensive development of a preschooler

The teacher of the kindergarten "Birch" Kharitonova S. N.

Purpose: education in children by means of fiction of universal values, culture of speech communication

Tasks: 1. Formation of a holistic picture of the world, including primary value ideas; 2. development of literary speech; 3. familiarization with verbal art; 4. to cultivate interest in fiction, ensure the assimilation of the content of works and emotional responsiveness to it; 5. to involve parents in familiarizing children with fiction.

Basic Techniques for Reading a Fiction

Reading the educator from a book or by heart

when getting to know others;

in the process of work;

during holidays and entertainment;

during non-speech special classes: on the formation of elementary mathematical representations, drawing, modeling, design, physical education, music.

Thus, the process of speech development of a preschool child is a complex and multifaceted process, and for its successful implementation, a combination of all components that affect the quality and content of speech is necessary. One such medium is literature.

The use of fiction as a means of developing coherent speech in preschoolers

The speech of a preschooler develops in spontaneous conditions. Of great importance is the creation of special psychological and pedagogical conditions conducive to its development.

The communicative function of language as a means of communication makes it a powerful tool for the development of thought, and, in turn, the development of thinking entails the development of children's oral and written speech, improves their speech culture.

The entire learning process, if it is properly organized and carried out in a strict system, should at the same time be a process of development of logical thinking and speech of preschoolers.

For a child, good speech is the key to successful learning and development. Who does not know that children with poorly developed speech often turn out to be unsuccessful in various subjects.

A system of enrichment and development of children's speech is needed.

We need systematic work that clearly and definitely doses the material - a dictionary, syntactic constructions, types of speech, skills in compiling a coherent text

As noted above, the use of works of fiction in the process of speech development of a preschool child contributes to the development of correct and complete speech in a preschool child.

Initially, the educator should begin by examining the role of fiction in the comprehensive education of children. It should be especially emphasized its importance for the formation of moral feelings and assessments, norms of moral behavior, education of aesthetic perception and aesthetic feelings, poetry, musicality.

In order to fully realize the educational possibilities of literature, it is necessary to know the psychological characteristics and possibilities of perception of this type of art by preschoolers.

Studying the method of familiarization with the book in the classroom, you should carefully study the literature, paying attention to the following questions:

- preparation of the educator and children for a lesson in reading and telling fiction;

- presentation of the work to children;

- a combination of several works in one lesson;

- the structure of the lesson on familiarization with a literary work;

- conversations in connection with reading;

- time and place of reading;

- Technics artistic reading and storytelling.

When considering the methodology of memorizing poems, one must proceed from the fact that a poetic work has two sides: the content of the artistic image and the poetic form. Memorization of a poem includes perception poetic text and its artistic reproduction, which allows you to use further epithets in your own speech, which contributes to its development

The following factors influence the memorization and reproduction of verses:

- psychological age-related features of assimilation and memorization of material;

- techniques used in the classroom;

- individual characteristics of children.

It is necessary to fill these provisions with content by studying the relevant literature. It is important to imagine the structure of the lesson and the features of the methodology for memorizing poetry, depending on the age of the children.

Games and exercises for the development of coherent speech.

"Fix the mistake"

Purpose: to teach to see the discrepancy between the signs of familiar objects shown in the figure and name them.

An adult draws himself or shows a picture and invites the child to find inaccuracies: a red chicken pecks at a carrot; teddy bear with hare ears; the fox is blue without a tail, etc. The child corrects: the chicken is yellow, pecking at the grains; the bear cub has round little ears; the fox has a long tail and a red fur coat.

"Compare different animals"

Purpose: to teach to compare different animals, highlighting opposite signs.

The teacher offers to consider a bear and a mouse. - The bear is big, and the mouse ... (small). What other Mishka ... (fat, fat-fifted, clubfoot)? And what kind of mouse ... (small, gray, fast, dexterous)? What the Bear loves ... (honey, raspberries), and the mouse loves ... (cheese, crackers). - Mishka's paws are thick, and the mouse's ... (thin). The bear screams in a loud, rough voice, and the mouse ... (thin). Who has a longer tail? The mouse has a long tail, and Mishka ... (short). Similarly, you can compare other animals - a fox and a hare, a wolf and a bear. On the basis of clarity, children learn to name words with the opposite meaning: Katya's doll is big, and Tanya ... (small); the red pencil is long, and the blue ... (short), the green ribbon is narrow, and the white ... (wide); one tree is tall and the other ... (low); Katya's doll's hair is light, and Tanya's ... (dark). Children develop an understanding and use of generalizing concepts (a dress, a shirt are ... clothes; a doll, a ball are toys; a cup, a plate are dishes), the ability to compare objects (toys, pictures) develops, to correlate the whole and its parts ( locomotive, pipes, windows, wagons, wheels - train). Children are taught to understand the semantic relations of words of different parts of speech in a single thematic space: a bird flies, a fish ... (floats); they build a house, soup ... (cook); the ball is made of rubber, the pencil ... (of wood). They can continue the started series of words: plates, cups ... (spoons, forks); jacket, dress ... (shirt, skirt, trousers). On the basis of clarity, work is also carried out with familiarization with polysemantic words (chair leg - table leg - mushroom leg; handle on the bag - handle on the umbrella - handle on the cup; sewing needle - needle on the hedgehog on the back - needle on the Christmas tree).

"Spread the pictures"

Purpose: to highlight the beginning and end of the action and correctly name them.

The children are given two pictures each, depicting two successive actions (Fig. 1) (the boy is sleeping and doing exercises; the girl is having lunch and washes the dishes; the mother is washing and hanging clothes, etc.). The child must name the actions of the characters and compose short story, in which the beginning and end of the action should be clearly visible.

"Who Can Do What"

Purpose: to select verbs denoting the characteristic actions of animals.

The child is shown pictures of animals, and he says what they like to do, how they scream (Fig. 2). For example, a cat - meows, purrs, scratches, laps milk, catches mice, plays with a ball; a dog - barks, guards the house, gnaws bones, growls, wags its tail, runs.

This game can be played on different topics. For example, animals and birds: a sparrow chirps, a rooster crows, a pig grunts, a duck quacks, a frog croaks.

"Who will name more actions"

Purpose: to choose verbs denoting actions.

What can you do with flowers? (Tear, plant, water, look, admire, give, sniff, put in a vase.) What does the janitor do? (Sweeps, cleans, waters flowers, clears snow from paths, sprinkles them with sand.) What does the plane do? (Flies, buzzes, rises, takes off, sits down.) What can be done with the doll? (Play, walk, feed, treat, bathe, dress up.) For each correct answer, the child is given a colored ribbon. The winner is the one who picks up ribbons of all colors.

"How can I say it differently?"

Purpose: to replace polysemantic words in phrases.

Say it differently! The clock is running ... (running). The boy is walking ... (walking). It's snowing... (falling). The train is coming ... (rides, rushes). Spring is coming ... (coming). The ship is coming ... (sailing). Finish the sentences. The boy went...

The girl left... People left... I came... Sasha walks slowly, but Vova walks... We can say that he doesn't walk, but...

Compilation of the fairy tale "The Adventures of Masha in the Forest"

The teacher asks: “Why did Masha go to the forest? Why go to the forest at all? (For mushrooms, berries, flowers, take a walk.) What could happen to her? (I got lost, I met someone.) This technique prevents the appearance of the same plots and shows the children possible options its development.

"Is this true or not?"

Purpose: to find inaccuracies in the poetic text.

Listen to L. Stanchev's poem "Is it true or not?". You need to listen carefully, then you can notice what does not happen in the world.

Warm spring now

Business game for teachers "The book as a means of comprehensive development of preschoolers" - From work experience

Purpose To show the impact of fiction on the mental and aesthetic development of the child. Tell about its role in the development of the speech of a preschooler. Pay attention to the importance of familiarizing children with the beauty of their native word, the development of a culture of speech.

Materials and equipment: statements of teachers and great people about the role of books in the development and upbringing of a person; e / game "Guess what fairy tale the object is from?" (egg, spoon, cat, hare), d / game "Name the book characters", Crossword with keyword"book", Illustrations: Charushina, Rachev, Suteev, Vasnetsov, memos on the topic: "How to become a good reader", music.

Game progress: Dear teachers! Our time is a time of great achievements in science, technology, a time of remarkable discoveries. But of all the miracles created by man, M. Gorky considered the book to be the most complex and great. In general, fiction serves as an effective means of mental, moral and aesthetic development of children, has a huge impact on the formation of literate speech, enriches vocabulary. Great teachers spoke about the role of books in the development and education of a person (read out)

A good book deeply affects the feelings of the child, its images have a great influence on the formation of personality. (E. A. Flerina.)

If from childhood a love for a book has not been brought up in a child, if reading has not become his spiritual need for life, then in the years of adolescence the soul of a teenager will be empty, creeping out into the light of day, as if something bad has come from nowhere. (V. A. Sukhomlinsky.)

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

Unfortunately, in our age of informatization, the attitude of children to the book has changed, interest in reading has begun to decline. According to numerous studies, already at preschool age, children prefer viewing to reading. television programs and cartoons, computer games.

While reading, a person does not develop, does not improve his memory, attention, imagination, does not assimilate and does not use the experience of his predecessors, does not learn to think, analyze, compare, draw conclusions. In poetic images, fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships.

The ability to understand a literary work (not only the content, but also the elements of artistic expression) does not come by itself: it must be developed with early age. In this regard, it is very important to teach children to listen and perceive a work of art.

S. Ya. Marshak considered the main task of adults to discover the “talent of a reader” in a child. Who introduces the preschooler to the world of the book? This is done by parents and kindergarten teachers. The library and the school are the next stage in the formation of the reader.

The teacher must be competent in matters of children's reading. After all, he not only solves the problem of introducing preschoolers to the book, forming an interest in the reading process, but also acts as a promoter of the book, as a consultant on family reading, as a psychologist who monitors the perception and impact of a literary text on a child.

Preschool children are listeners, the work of art is brought to them by an adult. Therefore, the teacher's mastery of expressive reading skills is of particular importance. After all, it is necessary to reveal the intention literary work evoke in the listener an emotional attitude to what is read.

Any book is a smart friend:

She silently teaches

Leisure is instructive with her.

And now we offer you a business game. Let's split into teams. One team will be called "Chuk", the other - "Gek". Teams will take turns answering questions, thus earning points for correct answers.

At the end of the game, we will calculate the points, and which team has accumulated more points, that team won.

In the program "From Birth to School" the educational area

"Reading fiction" is in each age group, where tasks are clearly defined, as well as a list of literature for reading to children (Russian folklore of the peoples of the world, works of poets and writers of Russia, works of poets and writers from different countries)

1. Task:

Determine in which age group this program task from the educational area "Reading Fiction" can be implemented (2 tasks for each team)

1 team: To cultivate the ability to listen to new fairy tales, stories, poems, follow the development of the action, empathize with the heroes of the work. Explain to children the actions of the characters and the consequences of these actions (younger group)

Continue to develop children's interest in fiction and educational literature. Learn to listen carefully and with interest to fairy tales, stories, poems; memorize rhymes, tongue twisters, riddles. Cultivate an interest in reading great works(by chapters) (senior group)

2nd command: Continue to teach children to listen to fairy tales, stories, poems; memorize small and simple rhymes. Help them. using different techniques and pedagogical situations, correctly perceive the content of the work, empathize with its characters (middle group)

Continue to develop children's interest in fiction and educational literature.

Draw their attention to expressive means (figurative words and expressions, epithets, comparisons); help to feel the beauty and expressiveness of the language of the work; to instill sensitivity to the poetic word. Replenish literary baggage with fairy tales, stories, poems, riddles, counting rhymes, tongue twisters (prepared by a group)

2 task:“Guess what fairy tale the object is from?”

The teacher takes out various objects from the chest and invites teachers to name fairy tales where these objects are mentioned. For example: egg("Rocked Hen", "Ugly Duckling", "Princess - Frog", spoon("Three Bears", "Sweet Porridge", "Zhiharka", cat(“Cat, rooster and fox”, “Cat and fox”, “Puss in boots”, “Who said “meow”?”, hare"Zayushkina's hut", "Hare - brag", "Teremok", "Mitten".

For many centuries, people have come up with many riddles: about natural phenomena, plants, animals, people and their way of life. There are mysteries and fairy tale characters: simpletons and cunning, brave men and cowards, good creatures and villains.

3 task:"Name the book characters"

1. Once in the winter, a woman with a grandfather

The granddaughter was made of snow.

It's a pity, friends, that this fairy tale

It only lasted until the summer.

2. The guy tears from his favorite stove,

Went to the river for water.

Caught a pike in the hole

And since then, I have not known worries.

Material olga-sad.ru

Home » Articles » Working with parents ART LITERATURE AS A MEANS OF DEVELOPING A SPIRITUALLY RICH, HEALTHY PERSONALITY OF A CHILD.

We all come from childhood - from that colorful magical planet where kindness and fidelity, friendship and happiness reign, from the planet of dreamers and dreamers.

What is he, a modern child of the XXI century? Cute inquisitive why s with a pure heart who wants to know how the world works - from the mysterious depths of the ocean to the sparkling stars of the universe. And he looks at this beautiful world through the prism of love, fantasy and dreams.

The new era in which we now live has brought great truth and new great delusions. Many who entered its waters became prudent, aggressive, callous in soul to the grief of others, cruel.

In society, more and more often they say that kindness, empathy and sympathy, mercy are becoming a thing of the past.

A small child is not protected from the aggressive influence of society and television. But this does not cancel the task of “Growing up a person” for us, it complicates it.

One of the tasks in shaping the personality of a preschooler is to enrich him with moral ideas and concepts. The degree of mastery of them in children is different, which is associated with the general development of the child, his life experience.

In this regard, the role of classes in fiction is great. Often we say: "A book is the discovery of the world." Indeed, while reading, we acquaint children with the surrounding life, nature, the work of people, with peers, their joys, and sometimes failures.

The artistic word affects not only the consciousness, but also the feelings and actions of children.

A word can inspire a child, cause a desire to become better, to do something good, helps to understand human relationships, get acquainted with the rules of behavior, moral and ethical standards.

Children early begin to feel the kindness and justice of adults, peers and are sensitive to the slightest manifestations of hostility, neglect. It is very important that they extend humane feelings not only to themselves, but to be able to sympathize with people, to be merciful.

The happiest moments for me are when I read or tell stories to children. Eighteen pairs of eyes look at you, and you feel that it is in your power to evoke any movement of the soul in these boys and girls - joy, sadness, sympathy, indignation, fun.

Our favorite place is a cozy sofa. I have a book in my hands. Wide-eyed children. Some are waiting for something new, others are happy to look at the familiar cover: the pages of this book have already entered their lives and they fell in love with the characters.

Babies try to sit closer. It's good to put your head under the teacher's arm and be the first to see everything that is drawn on these large colorful pages.

Children expect a lot from the book, they strongly believe in what it tells them.

Reading fiction to children, learning proverbs and sayings, conducting didactic games, I tried to enrich their speech with such words as kind, sensitive, sympathetic, to instill readiness in children, a desire to take care of others.

When I read the ABC of Morality to the children, I paid special attention to the words: “Help the fallen man to rise. Help the old, the weak, the blind to cross the road. And do it cordially, from the heart, kindly, without frowning.

Often the heroes of stories, fairy tales are worried because they caused harm, and suffer until they atone for their guilt.

Several times I read to the children the Nenets fairy tale "Cuckoo" about how a mother turned into a cuckoo and flew away from her callous, unkind sons. All the guys understood the guilt of their sons and condemned them.

And so my question is “Do you feel sorry for your sons?” - surprised the children, but I wanted the guys, realizing their guilt, to still feel a sense of pity and compassion for them. And at the end of the conversation, she brought the children to the conclusion: “Indeed, the children themselves are to blame for what happened, but they are also sorry - they were left without a mother.”

I try to instill in children care for those who need help and protection. I try to reveal my attitude towards relatives with the help of such works as “A Hard Evening” by N. Artyukhova, “Let's Sit in Silence” by E. Blaginina, “Vovka - kind soul» A. Barto, “The most terrible” by E. Permyak.

The conversation on the book by V. Mayakovsky "What is good and what is bad" was very interesting. The children looked at the picture, which depicts the following situation: a boy took a teddy bear from a little girl. The girl stands and cries.

To my question: “What would you do if you were there?” – the answers were very diverse. Vadim said angrily: "I would take the bear cub and give it to the girl, and at the same time beat the boy."

Then I asked: “And if you had asked the boy well, and he himself would have given the bear cub to the girl?” Vadim thought about it and said: Then I wouldn't touch him. But he has to apologize."

The purpose of my conversations is to show children that affectionate good word acts faster and more efficiently than physical force.

It is impossible to develop a spiritually rich, healthy personality of a child only with the help of remarks, instructions, and censures. It is important to educate in children the ability to see, understand and share the sorrows and joys of another. How should this ability be manifested?

In the ability to treat another as oneself, to understand that it can be painful and unpleasant for him when he is offended.

In readiness to forgive inadvertently caused pain, to apologize if guilty.

The children of our group have their favorite books that they can listen to as many times as they want. Many poems by S. Marshak, K. Chukovsky, A. Barto, many Russian folk tales we repeat and repeat, and the children never get tired of them.

This means that the baby is pleased to meet with his favorite characters as with old friends. This means that every time he catches something new for himself, involuntarily checks his impressions. Of course, only real works deserve such affection - be it fairy tales, poems, stories.

And I select works of art depending on the specific educational tasks facing us. After all, when reading, in addition to the task of educating feelings and forming ethical ideas, we solve other problems: the development of speech, artistic taste, poetic ear, and interest in literature in general.

A work of art should touch the soul of the child so that he has empathy, sympathy for the hero. And the questions should be specific, concise, focusing the attention of children on the main thing.

For example, educating children to love animals, I read A. Tolstoy's story "Zheltukhin". To arouse compassion for the little starling that accidentally fell out of the nest, I ask the question: What was Zheltukhin like? Tell me about it."

It is important that the children's answers reflect the helplessness of the little starling, fear of the outside world. If the children do not emotionally and fully reveal the image of Zheltukhin, I help: “You correctly said that Zheltukhin is a starling that fell from the nest and was afraid of everything.

Listen to how A. Tolstoy describes the starling: “He looked with horror at the approaching Nikita”, “The whole of Zheltukhin fluffed up, picked up his legs under his stomach.” He hid in a corner, on dandelion leaves pressed to the ground. His heart was pounding."

Why was he afraid of everything? That's right, because he was small and needed protection. Who helped him?"

When we are talking about the development of the moral consciousness of children, the upbringing of humane feelings, I raise questions that arouse in preschoolers an interest in the actions, motives for the behavior of the characters, their inner world, their experiences.

These questions should help the child understand the image, express their attitude towards it, they should help the teacher understand state of mind pupil during reading, to reveal the ability of children to ask and summarize what they have read, to stimulate discussion among children in connection with what they have read.

I structure my conversations with children in such a way that the ethical conception acquires for the child a certain bright, lively content. Then his feelings will develop more intensively. That is why it is necessary to talk with children about the states, experiences of heroes, about the nature of their actions, about conscience, about the complexity of various situations.

Children's stories, laughter, tears, statements, exclamations, jumps, clapping their hands about something they saw, struck - all this speaks of the awakening feelings of the child, his emotional reaction to the environment.

Preschool age is the age of fairy tales. This is the most favorite literary genre for children. The Russian folk tale pleases both children and adults with optimism, kindness, love for all living things, wise clarity in understanding life, sympathy for the weak, cunning, humor.

The plot is transparent, often it suggests how best to act in a given life situation. After all, almost all children identify themselves with the positive characters of fairy tales, and every time a fairy tale shows that it is better to be good than bad.

A fairy tale teaches good to understand

If bad, then condemn him,

Well, the weak - protect him!

Children learn to think, dream,

Every time they find out something

The surrounding world is known.

The tale "The Fox, the Hare and the Rooster" overwhelms the heart with pity for the offended hare. A person, especially a small one, is more likely to feel pity. In this tale, a dog and a bear were scared in front of what they thought was a fox.

And the Rooster drove her away - the bird is not at all strong, but smart and courageous. That's the moral of the story! It leads to the thought that injustice will be punished sooner or later.

But miracles happen not only in fairy tales. Isn't it a miracle - communication with nature, with amazing plants, insects.

The child will look with new eyes at the golden meadow, opened to him by M. Prishvin; V. Bianki will tell him about the secrets of the forest, about the life of birds and insects; E. Charushin will lead him to small, so humanly close animals, will evoke in children a humane feeling for them - a desire to become their patrons.

Works of fiction: poems by I. Tokmakova, E. Moskva, Z. Aleksandrova, stories by Sokolov-Mikitov, I. Sladkov contribute to the formation of a person - a contemplative and researcher, friend and protector of nature.

For the comprehensive development of feelings, I include children in various activities related to fiction. Children create their drawings based on fairy tales, stories; participate in the organization of exhibitions: “My favorite book”, “K.

I. Chukovsky”, “My favorite flowers”; watching films-performances based on literary works. Children, entering the fairy tale, getting the role of one of the heroes, join the culture of their people, involuntarily absorb into themselves that attitude to the world, which gives strength and stamina to live the future life.

Children are very sensitive to the artistic word. Reading stories, memorizing poems, riddles, proverbs helps them "hear what they see" and "see what they hear."

And in the process of observation, labor and research activities, children began to see in a green sprout a special living creature, the life and condition of which entirely depends on whether it was watered or not, planted in the sun or in the shade. Having learned to understand the state of plants, children will sympathize with them, protect, preserve them, and subsequently not only protect beauty, but also create it around them.

When reading the work "Flowers around us" N. Bogatyreva used a minute of entry into the day.

- What do you think, children, is it good to be a flower? Why? Listen to what this flower wants to tell you. Children, I love you: your eyes, smiles, your kind and caring hands.

I am glad that I live on your beautiful site, and I see your friendship, where there are no rude words, quarrels, insults. Otherwise, I would be sick and sluggish and ugly. Your care and kind words help me grow quickly and give you every day fresh air and your beauty.

I consider the upbringing of a spiritually rich personality in close connection with the general emotional development child. The emotional attitude of children to the environment is an indirect indicator of the formation of their feelings. Fiction contributes to the emergence in children of an emotional attitude to the events described, nature, heroes, characters of literary works, to the people around them, to reality.

Man is the only living being who lives according to the laws of morality, but this does not mean at all that he is born with this moral law in his soul. No, he still needs to be educated. To educate humanity, kindness, responsiveness, sensitivity, diligence, nobility.

You can not rely on nature: the responsibility for how a child grows up lies entirely with those who are close to him. We all strive to ensure that our children grow up honest, kind, happy. And how I would like the instinct for good and evil brought up in childhood to remain forever in a person.

Wherever your life path marked.

Wherever you go in the early morning

Don't go anywhere as a hasty passer-by,

Be an attentive, wise person.

Look, so as not to suddenly crunch under your feet

Naked shoots of green leaves.

And if you accidentally stumble on a stone,

Throw it away so that others will not stumble.

Look into faces and souls more often.

If you need help, guess without asking.

Asking is not easy, even next to walking

He will not immediately ask for the most cherished.

Take the spade if you need to clean

The road from the old mossy stones.

On our land for you, my dear,

No business is not yours - here is your business everywhere!

Yusupova Oksana Magometovna
Job title: educator
Educational institution: MKDOU "Kindergarten "Sun"
Locality: Erken Shahar
Material name: project
Theme: Fiction as a means of comprehensive development of children of senior preschool age
Publication date: 13.11.2016
Chapter: preschool education

Fiction as a medium

comprehensive development of older children

preschool age

Yusupova Oksana Magometovna

educator MKDOU "Sun"

Erkin village - Shahar.

Introduction

Chapter 1.
Theoretical substantiation of the problem of using fiction as a means of comprehensive development of children of senior preschool age
Chapter 2
Contents of the work system
2.1
. Creation of a subject-developing environment
2.2.
Methods and techniques of work
2.3
. Principles for the selection of literary works used in work with children of older preschool age
2.4.
Organization of interaction with parents in the process of comprehensive development of children of senior preschool age through fiction
Conclusion

Bibliography

Introduction
(relevance) Any book is a smart friend: A little tired, it falls silent; She silently teaches, Leisure is instructive with her. E. A. Flerina We all come from childhood - from that colorful magical planet where kindness and fidelity, friendship and happiness reign, from the planet of dreamers and dreamers. What is he, a modern child of the XXI century? A sweet, inquisitive why-and-nothing with a pure heart who wants to know how the world works - from the mysterious depths of the ocean to the sparkling stars of the universe. And he looks at this beautiful world through the prism of love, fantasy and dreams. The new era in which we now live has brought great truth and new great delusions. Many who entered its waters became prudent, aggressive, callous in soul to the grief of others, cruel. In society, more and more often they say that kindness, empathy and sympathy, mercy are becoming a thing of the past. A small child is not protected from the aggressive influence of society and television. But this does not cancel the task of “Growing up a person” for us, it complicates it. In this regard, the role of classes in fiction is great. Often we say: "A book is the discovery of the world." Indeed, while reading, we acquaint children with the surrounding life, nature, the work of people, with peers, their joys, and sometimes failures. An art book for a child is a powerful tool for comprehensive education and development: it contributes to the development in children of love for the Motherland, for native nature, fosters love for the native language, awakens children's imagination, causes children's play. The artistic word affects not only the consciousness, but also the feelings and actions of the child. A word can inspire a child, cause a desire to become better, to do something good, helps to understand human relationships, get acquainted with the norms of behavior. Formation
moral ideas and moral experience contributes to the communication to children of knowledge about the moral qualities of a person. Fiction accompanies the child from the first years of life, starting with lullabies, also with the works of A. Barto, S. Mikhalkov, K. Chukovsky, and then moving on to classical works at school. At older preschool age, children can already distinguish between artistic genres, notice expressive means. And when analyzing a work, children can feel its deep ideological content and fall in love with poetic images. Teachers in the senior group are faced with the task of instilling a love for fiction, developing a poetic ear, intonation of expressive speech. A good book deeply affects the feelings of the child, its images have a great influence on the formation of personality. If from childhood a love for a book has not been brought up in a child, if reading has not become his spiritual need for life, then in the years of adolescence the soul of a teenager will be empty, creeping out into the light of day, as if something bad has come from nowhere. (V. A. Sukhomlinsky.) Unfortunately, in our age of informatization, the attitude of children to the book has changed, interest in reading has begun to decline. While reading, a person does not develop, does not improve his memory, attention, imagination, does not assimilate and does not use the experience of his predecessors, does not learn to think, analyze, compare, draw conclusions. The ability to understand a literary work (not only the content, but also the elements of artistic expression) does not come by itself: it must be developed from an early age. In this regard, it is very important to teach children to listen and perceive a work of art. S. Ya. Marshak considered the main task of adults to discover the “talent of a reader” in a child. Who introduces the preschooler to the world of the book? This is done by parents and kindergarten teachers. The teacher must be competent in matters of children's reading. After all, he not only solves the problem of introducing preschoolers to the book, forming interest in the reading process, but also acts as a promoter of the book, as a consultant on
family reading, as a psychologist observing the perception and impact of a literary text on a child. Preschool children are listeners, the work of art is brought to them by an adult. Therefore, the teacher's mastery of expressive reading skills is of particular importance. After all, it is necessary to reveal the intention of a literary work, to arouse in the listener an emotional attitude to what is read.
Target:
education in children by means of fiction of universal values, culture of speech communication.
Tasks:
 Formation of a holistic picture of the world, including primary value ideas;  Development of literary speech;  Introduction to verbal art;  Raise interest in fiction, ensure the assimilation of the content of works and emotional responsiveness to it;  Involve parents in introducing children to fiction.
Members
:  children of senior preschool age;  parents;  educators.

Chapter

theoretical

justification

Problems

use

fiction as a means of comprehensive development

children of senior preschool age
A special place in preschool institutions is occupied by familiarization of children with fiction. V.G. Belinsky believed that "books that are written specifically for children should be included in the upbringing plan as one of its most important aspects." The importance of introducing children to the beauty of the native word, the development of a culture of speech was pointed out by teachers, psychologists, linguists (K.D. Ushinsky, E.I. Tikheeva, L.S. Vygotsky, S.L. Rubinshtein, A.V. .A. Sokhin, A.A. Leontiev and others). Fiction, as noted by many domestic and foreign researchers, plays an important role in the development of the personality of a preschooler. Literature becomes one of the cultural means by which children learn to express their experiences. Fiction influences the formation of moral feelings and assessments, norms of behavior, the education of aesthetic perception and aesthetic feelings. Artistic works contribute to the development of speech, give examples of the Russian literary language, enrich the vocabulary with new words, poetic vocabulary, and figurative expressions. Literature helps the child to express his attitude to what he heard, using ready-made language forms. The role of fiction in the comprehensive development of children is revealed in the works of E.A. Flerina, M.M. Konina, N.S. Karpinskaya. Literary development and reading activity of preschool children of different ages have been studied in methodological science (works by N. D. Moldavskaya, N. I. Kudryashev, S. A. Gurevich, V. G. Marantsman, O. Yu. Bogdanova, and others). The results of the research were taken into account when creating temporary standards for literary education and variable programs.
The main goal of literary education is the formation of a culture of artistic perception and the education on this basis of morality, aesthetic taste, and culture of speech. The problem of artistic reading and storytelling for children has been sufficiently fully disclosed by E.A. Flerina. In developing this question, she relied on a long research work in the field of children's books. In the works of teachers, different aspects of the methodology of artistic reading are considered: the method of acquaintance with poetry and memorizing poems and fables (L.Ya. Pankratova), the influence of illustration on the understanding of a literary work (T.A. Repina). An important quality of speech is figurative expressiveness. The lines of development of expressive speech are considered by S.L. Rubinstein. The pedagogical aspect of this problem is covered by N.S. Karpinskaya, who notes that already at an early age, children are able to capture and reproduce elements of figurative expressive means. It traces the stages of this activity and the conditions for its formation. Speaking about the influence of literature on the moral education of preschoolers, N.V. Durova draws attention to the fact that children of five to six years of age have ideas about the main categories of morality - about good and evil, about good and bad. But these ideas are often naive, original, so the educator needs to know their content in order to guide moral development children. Underestimating the capabilities of children, educators do not use enough examples from children's literature, which allow preschoolers to reveal the complexity of relationships between people, the diversity of human characters, and the peculiarities of certain experiences. Conversations-classes about the ethics of behavior with preschool children offered by N.V. Durova help to instill in children ethical norms of behavior, teach children to draw conclusions about the nature of actions or the behavior of characters, teach preschoolers the rules of politeness, communication, culture, analyze and evaluate actions
heroes. For example, conversations on works of art by such authors as V. Oseeva “Bad”, V. Sukhomlinsky “Shiny Shoes”, V. Oseeva “Magic Word”, L. Tolstoy “Bone”, V. Oseeva “Cookie Education with an artistic word leads to great changes in the emotional sphere of the child, which contributes to the emergence of a lively response to various events in his life, rebuilds his subjective world. According to B. M. Teplov, art captures various aspects of the human psyche: imagination, feelings, will, develops his consciousness and self-awareness, forms a worldview. When reading a book, a child sees a certain picture, a specific situation, an image in front of him, experiences the events described, and the stronger his experiences, the richer his feelings and ideas about reality. The rule of morality acquires a living content in a work of art. S.Yu. Kondratyeva noted that, in kindergarten, often in the classroom for acquaintance with fiction, only the tasks of developing speech and poetic hearing of the child are solved. Such a narrow use of a work of art, reduced to a mechanical transmission of the content of a text, deprives the child of the opportunity to recognize and feel its moral depth. Sometimes in the practice of kindergartens there are mistakes of a different kind, when the high ideological and moral orientation of a work of art is presented as a naked moralization, artistic images interpreted one-sidedly, sometimes vulgarly. This also interferes with the development of the child's feelings and moral consciousness, the formation of the wrong attitude me to reality. V.V. Gerbova notes the importance of fiction for mastering the grammar of the native language, pointing out that the child practically masters grammatical norms language in unity with its
vocabulary. From the book, the child learns many new words, figurative expressions, his speech is enriched with emotional vocabulary. When reading the book, the connection between speech and aesthetic development is clearly visible, the language is assimilated in its aesthetic function. Possession of language visual and expressive means serves the development of artistic perception of literary works. Fiction should be used more often as a means of developing humanity, the humane qualities of a person: kindness and justice, a sense of citizenship. In this regard, the teacher should pay special attention to the selection of works. When selecting literature for children, one must remember that the moral impact of a literary work on a child depends, first of all, on his artistic value. Back in the 40s of the XIX century. V. G. Belinsky made two main requirements for children's literature: ethical and aesthetic. Speaking of the ethical orientation of children's literature, he sharply opposed to intrusive moralizing. A work of art should touch the soul of the child so that he has empathy, sympathy for the hero. O.S. Ushakov and E.M. Strunina note that a literary work appears to the child in the unity of content and artistic form. The perception of a literary work will be complete only if the child is prepared for it. And for this it is necessary to draw the attention of children not only to the content, but also to the expressive means of the language of a fairy tale, story, poem and other works of fiction. Gradually, children develop a selective attitude towards literary works, an artistic taste is formed. OS Ushakova examines in detail the peculiarities of the perception of works of art in different age groups. She draws
attention to the fact that at senior preschool age, preschoolers are able to understand the idea, content and expressive means of the language, to realize the figurative meaning of words and phrases. All subsequent acquaintances with a huge literary heritage will be based on the foundation that we lay in preschool childhood. The main task of the educator is to instill in children a love for the artistic word, respect for the book. When analyzing any literary text, the teacher must observe a sense of proportion, and correctly combine questions on content with questions on artistic form. A.V. Zaporozhets writes that the problem of perception of literary works of different genres by preschool children is complex and multifaceted. The child goes a long way from naive participation in the events depicted to more complex forms of aesthetic perception. Researchers have paid attention to characteristics understanding and artistic form of literary works. This is, first of all, the concreteness of thinking, a little life experience, a direct relationship to reality. The relationship between the perception of fiction and verbal creativity exists on the basis of the development of poetic hearing. This concept includes the ability to feel the expressive means of artistic speech and, to some extent, to be aware of them. This also includes the ability to distinguish genres, understanding their features, the ability to recognize the connection between the components of an artistic form and the content of a literary work. E.A. Kuksova draws attention to the fact that the development of poetic hearing is an important factor formation of verbal creativity. However, the development of poetic ear in itself does not lead to creativity, which can be developed only on the basis of special work aimed at creating conditions for creative manifestations children. L.M. Gurovich noted that in the process of development of artistic perception in children, an understanding of expressive means appears.
works of art, which leads to a more adequate, full, deep perception of it. It is important to form in children the correct assessment of the heroes of a work of art. Conversations can be an effective help in this, especially with the use of problematic questions. They lead the child to an understanding of the “second”, the true face of the characters, the motives of their behavior, previously hidden from them, to an independent reassessment of them (in the case of an initial inadequate assessment). The perception of works of art by a preschooler will be deeper if he learns to see the elementary means of expression used by the author to characterize the reality depicted - color, color combinations, shape, composition, etc. Based on the foregoing, we can conclude that the ability to perceive a work of art, to realize along with the content and elements of artistic expression does not come to the child by itself: he must be developed and educated from a very early age. With purposeful pedagogical guidance, it is possible to ensure the perception of a work of art and the child's awareness of its content and means of artistic expression. Thus, the works of representatives of different areas of science clearly prove how great the role of fiction is in the comprehensive development of the younger generation.

Chapter 2

2. 1. The content of the work system.
The main condition for the success of the comprehensive development of children of senior preschool age by means of fiction is a high level of pedagogical education of parents and teachers. Therefore, certain conditions have been created in our preschool institution, and, above all, a system methodical work with teachers and parents. To implement the content of the comprehensive development of older preschoolers by means of fiction, a system can be used that consists of interrelated components, each of which performs its function in the implementation of the tasks set.
The content of the work system includes:

Pedagogical

education

parents

Modernization

developing

subject

environments

Usage

artistic

literature

creativity through

integration

various

types of children's

activities

Modernization

theatrical

activities

All-round development

older preschoolers

means

artistic

literature

2.2. Creation of a subject-developing environment
. There is no aspect of education that is not influenced by the situation, there is no ability that would not be directly dependent on the concrete world that directly surrounds the child ... He who manages to create such an environment will facilitate his work to the highest degree. Among it, the child will live - develop his own self-sufficient life, his spiritual growth will be improved from himself, from nature ... (E. I. Tikheeva). The indisputable fact remains that efficiency and results can be achieved only with a properly organized developing subject-game environment. This contributes to the memorization of the text, the development of speech, movements and causes a good mood in children. We adhere to the following principles:  compliance of the objective environment with sanitary and hygienic norms and requirements;  Ensuring a positive emotional state of preschoolers;  a combination of multifunctional and easily transformable, familiar and extraordinary elements in the aesthetic organization of the environment;  general semantic integrity of the environment;  availability of equipment depending on the wishes and interests of the child;  the child's ability to choose a distance of interaction that is comfortable for him and the degree of participation in common activities;  taking into account gender and age differences of children. A center of fiction has been created in our group. The center observes: books recommended for reading to children of this age; books loved by the children of this group. The book corner is a necessary element of the developing subject environment in our group room. The book corner is located so that any, even the smallest child, can reach out with his hand and take the book he likes without
outside help just when he himself wants to do it. In the book corner, various books are displayed: both new, and beautiful, and well-read, but neat. Its purpose is not to be a bright, festive decoration of a group room, but to enable the child to communicate with the book. Used books are sometimes more attractive to the reader just because it seems to him that a frequently read book should be interesting. The main goals of our center of fiction are:  development of cognitive and creative abilities of children by means of children's fiction;  use of innovative educational programs, methods and technologies for the upbringing and development of children in accordance with their psychophysiological characteristics;  creation of psychologically comfortable conditions in accordance with age and individual features children in the group;  Ensuring productive interaction with parents in solving problems of upbringing and development of children I believe that the number of books should not be regulated. It depends on the tasks that the teacher sets in working with children during the day or week. If a teacher introduces children to the work of one author and has at his disposal 2-3 books by a writer or poet, you must put them out and not chase after quantity. By changing the subject of conversation with children, we change books. If the teacher talks about the fairy tale genre, you can put up 5-7 books of fairy tales, interesting, diverse, of high quality both in terms of illustration and in terms of printing performance. The frequency of the book exchange also depends on the specific tasks of introducing children to reading. The composition of the book corner may not change for a week or even two when both the teacher and the children constantly need to contact him. But, if a change of books has occurred, children should be pointed out to this or asked to notice it, to be given the opportunity
look at new books, ask the children what stopped their attention, what book they wanted to read right there. In the book corner we place portraits of writers, illustrators of children's books. We often have book exhibitions dedicated to the work of individual writers, individual genres (fairy tale, humorous story, encyclopedia, etc.) and even one book, for example, the one that published a work illustrated by different artists. Older children will not only be happy to look at the masterpieces of book art, but they will also notice the differences in creative manner artists, they will choose for themselves the book that will be closer to their aesthetic taste, their ideas about the heroes, characters of the work. Children are jealous of the books they bring from home. They want the teacher to read these books, show them to all the children, examine them with everyone and read them. In this regard, we are organizing an exhibition of books that children, for a short time, bring from home. But in order not to exhibit all 15 - 20 copies, we immediately establish and clearly observe the order in which not only books will be exhibited, but also the hosts-children will tell about them, about what they like about them, for what purpose they brought books to preschool institution. Knowing the children, we try to formulate questions to the kids in such a way that their stories turn out to be detailed and interesting. Another thematic exhibition can be devoted to specific work, which is not only read to children, but also illustrated by them. In this case, you can go in two ways: exhibit the work and the best drawings for it, or place all the drawings one by one on the exhibition stand. Both need to be motivated. Children must understand the choice of the teacher, so as not to be offended, not to stop reading and drawing. In addition to books, there are various albums for viewing in the book corner. It can also be specially created by artists.
albums on certain topics (“Different Animals” by N. Charushin, “Our Kids” by A. Pakhomov, etc.), albums compiled by the educator from individual postcards and drawings about labor, nature in different times year, about professions, etc. Thematic exhibitions of books can be arranged. Their main goal is to deepen the literary interests of children, to make this or that literary or socially important topic especially significant, relevant for preschoolers. On average, the period of stay of a book in a book corner is 2-2.5 weeks. However, the basic rule must be observed: the book remains in the corner as long as the children remain interested in it. Therefore, some books stay long enough while others don't. Illustrations for various topics: Homeland People's labor Native nature Children's games Object pictures Illustrations for read works and other books according to the program. Introduces the world of nature, its mysteries and patterns. It should be remembered: A book corner in a preschool institution is not only a necessary element of the subject environment. This is a form of dissemination of information about books, their authors and illustrators, which helps children get used to the image of the book, arouses interest in it, the desire to consider and read it. A thoughtful regular exchange of books in the book corner should not be an obligation, but a rule for the educator.
2.3. Methods and techniques of work
I started the implementation of the tasks:
- with the systematization of fiction; - from drawing up a long-term work plan for children of senior preschool age; - with consultations and conversations for parents. Before starting work with children, I identified the following forms of educational activity: ____________________________
Individual
___________________
Subgroup
____________________
Group

Class types

Preparation for the lesson and methodological requirements for it
Reading and storytelling of one work Reading of several works united by a single theme Combining works belonging to different types of art Reading and storytelling using visual material Reading as part of a speech development lesson
To teach children to listen to a work of art, to help them assimilate its content and emotional mood, it is necessary to read expressively, and use additional methodological techniques that develop children's listening, memorization, and understanding skills:  Re-reading the entire text  Re-reading individual parts Reading can be accompanied by:  Playing actions of children  Objective visualization  looking at toys, models,  looking at illustrations,  drawing the attention of listeners to real objects  Verbal help  comparing with a similar or opposite case from the life of children or another work of art  setting after reading the search questions “Why did you like hero?”, “What would you do in his place?” and similar 1 reasonable choice of a work in accordance with the developed criteria 2 determination of the program content - literary and educational tasks 3 preparation of the educator for reading the work
 When children answer, suggesting words - epithets that generally name the essential feature of the image (brave, hardworking, loafer, kind, evil, decisive, etc.) The younger the child, the more he needs accompanying reading game actions and objective visibility. For older preschoolers, verbal clarity contributes to the assimilation of what they read.
Basic Techniques for Reading a Fiction

Techniques for the formation of a full perception

works by children
One of the methods of educational work with children, in the process of getting acquainted with fiction, I used the modeling method. When introducing children to fairy tales, stories, poems from a young age, we model them together with the children, which allows us to increase interest in the work, understand its content, the sequence of events in fairy tales. So, when introducing children to Russian folk tales, the "Magic Circles" model is used. After the educator tells a fairy tale using a desktop or Reading the educator from a book or by heart The educator's story Dramatization Learning by heart the educator's expressive reading re-reading a conversation about what was read looking at illustrations explaining unfamiliar words
finger theater, children are invited to repeat the tale. Each child is given a sheet with drawn circles according to the number of characters in the fairy tale. He invites them to consider and play wizards, turning mugs into heroes of a fairy tale. In subsequent work, these models are used to tell a fairy tale by children in joint activities, as well as in independent activities. For a deeper acquaintance of children with the work, preliminary work was carried out, on which the text was read, conversations were held on the works, filmstrips and cartoons based on these works were shown. For example, in order to introduce children to the wonderful world of fables, we carried out preliminary work, which included reading the fables of L. Tolstoy, J. La Fontaine, S. Mikhalkov, I. Krylov, followed by examination colorful illustrations; display of filmstrips “Fables of I.A. Krylov", "Grandfather Krylov"; listening to audio recordings with Krylov's fables; coloring illustrations for Krylov's fables from coloring books; staging of the fables of S. Mikhalkov “Crow and Cancer”, I. Krylov “Fox and Crane”, “Monkey and Glasses”, “Dragonfly and Ant”, etc. During the preliminary work, which took place over several days, the children enriched their vocabulary new words, and the activation of words took place at the final lesson “The Wonderful World of Fables”. The use of various forms of work on the use of fiction in their activities, from retelling to improvisation, contributed to the enrichment of the children's vocabulary. By repeated repetition of words in the process of various activities, the word was fixed and activated in the children's vocabulary. Children expect a lot from the book, they strongly believe in what it tells them. In the older group of children, we teach, when perceiving the content of literary works, to notice expressive means. Older children are able to more deeply comprehend the content of a literary work and realize some of the features of the art form.
expressing content. They can distinguish between genres of literary works and some specific features of each genre. The analysis of a fairy tale should be such that children can understand and feel its deep ideological content and artistic merits, so that they will remember and fall in love with poetic images for a long time. When getting acquainted with poetic works, it is necessary to help the child feel the beauty and melodiousness of the poem, to better understand the content. Introducing the children to the genre of the story, the teacher should reveal to the children the social significance of the phenomenon described, the relationship of the characters, pay attention to the words the author characterizes both the characters themselves and their actions. Questions offered to children should reveal the child's understanding of the main content and his ability to evaluate the actions and deeds of the characters. In the process of reading works of art, the child accumulated the experience of a variety of direct reader experiences: variously colored reader emotions - from delight to sadness and even fear; feelings associated with the perception of works of different genres, styles, authors, historical eras. Often the heroes of stories, fairy tales are worried because they caused harm, and suffer until they atone for their guilt. Several times I read to the children the Nenets fairy tale "Cuckoo" about how a mother turned into a cuckoo and flew away from her callous, unkind sons. All the guys understood the guilt of their sons and condemned them. And so my question is “Do you feel sorry for your sons?” - surprised the children, but I wanted the guys, realizing their guilt, to still feel a sense of pity and compassion for them. And at the end of the conversation, she brought the children to the conclusion: “Indeed, the children themselves are to blame for what happened, but they are also sorry - they were left without a mother.” I try to instill in children care for those who need help and protection. I try to reveal my relationship with relatives with the help of such works as "A Hard Evening" by N. Artyukhova, "Let's Sit in Silence" by E. Blaginina, "Vovka - a kind soul"
A. Barto, "The most terrible" by E. Permyak. The conversation on the book by V. Mayakovsky "What is good and what is bad" was very interesting. The children looked at the picture, which depicts the following situation: a boy took a teddy bear from a little girl. The girl stands and cries. To my question: “What would you do if you were there?” – the answers were very diverse. Vadim said angrily: "I would take the bear cub and give it to the girl, and at the same time beat the boy." Then I asked: “And if you had asked the boy well, and he himself would have given the bear cub to the girl?” Vadim thought about it and said: Then I wouldn't touch him. But he has to apologize." The purpose of my talks is to show children that a kind word of kindness works faster and more efficiently than physical strength. It is impossible to develop a spiritually rich, healthy personality of a child only with the help of remarks, instructions, and censures. It is important to educate in children the ability to see, understand and share the sorrows and joys of another. How should this ability be manifested? In the ability to treat another as oneself, to understand that it can be painful and unpleasant for him when he is offended. In readiness to forgive inadvertently caused pain, to apologize if guilty. In the ability to reckon with the desires and interests of comrades. The children of our group have their favorite books that they can listen to as many times as they want. Many poems by S. Marshak, K. Chukovsky, A. Barto, many Russian folk tales we repeat and repeat, and the children never get bored of them. When it comes to the development of the moral consciousness of children, the upbringing of humane feelings, I raise questions that arouse preschoolers' interest in the actions, motives of the characters' behavior, their inner world, their experiences. These questions should help the child understand the image, express their attitude towards it, they should help the teacher understand the state of mind of the pupil during reading, identify the ability of children to ask and summarize what they read, and stimulate discussion among children in connection with what they have read. I build conversations with children in such a way that the ethical conception acquires a certain vividness for the child,
live content. Then his feelings will develop more intensively. That is why it is necessary to talk with children about the states, experiences of heroes, about the nature of their actions, about conscience, about the complexity of various situations. Children's stories, laughter, tears, statements, exclamations, jumps, clapping their hands about something they saw, struck - all this speaks of the awakening feelings of the child, his emotional reaction to the environment. Preschool age is the age of fairy tales. This is the most favorite literary genre for children. The Russian folk tale pleases both children and adults with optimism, kindness, love for all living things, wise clarity in understanding life, sympathy for the weak, cunning, humor. The plot is transparent, often it suggests how best to act in a given life situation. After all, almost all children identify themselves with the positive characters of fairy tales, and every time a fairy tale shows that it is better to be good than bad. The child will look with new eyes at the golden meadow, opened to him by M. Prishvin; V. Bianchi will tell him about the secrets of the forest, about the life of birds and insects; E. Charushin will lead him to small, such humanly close animals, will evoke in children a humane feeling for them - a desire to become their patrons. Works of fiction: poems by I. Tokmakova, E. Serova, Z. Alexandrova, stories by Sokolov-Mikitov, I. Sladkov contribute to the formation of a person - a contemplative and researcher, friend and protector of nature. For the comprehensive development of feelings, I include children in various activities related to fiction. Children create their drawings based on fairy tales, stories; participate in the organization of exhibitions: "My favorite book", "K.I. Chukovsky", "My favorite flowers"; watching films-performances based on literary works. Children, entering the fairy tale, getting the role of one of the heroes, join the culture of their people, involuntarily absorb into themselves that attitude to the world, which gives strength and stamina to live the future life. The content of poems, stories by N. Bogatyreva “Flowers around us”, V. Kasatkina “Native
Nature”, I. Krasnikova “Flowers in the Meadow”, S. Vakhrintseva “The World of Plants” delighted children, gave them a good mood, awakened their imagination. Children learned that flowers are beauty that needs to be taken care of. Children are very sensitive to the artistic word. Reading stories, memorizing poems, riddles, proverbs helps them "hear what they see" and "see what they hear." And in the process of observation, labor and research activities, children began to see in a green sprout a special living creature, the life and condition of which entirely depends on whether it was watered or not, planted in the sun or in the shade. Having learned to understand the state of plants, children will sympathize with them, protect, preserve them, and subsequently not only protect beauty, but also create it around them. When reading the work "Flowers around us" N. Bogatyreva used a minute of entry into the day. - What do you think, children, is it good to be a flower? Why? Listen to what this flower wants to tell you. Children, I love you: your eyes, smiles, your kind and caring hands. I am glad that I live on your beautiful site, and I see your friendship, where there are no rude words, quarrels, insults. Otherwise, I would be sick and sluggish and ugly. Your care and kind words help me grow quickly and give you clean air and beauty every day. I consider the upbringing of a spiritually rich personality in close connection with the overall emotional development of the child. The emotional attitude of children to the environment is an indirect indicator of the formation of their feelings. Fiction contributes to the emergence in children of an emotional attitude to the events described, nature, heroes, characters of literary works, to the people around them, to reality. Artistic works enriched, clarified and activated the vocabulary of children on the basis of the formation of specific ideas and concepts in them, developed the ability to express thoughts orally. This development was carried out due to the fact that works of art are written in a literary language, accurate, figurative, emotional, warmed lyricism, the most appropriate
characteristics of children's perception. On the examples of simple, accessible stories, children learned to understand the content of the work, its main idea, get acquainted with the characters, their characters and actions, evaluate these actions. In an elementary form, children get an idea about the visual means of the language of works of art. Given that literary texts affect the child's speech development, in the course of our work we selected certain texts. Here are a few examples: - to create a cheerful mood, to enrich the children's vocabulary with adjectives characterizing different states of nature, we used M. Yasnov's poem "Loud Morning"; for the lyrical - A. Bely's poem "The snow is whiter ..."; - in order to encourage children to empathy, compassion, sympathy, and the correct verbal reflection of these states, they read the fairy tales of V. Berestov “The Sick Doll”, K. Chukovsky “Aibolit and the Sparrow”; - to act out dialogues, they learned the poem by G. Avdienko “Bunny, bunny, where is your home?”, staged V. Bianchi’s fairy tale “The Fox and the Mouse”; - to develop the ability to “see”, they read from words, depicted with movements and drew a poem from Vietnamese folk poetry: “A baby elephant is walking. Take a quick look: he has a big trunk in front of him ... "; - to assimilate the opposite concepts, they taught the poems of A. Vvedensky “The cat sat on the window”, N. Zabolotsky “How the mice fought with the cat” (quietly - loudly); K. Chukovsky "Kotausi and Mausi", V. Tatarinov "Cat with a dog" (good - evil); they said the nursery rhyme “Hedgehog, hedgehog, eccentric, sewed a prickly jacket” and tell the fairy tale “Gingerbread Man” (prickly - smooth); read "The Tale of the Brave Hare - Long Ears, short tail» D. Mamin-Sibiryak (long - short), etc.
After getting acquainted with the work of art, we spent free time with the children to talk about the content of the works. After conducting a group conversation with the children, which enabled the educator to assess how well the content of the work of art was understood, we continued the discussion of the work, but in the form of a game-conversation with its characters. Such a game-conversation was carried out immediately after reading, while children's impressions were fresh and direct. As characters for games-conversations, opposite in their moral qualities heroes, for example, the stepdaughter and stepmother's daughter from the fairy tale "Morozko"; three sons from the fairy tale "The Frog Princess", etc. Correctly selected pictures, book covers, reflecting the plot of the work, provided significant assistance to children. One of the stages of our work on the book is a dramatization game. S.Ya. Marshak said that a work of children's literature can only be considered artistic if it "can be played out like a play or turned into an endless epic, coming up with more and more sequels to it." It is this feature of a genuine work of art that we used in our further work. Fiction, and especially fairy tales, is a special form of reality for preschool children - it is the reality of human emotions, feelings in special fairy-tale conditions. Games related to the plots of literary works appear in children under the influence of an adult and the works themselves, in which people, their relationships and their activities are clearly and clearly described. Being one of the forms role-playing game, the dramatization game according to the plot of a work of art has its own specific features: it is a synthesis of the perception of a work and a role-playing game. The very process of assimilation, perception of a work of art is, firstly, a special internal creative activity; secondly, in
as a result of it, in the course of empathy and sympathy for the characters, the child develops new ideas and new emotional relationships. Before the dramatization game in the group were held puppet shows according to the fairy tales “By the Pike’s Command”, “Havroshechka”, etc. and games - conversations on fairy tales. Since certain scenes were pre-selected for the puppet show, they were repeated in the dramatization game. In this type of games, it was especially important creativity children and adults to the events being played. At the senior preschool age, simultaneously with the development of the perception of the artistic word, the creative abilities of children and at the same time their aesthetic and humane feelings are intensively developed. The child's craving for writing poems and fairy tales is well known. The desire of children to speak out is natural. Children's poems, stories, laughter, tears, statements, exclamations, a joyful dance, jumping, clapping their hands about something they saw, struck - all this speaks of the awakening feelings of the child, his emotional reaction to the environment. The absence of such a reaction should alert adults. For the comprehensive development of feelings, children should be included in various activities related to fiction. For example, children create their own drawings based on fairy tales, stories, organize exhibitions: “My favorite book”, “Tales of A. S. Pushkin”, “Books about labor”, “K. I. Chukovsky ”, etc. We select filmstrips for works already familiar to children. In the cinema and theater, preschoolers watch films, performances based on literary works. Adults should contribute to the development of children's games based on stories and fairy tales. Children are especially inspired when they play roles on their own, like real actors take part in concerts and performances.

2.3. Principles for the selection of literary works used in

working with older preschool children
Fiction is one of the most important means of comprehensive development of the personality of a preschooler. The content of a work of art expands the horizons of the child, takes him beyond the scope of personal observations, opens up social reality for him: tells about the work and life of people, about great deeds and exploits, about events from the world of children's games, fun, etc. The artistic word creates the true beauty of the language, emotionally colors the work, sharpens feelings and thoughts, influences, excites and educates. The correct selection of literary works, which is based on the following pedagogical principles, helps the children to discover the world of "verbal art":  Literature must meet the tasks of educating (mental, aesthetic, moral) children, otherwise it loses its pedagogical value. The book is called upon in concrete images to reveal to preschoolers the ideals of goodness, justice, courage, to form the right attitude towards people, oneself, one's actions;  It is necessary to take into account the age characteristics of children. Age specificity should be expressed in taking into account the characteristics of the child's psyche, in the concreteness of thinking, impressionability, vulnerability;  The book should be entertaining. Entertaining is determined not by the topic, not by the novelty of the material, but by the discovery of the new in the familiar and the familiar in the new;  The position of the author should be clearly expressed in the book. (S. Ya. Marshak wrote that if the author is not an indifferent registrar of events, but a supporter of some heroes of the story and an enemy of others, this means that the book is written in a real children's language);
 Books should differ in compositional lightness, i.e. have one storyline. An artistic image or a system of images must reveal one thought, all the actions of the characters must be subordinated to the transmission of this thought. However, when selecting books, one should not give preference only to small and simple works. It must be borne in mind that the possibilities of perception of children are growing. The selection principles make it possible to determine the circle of children's reading, which includes:  folklore works (songs, nursery rhymes, proverbs, sayings, fables, shifters, fairy tales);  works of Russian and foreign classics (A.S. Pushkin, K.D. Ushinsky, N.A. Nekrasov, L.N. Tolstoy, F.I. Tyutchev, G.Kh. Andersen, Ch. Perro, etc.) ;  production of modern native literature (V.V. Mayakovsky, S.Ya.Marshak, K.I. Chukovsky, S.V. Mikhalkov, M.M. Prishvin, E.I. Charushin, V.V. .  works of different genres (stories, novellas, poems, fairy tales in prose and verse, lyrical and comic poems, riddles), different subjects (children's life: games, fun, toys, pranks; social life events, people's work; pictures of nature, environmental Problems);  works of peoples of other countries. New books for children are published every year. Educators should monitor the outgoing literature and replenish the circle of children's reading. The main task of teachers is to instill in children a love for the literary word, respect for the book, the development of the desire to communicate with it, that is, everything that makes up the foundation for educating the future “talented reader”.
The content is determined by changes in the literary development of children that occur by the age of 5. The book becomes an important part of the spiritual life of children, they develop literary predilections, expressed individual predilections. The principle of the organization is the satisfaction of the diverse interests of children. Pedagogical guidance is becoming more correct, because. children are already quite independent in choosing books:  Teach independent focused communication with a book; Encourage collaborative review and discussion. Communication between the educator and the child is warm, trusting;  To form the ability to perceive the book in the unity of verbal and visual arts;  Strengthen the interest of preschoolers in fairy tales;  To form civil personality traits, patriotic feelings;  To acquaint children with the world of nature, its mysteries and patterns.  The rules for handling the book are fixed.  Children take part in self-repair of books, in the design of thematic albums and exhibitions. In the senior and preparatory groups, we choose 3-4 topics: 2-3 are devoted to the phenomena of social life, 1 - to nature. We use albums for viewing, specially created by artists, albums on various topics (“Different Animals” by N. Charushin and others). Albums compiled by the educator together with the children (postcards, drawings, illustrations) When solving the problems of educating children by means of art, it is necessary to turn to classical Russian and translated literature, to Soviet literature and poetry. First of all, these are the works of A. S. Pushkin, L. N. Tolstoy, S. T. Aksakov, P. P. Ershov, N. A. Nekrasov, F. I. Tyutchev, A. A. Fet, A. A. Blok, S. A. Yesenin, from translated authors - C. Dickens, R. Kipling, C. Perro, the Grimm brothers, G.-H. Andersen, works
Soviet writers: M. Gorky, V. Mayakovsky, S. Marshak, K. Chukovsky, A. Barto, S. Mikhalkov and others. We select works of art depending on the specific educational tasks facing him. For example, to educate older children in humane feelings, the teacher uses the fairy tales “Sister Alyonushka and brother Ivanushka”, “Cuckoo” (Nenets, fairy tale), “Havroshechka”, “The Tale of the Fisherman and the Fish” A.S. Pushkin, " silver hoof"P. Bazhov, "Humpbacked Horse" by P. Ershov, "Aibolit" by K. Chukovsky, " white bear cub» U.Turmanzhanova, «The Girl and the Baby Camel» by Sh.Murtaza and others. Those educational tasks that the teacher solves both in the classroom and outside of them depend on the content of the work of art. Some of the fairy tales and stories recommended for reading by the Kindergarten Education and Education Program are large in volume, so it is important to convey the main idea of ​​the work to the minds of children. Questions should be specific, concise, focusing children's attention on the main thing. For example, educating children to love animals, the teacher reads A. Tolstoy's story "Zheltukhin". To arouse compassion for a little starling that accidentally fell out of the nest, the teacher asks the question: “What was Zheltukhin like? Tell me about it." It is important that the children's answers reflect the helplessness of the little starling, fear of the world around him. If the children do not emotionally and fully reveal the image of Zheltukhin, the teacher helps: “You correctly said that Zheltukhin is a starling, that he fell from the nest and was afraid of everything. Listen to how A. Tolstoy describes the starling: “He looked with horror at the approaching Nikita”; “The whole Zheltukhin ruffled up, picked up his legs under his stomach”; “He ... hid in a corner, on dandelion leaves pressed to the ground”; "He had a desperate heartbeat." Why was he afraid of everything? That's right, because he was small and needed protection. Who helped him?" Thematic distribution of works for reading to children in the classroom and outside the classroom will allow the teacher to work on educating the feelings of children
purposefully and comprehensively. In this case, it is necessary to use repeated reading, which deepens the feelings and ideas of children. It is not at all necessary to read a lot of fiction to children, but it is important that all of them be highly artistic and deep in thought.

Organization

interactions

parents

process

comprehensive

development

children

senior

preschool

age

through fiction
The allocation of fiction as a means of comprehensive development of children is updated by the current situation in the formation of a new system of preschool education, aimed at the implementation of federal state standards. In connection with the special importance and role of fiction, the problem of introducing children and their parents to it in the conditions of a preschool educational institution can be considered particularly relevant. Unfortunately, parents in our time, due to difficult social conditions, due to being busy, they often forget about this and the process of developing their child’s speech is left to chance. The child spends more time at the TV and at the computer than in a live environment. Today the whole world faces the problem of maintaining interest in the book, in reading as a process and leading human activity. The “Family Reading” survey conducted in the group with parents showed that many of our parents do not know children's fiction and children's writers very well. When asked whether parents often read books to them, the answer was no. What's stopping you? - 56% answered - work, 16% - children do not want to read. Do you play literary, word games with your children at home, 65% answered no. With the help of the questionnaire, I received information about the availability of books in home libraries, the frequency and duration of home reading, children's interest in the book and the degree of well-read kids. In order to establish contacts with the family to ensure unity in the work of introducing children to fiction, I used the following forms of work:
- group meetings "Do you know your child", "How to answer children's questions", non-traditional gatherings“Mom, dad, I am a reading family”; - consultations on the topics: “The role of the book in the moral education of children”, “The role and influence of communication in the family on the development of the child”, “The character of the child depends on you”, “For children to grow up healthy”, “How to speed up the process of understanding the fairy tale”, “ The book and creativity of the child”; - exhibitions of books, information about books that are read in the classroom; - folders - shifters: "To help parents", "What to read to children", "Child and book"; - dissemination of the experience of family education, organization of "Family Leisure"; - questionnaires “I and my whole family are book friends”, “Family reading”; - joint holidays and entertainment; - joint creative activity of parents and children; - useful tips. Conducted lectures, discussions, round tables with parents on the topic: “Children's horror stories, detectives: harm or benefit? ”, “For children to grow up healthy”, “Adult-child-book” based on the works of K. I. Chukovsky, the competition “My favorite book”, “Books-babies about health”, etc. with the help of parents, I can influence children, and parents must understand that reading will help them understand the problems of childhood themselves. Parents took an active part in the creation of the center of fiction in the group. Parents brought bright books on the topic of the week, which could not only be read and considered in a group, but also exchanged books for reading at home. The colorfully designed library area of ​​the group, the book corner attracts the interest and attention of children who have the following content: the presence of a specially equipped place for reading and
literary creativity; variety of literature by genre; availability in the book corner different types books. One of the methods of educational work with children, in the process of getting acquainted with fiction, I used the modeling method. Each child is given a sheet with drawn circles according to the number of characters in the fairy tale. He invites them to consider and play wizards, turning mugs into heroes of a fairy tale. In subsequent work, these models are used to tell a fairy tale by children in joint activities, as well as in independent activities. Children take these models home and use them to tell a fairy tale to their parents. In the older group, mnemonic tracks and mnemonic tables are already used. I suggested that parents use this method at home with their children and held a workshop. One of the modern methods of introducing children to fiction is design method. The project activity is based on a special style of interaction of all participants in the educational process, denoted by the word "cooperation". Everyone cooperates: the teacher - with parents and children, children - with each other, with parents and the teacher. In the work on the project "Where did the book come from." Together with my parents, we were looking for information about how a book is created, people of what professions help it appear on the bookshelves. So, in order to attract the attention of children to the topic of the project, work was carried out to motivate children: a number of objects made of wood were proposed. At the same time, among the proposed items was a book. The children were asked the question: what unites all these objects, how the book is connected with all these objects. So, in order to expand children's ideas about the history of the creation of the book, a series of educational evenings "Now we find out" was held. In preparation for these evenings, parents, together with their children, searched for educational information about how the book appears, then presented it to children.
The knowledge gained by children about how a book appears was framed in a collective collage "How is a book created?" The excursion to the library was very informative, where library workers, in a playful way, introduced children to the rules of behavior in the library and the rules for handling books, organized exhibitions books, held educational games. In the future, many children with their parents became visitors to the city library, because preschool children are listeners, not readers, and it is we adults who bring the work of art to them. To enrich the book corners in kindergarten groups, to create a library in the preschool educational institution, the "Give a Book" campaign was held, in which the parents of the pupils took an active part. The books collected by the parents significantly replenished the group's library, some of the books were donated to the kindergarten library. As part of the project, the group held a review - competition "Books with their own hands", where children, together with their parents, made books, while showing creativity and imagination. In the process of creating books, children got acquainted with the components of the book: cover, pages, text, illustrations. Parents took an active part in this work. At the same time, children, together with their parents, acted as authors and illustrators of children's books. Together with the parents, a theatrical performance "Confused Tales" was held. Parents together with their children prepared for the performance, learned roles, sewed costumes, prepared scenery, drew posters, invitation cards. We were even more convinced of what golden hands moms and dads have, what talents are hidden. Children became even more friends with their parents, parents with the teacher and with each other. Was held literary quiz“Through the pages of fairy tales”, where parents helped to make a presentation. A competition was held in the kindergarten - the theater festival "Through the Pages of Books", at which children showed their abilities and talents and parents were the first helpers here.
So, in the group of senior preschool age, a mother was invited on the topic of the meeting "How to design a book cover." The mother of our pupil showed the children a master class in designing fabric covers. In the competition "My fun day off" parents together with their children made up creative stories, recorded them on an audio cassette, and then put them into a colorful book with photographs and drawings. When introducing children to fiction, we introduce different genres works of art: stories, fairy tales, poems, etc. According to the results of the competition of young readers among pupils of MBDOU, the girl of the group took 1st place. The girl's mother herself reads poetry very well and passed this gift on to her child. Parents were offered visual-informational photo newspapers on the topic: "Teach a child to love a book." To make the photo newspaper interesting and readable, we asked parents to participate in the creation of the newspaper and bring photographs from the home archive, in which one could see if the child has a book corner at home, how parents read books to the child at home. The following events were also organized: - Exhibitions family photos: "Together with the book I grow." "My Home Library" - Joint drawings "Colors of the book read." - Excursion together with parents to the city children's library. - Competition "Reading family" - Introduction of the traditions of the group: "Book tree", "Book for rent", "Guest of the group", "Book for a visit"; - Promotions: "A day without TV", "A book in every home." To overcome these obstacles and barriers, an effective family reading model should include the following conditions: - parents and caregivers should find time to read with children;
- the value of reading for pleasure should be recognized by the kindergarten and the family as an important part of the family reading process; - children should not be shy to show that they like to read. Listen and talk about the book; - Reading at home should be supported and encouraged by the kindergarten, library and parents. I came to this conclusion READING PARENT - READING CHILD. And our "Book Tree" will help us in this. Conversations were held with children about unusual trees in nature and “Book Trees” were drawn (drawings are shown to parents). The parent cut a tree out of plywood. Our "book" tree will be overgrown with leaves that you will bring after reading a book to your child. On a piece of paper you write the author, the title of the book, the questions asked by the child, the explanation of incomprehensible words by the child, what this book is interesting for, that is, express your opinion about the book. Immersed in life and problems preschool, everyone received good incentives for cooperation and mutual assistance, there was satisfaction from joint work.

3. Conclusion
The work carried out showed the value of fiction for the comprehensive development of children of senior preschool age. V. A. Sukhomlinsky said “If from childhood a child has not been brought up with a love for a book, if reading has not become his spiritual need for life, in the years of adolescence the soul of a teenager will be empty, it will crawl out into the light of God, as if from nowhere, taken bad” Man is the only living being who lives according to the laws of morality, but this does not mean at all that he is born with this moral law in his soul. No, he still needs to be educated. To educate humanity, kindness, responsiveness, sensitivity, diligence, nobility. You can not rely on nature: the responsibility for how a child grows up lies entirely with those who are close to him. We all strive to ensure that our children grow up honest, kind, happy. And how I would like the instinct for good and evil brought up in childhood to remain forever in a person. Fiction should be used more often as a means of developing humanity, the humane qualities of a person: kindness and justice, a sense of citizenship. In this regard, I believe that the teacher should pay special attention to the selection of works, the methodology of reading and conducting conversations on works of art in order to form humane feelings and ethical ideas in children, to transfer these ideas into the life and activities of children (to what extent feelings are reflected children awakened by art, in their activities, in their communication with people around them). I consider the continuation of the use of fiction for the comprehensive development of children of senior preschool age as prospects for further work.

BIBLIOGRAPHY
1. Alekseeva M.M., Yashina V.I. Methodology for the development of speech and teaching the native language of preschoolers. - M., 2007. 2. Bolsheva T.V. We learn from the story. - St. Petersburg, 2009. 3. Borodich A.M. Methods for the development of children's speech. - M., 2014. 4. Gurovich L.M. Child and book / L.M. Gurovich, L.B. Coastal, V.I. Loginova. - M., 2009. 5. Childhood: The program of development and education in kindergarten / V.I. Loginova, T.I. Babaeva, N.A. Notkin and others. Ed. T.I. Babaeva, Z.A. Mikhailova, L.M. Gurovich: Ed. 2nd. - St. Petersburg, 2007. 6. Zaporozhets A.V. Psychology of perception of a literary work by a preschool child // Izbr. psychol. Proceedings / A.V. Zaporozhets in 2 volumes. - M., 2006. - v. 1. 7. Konina M.M. The role of fiction in the moral and aesthetic education of preschool children // Reader on the theory and methodology of the development of speech of preschool children / comp. MM. Alekseeva, V.I. Yashin. - M., 2009. - S. 485 - 497. 8. Sokhin F.A. Speech development of preschool children / I. Loginova, A.I. Maksakova, M.I. Popov. - M., 2014. 9. Ushakova O.S., Strunina E.M. Methodology for the development of speech in preschool children. - M., 2009. 10. Fedorenko L.P., Fomicheva G.A., Lotarev V.K., Nikolaicheva A.P. Methodology for the development of speech in preschool children. – M., 2014. 11. Flyorina E.A. Aesthetic education of a preschooler / E.A. Fleurina. - M., 2011.

Fiction as a means of developing the speech of preschoolers.

"Reading is one of the sources of thinking and mental development".

V.A. Sukhomlinsky

Fiction is an art form that uses the words and constructions of natural language as the only material. The specificity of fiction is revealed in comparison, on the one hand, with art forms that use other material instead of verbal-linguistic (music, art) or along with it (theater, cinema, song, visual poetry), on the other hand, with other types of verbal text: philosophical, journalistic, scientific, etc. In addition, fiction, like other types of art, combines copyright (including anonymous) works, in contrast to works of folklore that essentially do not have an author.

Fiction accompanies a person from the first years of his life. It opens and explains to the child the life of society and nature, the world of human feelings and relationships. V.G. Belinsky once said that a children's book is written for education, and "education is a great thing: it decides the fate of a person." Well-developed speech helps a preschooler to better convey his thoughts, emotions, experiences, explain own position. If for some reason the child’s speech is not developed enough, then in the future it will make it difficult learning activities. Fiction is a powerful effective means of mental, moral and aesthetic education of children, which has a huge impact on the development and enrichment of speech. In poetic images, fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It enriches emotions, educates the imagination, and gives the child excellent examples of the Russian literary language. These samples are diverse in their impact: in stories, children learn the conciseness and accuracy of the word; in verses they catch the musical melody, the rhythm of Russian speech, in folk tales, the lightness and expressiveness of the language, the richness of speech with humor, lively and figurative expressions, comparisons are revealed to children. Having learned to empathize with the heroes of the works, children begin to notice the mood of the people around them. Humane feelings are awakened in children - the ability to show participation, kindness, protest against injustice. According to V.A. Sukhomlinsky, reading books is a path along which a skillful, intelligent, thinking educator finds a way to the heart of a child and all subsequent acquaintance with a huge literary heritage will be based on the foundation that is laid in preschool childhood. In kindergarten younger preschoolers they introduce literary works of different genres: stories, fairy tales, poems, proverbs, sayings, nursery rhymes, etc. The goal for educators is to master children in constructive ways and means of interacting with people around them through solving the problems of developing free communication with adults and peers, developing all components of children's oral speech: the lexical side, the grammatical structure of speech, the pronunciation side, coherent speech in various forms of children's activities. By becoming familiar with fiction, a child of younger preschool age accumulates a certain vocabulary that contains all parts of speech. By means of the artistic word, the child masters the grammatical norms of the language in unity with its vocabulary. From the book, the child receives many new words, figurative expressions, his speech is enriched with emotional and poetic vocabulary. Literature helps to express one's attitude to what one has heard, using comparisons, metaphors, epithets, and other means of figurative expression, the possession of which, in turn, serves to develop the artistic perception of literary works. A characteristic feature of the younger preschooler, which is noted by childhood researchers, is an extraordinary craving for a rhythmically organized warehouse of speech, sonorous rhythms and rhymes, and expressive intonation. Man, according to K.I. Chukovsky, begins to speak not in prose, but in verse. The first words that a child pronounces, according to the symmetrical arrangement of vowel sounds, are a coinciding rhyme: ma-ma, pa-pa, bo-bo, etc. The very nature of a child of early and younger preschool age requires poetic material. Children love to listen and read poetry, clearly preferring it to prose. At the same time, they gravitate, first of all, to dynamic rhythms, joyful, dancing melodics. That is why babies like the works of children's folklore, the poetic nature of which, harmoniously combining the word, rhythm, intonation, music and action, exactly corresponds to the emotional needs of the child. Each of the songs like "Ladushki", "Goat", "Magpie - White Sided" is a brilliant mini-performance, where a child is a spectator, and a singer, and a dancer, and an actor, and a reader. Particular attention should be paid to the development of figurative speech of children in the process of getting acquainted with different genres of literature (fairy tale, story, true story, poem, fable) and small folklore forms. Primary literary education of children is also promoted festive events, evenings of leisure, evenings of fairy tales, poems, riddles. All this work should be permeated with creativity, the love of the teacher himself for literature and the desire to convey this love to children. In the younger group of kindergarten, children are taught to listen to fairy tales, stories, poems, as well as to follow the development of the action in a fairy tale, to sympathize with positive characters. It is necessary to use the method of explaining unfamiliar words, which ensures a full perception of the work. It is necessary to explain the meaning of those words, without understanding which the main meaning of the text, the nature of the images, the actions of the characters become unclear. Explanation options are different: setting another word while reading prose, selecting synonyms (hut - bast - wooden; upper room - room, etc.); the use of words or phrases by the teacher before reading; during the acquaintance of children with the picture; a question to the children about the meaning of the word, etc. The expressiveness of reading, the interest of the educator himself, his emotional contact with the children increases the degree of influence of the artistic word. While reading, children should not be distracted from the perception of the text by questions, disciplinary remarks, it is enough to raise or lower the voice, pause. Examination of illustrations is carried out, which deepen the understanding of the text, clarify it, and more fully reveal artistic images. In order to arouse children's interest in books, you can offer different games. "Hide and seek with a book" - children are shown a new book and asked to close their eyes. They hide the book somewhere in group room. Children will gladly go in search of it, and when they find it, they will be rewarded with reading this book. "Heroes come to us" - characters from familiar fairy tales are included in active communication. For example, Bunny comes to visit the children and asks the children to complete the application of the ball or draw it. "Little artists" - after reading the book, they invite children to become artists and draw the most memorable and liked episode of the work. "Finish the fairy tale" - they tell the children the beginning and middle of the fairy tale they know, for example, about Masha Children themselves need to come up with a different ending to the fairy tale (for example, the Bear scolded Masha for separating herself from her friends and took her home).

Thus, the acquaintance of younger preschoolers with fiction is the formation of a developed personality, a future great reader, a culturally educated person.

« The world would be terrible if only the scientific and technical dimension were present in it. It would not human society, and society is a cyborg"

Fiction as a means of comprehensive development of preschoolers.

The article is equipped with questions of the relevance and expediency of using fiction as a means of comprehensive development of a preschooler.

"Literature also needs

talented readers,

like writers"

S. Ya. Marshak.

Every year, different children come to kindergarten: smart and not very smart, contact and closed. But they all have one thing in common - they are surprised and admired less and less, their interests are the same: cars, Barbie dolls, some have game consoles. Interest in fiction, in the poetic Russian word, goes further and further into the background.

the main task the teacher is to interest preschoolers, to arouse in them an interest in literary works, to instill a love for the artistic word, respect for the book. The book provides an opportunity to speculate, "fantasy". It teaches to reflect on new information, develops creativity, creative abilities, the ability to think independently.

Fiction is an effective means of intellectual, moral and aesthetic . It develops the child's thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language. The role of fiction in the development of a child's speech is great, without which successful in .

Often we say: "A book is the discovery of the world." Indeed, while reading, we acquaint children with the surrounding life, nature, the work of people, with peers, their joys, and sometimes failures. An art book for a child is a powerful tool for all-round education and development: it contributes to the development of children's love for the Motherland, for their native nature, fosters love for their native language, awakens children's imagination, and causes children's play.

Fiction accompanies the child from the first years of life, starting with lullabies, also with the works of A. Barto, S. Mikhalkov, K. Chukovsky, and then moving on to classical works at school. At older preschool age, children can already distinguish between artistic genres, notice expressive means.

Unfortunately, in our age of informatization, the attitude of children to the book has changed, interest in reading has begun to decline. While reading, a person does not develop, does not improve his memory, attention, imagination, does not assimilate and does not use the experience of his predecessors, does not learn to think, analyze, compare, draw conclusions. The ability to understand a literary work (not only the content, but also the elements of artistic expression) does not come by itself: it must be developed from an early age. In this regard, it is very important to teach children to listen and perceive a work of art. S. Ya. Marshak considered the main task of adults to discover the “talent of a reader” in a child. Who introduces the preschooler to the world of the book? This is done by parents and kindergarten teachers. The teacher must be competent in matters of children's reading. After all, he not only solves the problem of introducing preschoolers to the book, forming an interest in the reading process, but also acts as a promoter of the book, as a consultant on family reading, as a psychologist who monitors the perception and impact of a literary text on a child. Preschool children are listeners, the work of art is brought to them by an adult. Therefore, the teacher's mastery of expressive reading skills is of particular importance. After all, it is necessary to reveal the intention of a literary work, to arouse in the listener an emotional attitude to what is read.

V.G. Belinsky believed that "books that are written specifically for children should be included in the upbringing plan as one of its most important aspects."

Ziganshina Almira Zavdatovna,

Teacher of Russian language and literature

MAOU - "Secondary School No. 17", Almetyevsk, Republic of Tatarstan

work nom. 45-60-03

45-60-02

ART LITERATURE AS

AS A MEANS OF PATRIOTIC EDUCATION

The education of patriotism is a tireless work to create in schoolchildren a sense of pride in their homeland and their people, respect for its great achievements and worthy pages of the past, and the role of Russian literature in this regard cannot be overestimated.

One of the tasks in shaping the personality of students is to enrich it with moral ideas and concepts. The degree of mastery of them in all children is different, which is associated with the general development, his life experience. In this regard, the role of fiction on patriotic themes is great and significant.

The patriotic theme has long rich traditions, originates from the heroic epos of the peoples, from the remarkable monument of ancient Russian culture "The Word about Igor's Campaign" and the Georgian national poem "The Knight in the Panther's Skin" by S. Rustaveli, from "Poltava" by A.S. Pushkin and "Borodin" by M.Yu. Lermontov, "Taras Bulba" by N.V. Gogol and "War and Peace" by L.N. Tolstoy.

The defense of the Fatherland, the struggle for the freedom and independence of one's people, the feat in the name of the Motherland are considered in works of fiction as the most striking manifestations of patriotic feelings.

In today's situation, when a military conflict between individual states poses a real threat to all mankind, the movement of supporters of the struggle for peace, for the preservation of life on our planet, becomes an expression of patriotic feeling.

Writers are also at the forefront of the peace movement. Evidence of this is their constant interest in the problems of war and peace, the enormous educational potential of the best works of modern literature devoted to the Great Patriotic War.

What problems concern today's schoolchildren in fiction about the war? What are the motives for their appeal to works about the war? Here is a schoolgirl's statement: “I read a lot about the war. I often think about what awaits our planet in the future, and therefore I read our and foreign science fiction writers with interest. I was struck by the fantastic situation described by Ch. Aitmatov in the novel "Stormy Station". This is some kind of special, very vital fantasy, not to think about the present. (Elfimova Aigul, 11th grade).

Systematic work on the patriotic education of schoolchildren will certainly give its results, because the younger generation will not be brought up on the denial of the culture of their country and ridiculing the history of their state, but will learn to find the right guidelines, form a system of attitudes to certain events. Literature has great potential in patriotic education.

Oral creativity of any nation contains the richest material for education in the spirit of friendship, mutual understanding, diligence, patriotism. Proverbs, sayings, riddles, songs, epics serve this purpose.

Studying "The Life of Alexander Nevsky" in the 8th grade, students talk about the abusive exploits of Alexander Nevsky and his spiritual achievement self-sacrifice, about the protection of Russian lands from invasions and raids of enemies. An ardent call for the unity of Rus' in the face of external danger, a call for the protection of the peaceful creative labor of the Russian population - this is the main conclusion that ninth-graders come to when studying the Tale of Igor's Campaign.

For students, a huge material for patriotic and civic education represent episodes of the military history of Russia.

So, studying the heroic pages of the history of our country in M.Yu. Lermontov’s poem “Borodino” in the 5th grade, students reveal the thoughts and feelings of ordinary soldiers who defended their homeland from the enemy, the author’s reflections on the significance of the Battle of Borodino and the role of the common people, the Russian national character, about who the real people are, at what cost the glory of the people is obtained. At the lessons we talk about the war of 1812 and the significance of the Battle of Borodino, we talk about Lermontov not only as a poet, but also a direct participant in the battles in the Caucasus. The main thing in the analysis of the poem is the answer to the question: “Why do the feelings of the participants in the distant events of 1812 continue to excite us now? Why during the Great Patriotic War, the defenders of Moscow often uttered the words: “Guys! Isn't Moscow behind us? Text analysis is well complemented by slides of reproductions of paintings by F. Roubaud "Panorama of the Battle of Borodino", "Kutuzov near Borodino" by S. Gerasimov and slides of other authors prepared by the students themselves.

The story of N.V. Gogol "Taras Bulba" (grade 6) is a glorification of military partnership, a condemnation of betrayal. The students note the heroism and selflessness of Taras and his comrades - the Cossacks in the struggle for native land, the patriotic pathos of the story. The exploits of Taras and his son Ostap evoke a feeling of sincere admiration among students and gives concrete ideas about such features of patriotism as selfless devotion to the Motherland, courage and bravery in defending its honor and independence. When studying this work, I use video clips of the film "Taras Bulba" in the lesson as an illustration of the work, comparing fragments of a literary text and a video clip. Viewing episodes is accompanied by a conversation on the content.

A special place in literature lessons is occupied by work with historical documents. For example, when studying the novel by A.S. Pushkin " Captain's daughter". Students learn to compare, compare, analyze, for example, the comparison of the leader of the uprising in different works: the image of Pugachev in folklore, in the works of A.S. Pushkin, S.A. Yesenin "Pugachev". this work allows students to independently acquire knowledge, on the basis of which certain beliefs are formed and, through the evaluation of events, form a system of values. All this leads to the emergence of positive civic personality traits in the child.

The fate of the motherland and the fate of a person are merged into one whole in M. Sholokhov's story "The Fate of a Man". Grade 9 students reveal such qualities as steadfastness, devotion, camaraderie, which have long been inherent in the Russian soldier. A prime example Andrei Sokolov became such a soldier. The leitmotif of the work is the words of the hero: "... That's why you are a man, that's why a soldier, in order to endure everything, to demolish everything, if the need called for it." Reading and analysis ends with watching a film, which once again gives schoolchildren the opportunity to feel the extraordinary nature of the Russian people. Analyzing the text, students are given tasks to find the facts of the manifestation of the courage and heroism of the Russian people in additional literature; analyzing certain actions of our fellow citizens, they answer the question: “What would you do in his place?” This question gives rise to a sense of the child's involvement in the events of the distant past.

It is always easier to know, understand and feel a person, an event through art. The formation of patriotic feelings contributes to the implementation in the classroom creative tasks: draw an illustration for a historical event, make crossword puzzles, voice the dialogue of historical figures, write a script for a film, oral drawing. The use of musical fragments, theatrical elements allows you to create a special emotional mood in the classroom, which will largely determine his success.

The use of ICT - technologies is the result of the formation of a more effective learning model - this is the requirement of the time, which allows diversifying the lesson, activating the work of students. The success of training depends on the creative personality of the teacher, on his ability to use ICT, aimed at the formation and development information culture students.

Effective use the latest pedagogical technologies, educational opportunities of forms and methods of teaching provides education and development of the personality of schoolchildren, promotes the manifestation of their own moral and civic position, participation in patriotic activities.

Literature:

1. Gasanov Z.T. "The purpose, objectives and principles of patriotic education of citizens." "Pedagogy". - 2007, No. 6;
2. Kolychev V.K. "The origins of courage", Moscow "Enlightenment", 2001.
3. Bodrova N.A., Sigal L.M. “Reading interests of older students. Extracurricular and extracurricular work in literature. - Moscow, 2002
4. Bogdanova O.Yu. Library of the teacher of Russian language and literature. Moral education in the lessons of literature. - Moscow "Enlightenment", 2001
5. Ovchinnikova N.P. "The Idea of ​​Patriotism and Fatherland in the History of Russian Pedagogics". "Pedagogy". - 2007, No. 1