Consultation for educators on the topic: " Fiction as a means comprehensive development child."

O. S. Ushakova notes that fiction opens and explains to the child the life of society and nature, the world human feelings and relationships. It develops the thinking and imagination of the child, enriches his emotions, gives excellent examples of Russian literary language. Her educational, informative and aesthetic value, because, expanding the child's knowledge of the world around, it affects the personality of the baby, develops the ability to subtly feel the form and rhythm of the native language.

Children's book is considered as a means of mental, moral and aesthetic education. Children's poet I. Tokmakova calls children's literature the fundamental principle of education. 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.”

Fiction forms moral feelings and assessments, norms moral behavior, brings up aesthetic perception.

The kindergarten introduces preschoolers to the best works for children and, on this basis, solves a whole range of interrelated tasks of moral, mental, and aesthetic education.

Works of literature contribute to the development of speech, give examples of the Russian literary language.

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

When reading the book, the connection between speech and aesthetic development, the language is acquired in its aesthetic function. Possession of linguistic visual and expressive means serves the development artistic perception literary works .

Learning to experience with heroes works of art, children begin to notice the mood of loved ones and those around him. Humane feelings begin to awaken in them - the ability to show participation. Kindness, protest against injustice. This is the basis on which adherence to principles, honesty, and true citizenship are brought up.

The child's feelings develop in the process of assimilation of the language of those works with which the teacher introduces him. art word helps the child to understand the beauty of sounding native speech, it teaches him the aesthetic perception of the environment and at the same time forms his ethical (moral) ideas.

A child's acquaintance with fiction begins with miniatures. folk art- nursery rhymes, songs, then he listens folk tales. Deep humanity, extremely precise moral orientation, lively humor, figurative language are the features of these miniature folklore works. Finally, the kid is read author's fairy tales, poems, stories available to him.

A work of art attracts a child not only with its bright figurative form, but also with its semantic content. Older preschoolers, perceiving the work, can give a conscious, motivated assessment of the characters, using in their judgments that they have developed under the influence ofeducation criteria for human behavior in our socialist society.

Direct empathy for the characters, the ability to follow the development of the plot, comparing the events described in the work with those that he had to observe in life, help the child to understand realistic stories, fairy tales relatively quickly and correctly, and by the end preschool age- changelings, fables.

Fiction is an important means of educating a culture of behavior in children of older preschool age. Works of fiction contribute to the formation of moral motives in children cultural behavior by which he is guided in his future actions. It is children's literature that allows preschoolers to reveal the complexity of relationships between people, the diversity of human characters, the characteristics of certain experiences, and contributes to the emergence in children of an emotional attitude to the actions of the heroes, and then the people around them, to their own actions. Fiction provides graphic examples of cultural behavior that children can use as role models.

The role of classes in reading fiction is great for educating a culture of behavior. Listening to the work, the child gets acquainted 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 the child. A word can inspire a child, cause a desire to become better, do something good, help to understand human relationships, and get acquainted with the norms of behavior.

Using fiction as a means of educating a culture of behavior, the teacher should pay special attention to the selection of works, the method of reading and conducting conversations on works of art in order to form humane feelings and ethical ideas in children..

On the topic: methodological developments, presentations and notes

"Fiction as a means of comprehensive development of children of senior preschool age".

The book is a sorceress. The book has transformed the world. It contains the memory of human thought. Nikolai Morozov, Russian revolutionary, Narodnaya Volya, scientist (1854-1946)...

"Fiction as a means of comprehensive development of a preschooler"

Fiction opens and explains the life of society, the world of nature and relationships. Promotes the development of thinking, imagination of the child, enriches with emotions....

Everyone knows that fiction is an effective means of mental, moral and aesthetic education of children and has a huge impact on the development and enrichment of a child's speech ...

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". She teaches to think about new information develops creativity, Creative skills 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. Fiction book for a child, this is a powerful means of comprehensive education and development: it contributes to the development in children of love for the Motherland, for native nature, fosters love for mother tongue, awakens children's imagination, evokes children's play.

Fiction accompanies the child from the first years of life, starting from lullabies, also from the works of A. Barto, S. Mikhalkov, K. Chukovsky, and then moving at school to classical works. At the older preschool age, children can already distinguish 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 artistic expressiveness) 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 teacher must be competent in matters 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 artistic text on a child. Preschool children are listeners, the work of art is brought to them by an adult. Therefore, mastering the skills of the teacher expressive reading acquires special meaning. 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 common development, his life experience. In this regard, the role of fiction on patriotic themes is great and significant.

Patriotic theme has a long rich tradition, originates from heroic epic peoples, from a wonderful monument ancient Russian culture"The Word about Igor's Campaign" and the Georgian national poem "The Knight in tiger skin» Sh. Rustaveli, from «Poltava» 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, a huge educational potential the best works modern literature dedicated 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 military history 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 common people, 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, comparing the leader of the uprising in various 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 facts of the manifestation of courage and heroism of 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 historical event, compose 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. Learning success depends on creative personality teacher, from 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 ensures the education and development of the personality of schoolchildren, contributes to the manifestation of their own moral and citizenship participation in patriotic activities.

Literature:

1. Gasanov Z.T. "Purpose, objectives and principles patriotic education 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 literature classes. - Moscow "Enlightenment", 2001
5. Ovchinnikova N.P. "The Idea of ​​Patriotism and Fatherland in the History of Russian Pedagogics". "Pedagogy". - 2007, No. 1

The great advantage of art as a means of educating humane feelings is in its emotional assessment of reality. Art, fiction actively influence the feelings and mind of the child, develop his receptivity, emotionality. Insufficient development of these qualities of the child's psyche leads to an artificial limitation of his abilities, to the education of a person who does not feel, does not understand, but blindly follows the learned rules of behavior.

Education with an artistic word leads to great changes in the emotional sphere of the child, which contributes to the appearance of a lively response in him to various events life, changes his attitude to things, 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, the child sees in front of him certain picture, specific situation, the image, experiences the described events, 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. / The perception of art is for the child a peculiar form of cognition of objective reality. The child, as it were, enters into the events of a work of art, becomes, as it were, a participant in them.

AT kindergarten often in reading classes, only the tasks of developing speech and poetic hearing of the child are solved. Such a narrow use of a work of art, which is reduced to a mechanical transmission of the content of the text, deprives the child of the opportunity to realize 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 hinders the development of feelings and moral consciousness child, the formation of his correct evaluative attitude to reality.

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, 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 (how much the feelings of children awakened by art are reflected, in their activities, in their interaction with other people).

When selecting literature for children, one must remember that the moral impact of a literary work on a child depends primarily on its artistic value.

Back in the 40s XIX years in. VG Belinsky presented two main requirements for children's literature: ethical and aesthetic. Speaking about the ethical orientation of children's literature, he sharply opposed importunate moralizing. A work of art should touch the soul of the child so that he has empathy, sympathy for the hero.

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. Ershov, N. A. Nekrasov, F. I. Tyutchev, A. A. Fet, A. A. Blok, S. A. Yesenin, from translated authors - C. Dickens, R. Kipling, C. Perrault, the Grimm brothers, G.-H. Andersen, works Soviet writers: M. Gorky, V. Mayakovsky, S. Marshak, K. Chukovsky, A. Barto, S. Mikhalkov and others.

The teacher selects works of art depending on the specific educational tasks facing him. A.M. Vinogradova offers rough plan the use of works of art for educational purposes when working with children of the preparatory group for school. For work in the classroom, she offers the following literature.

The thematic distribution of works for reading to children in the classroom and outside the classroom will allow the teacher to carry out work on educating children's feelings purposefully and comprehensively. It is not at all necessary to read a lot of fiction to children, but it is very important that all of them be highly artistic and deep in thought.

Certain difficulties for teachers are caused not only by the selection of works of art, but also by conducting an ethical conversation about what they have read. According to some, such a conversation is not needed, because a work of art in itself educates. However, the practice of working with children shows that such conversations are necessary.

A work of art, of course, contributes to the development of feelings and ideas of children. But unlike an adult reader who has extensive life experience, a child is far from always able to see the main thing in the content of a book, to give it a correct assessment - the book opens up a lot of unknown things for him, and it is difficult for him to figure everything out on his own. Hence the endless questions of children: “Why did everyone call the duckling ugly?”, “ ugly duck really was ugly?”, “Why didn’t the Prince marry the Little Mermaid, did he kiss her?” etc. Sometimes it is difficult to answer children's questions right away, you must first think about what to answer.

Preparing for the conversation, the teacher should think over the questions that he will ask the child in connection with the book he has read. If the conversation about the book consists of thoughtless questions, edifications and teachings, it will only confuse the child: edifications and notations will reduce that emotional condition, the joy that a child received from a good book. For example, a teacher, having read S. Marshak's "The Story of an Unknown Hero" to the children and wanting to give them an idea of ​​modesty, asks the question: "Children, why did the guy jump onto the tram platform?" “Because he was in a hurry to get home,” the child replies. The wrong question caused the wrong answer, diverted the attention of the children from the main thing in this work.

It is necessary to speak, first of all, about the feat of a hero who, risking his life, saves a person. You need to ask the children what excited them the most, and they will answer: how the guy walked along the cornice, suffocating in smoke, how he was firmly holding the girl in his arms, covered in bruises. And in order to draw the attention of children to the modesty of the hero, you can ask them: “Why did our hero leave so quickly, and why were firefighters, police, and photographers looking for him?” Children need help answering this question: they wanted to thank the guy for his brave, courageous act, for his feat, but he was not only brave, but also modest. And he did his feat not for the sake of a reward, but simply to help people.

It is inappropriate to ask children too many questions, as this prevents them from realizing main idea work of art, reduces the impression of reading. A more detailed system of questions, for example: where does the fairy tale begin? Where did the hero go? What happened to him then? etc., is justified in the case when the educator is specially engaged in the development of the memory of children, their speech, teaches them to retell. When we are talking about the development of the moral consciousness of children, the education of humane feelings, other questions are raised that arouse in the children an interest in the actions, motives of the behavior of the characters, their inner world, their experiences.

These questions should help the child understand the image, express their attitude towards it (if the assessment of the image is difficult, additional questions are offered to facilitate this task); they should help the teacher understand state of mind child while reading to identify the ability of children to compare and generalize what they read; stimulate discussion among children in connection with what they have read.

The discussion in many ways contributes to the activation of feelings in children, develops their independent thinking. The child is invited to approve or refute the opinion of a peer. Artistic works are selected for discussion, in which there are conflict situations. Helping children formulate questions in connection with what they read, the teacher can address them like this: “What would you like to ask me after listening to this story?” At the same time, he must listen to the questions of children in order to understand what worries them, what they do not understand, in what direction their feelings and ideas develop.

The child's feelings need to be strengthened and developed. For this, the teacher selects works of art that are close in content, for example, V. Oseeva’s story “Why?” and similar in content to the story of N. Nosov "Karasik". Both stories describe the hard emotional experiences of the boys, connected with the fact that, due to their fault, in one case, the dog, in the other, the kitten should suffer an undeserved punishment, and with the fact that they deceived their mothers. At the lesson, it is expedient to talk about two works at once, forming in children a comparative assessment of the images and actions of the characters. Gradually, the child will learn to compare not only actions literary heroes but also their own, as well as the actions of their peers. Considering that the children are already familiar with N. Nosov's story "Karasik" and, therefore, should have already realized a similar course of events, the content of questions to them according to V. Oseeva's story "Why?" is changing. Now the educator finds out the ability of children to compare, to perceive previously received ideas in other situations; in addition, a specific goal is set: to consolidate the feelings and ideas that have arisen in children that transferring their guilt to another is unfair, dishonest.

Analyzing the story of V. Oseeva, it is necessary to especially emphasize the experiences of the mother. “Remember, children, how does V. Oseeva describe the experiences of his mother?” - asks the teacher and after a few short answers of the children sums up: “Mom, sitting down at the table, thought about something. Her fingers slowly raked the bread crumbs into a pile, rolled them into balls, and her eyes looked somewhere over the table at one point. Mom was so upset that she didn’t even go to bed, fell asleep at the table. And when the boy, barefoot, in one shirt, rushed to her, lifted her face to tell the truth, he saw: a crumpled wet handkerchief lay under her cheek. What happened to mom?" The children answer: "Mom cried." In some more emotional children, the eyes become moist, they sigh heavily.

The idea of ​​N. Nosov's story "Dreamers" has something in common with "Karasik" by the same author, and with "Why?" V. Oseeva; The content of the story "Dreamers" is as follows:

The boy Igor, secretly from his mother, ate half a jar of jam and blamed everything on his younger sister Ira, smearing her sleeping lips with jam. In the morning, mother punished Ira, and gave Igor more jam. Igor is opposed by cheerful and kind boys who compose funny, implausible stories, competing with each other in their "art". Igor laughs at them: “Here you are all lying, but to no avail, but I lied yesterday, I benefit from this.” The boys, Stasik and Mishutka, refuse to play with him, and when they meet the crying Ira, they calm her down and treat her to ice cream.

Conducting a conversation after reading this story, the teacher continues to develop children's ideas about justice and honesty. At first, the guys find it difficult to correctly assess the actions of the three boys, who, as if everyone is telling a lie. Are they good or bad? The teacher must help them in this, but first find out how the children of Stasik and Mishutka, on the one hand, will be liar dreamers, on the other hand, kind, fair, who sharply condemned the act of a friend. Despite the fact that children emotionally perceive the images of Stasik and Mishutka quite correctly (they laugh, rejoice at each new story they invented), they are often biased in their assessment (“All the boys are bad, they all lied”), many cannot explain the difference in the nature of both lies. In this case, the teacher asks: “Children, some of you think that all boys are bad, liars, others like Mishutka and Stasik. Who is right? Let's think together. First, tell us about Igor. What is he? The children answer that Igor is bad, offended his sister, and her mother punished her. “Would you like to play with Mishutka and Stasik?” - Then the teacher asks. Children: “I would. They are funny, funny and kind. They took pity on Irochka.” “But many of you said they were bad, liars. What happens? Think!” an adult suggests. The children are perplexedly silent, then one of them will certainly say: "Mishutka and Stasik did not lie, they fantasized, made up stories." - “Of course,” the teacher confirms, “have any of you seen the living Kashchei the Immortal or Baba Yaga? No. Only in movies. But they were also invented, fairy tales were composed about them. So Mishutka and Stasik composed, but they did no harm to anyone, and Igor acted in such a way that his sister suffered. It's cruel and unfair."

Thus, conversations with children must be structured in such a way that the ethical conception acquires a definite, vivid, living content for the child.

Then his feelings develop more intensively. That is why it is necessary to talk with children about the state, experiences of the characters, about the nature of their actions, about conscience, about the complexity of various situations.

Conversations about fairy tales “Fairy” by Ch. Perrault, “The Ugly Duckling” by G.-Kh. Andersen, B. Zakhoder's story "The Gray Star", etc., help children develop a sense of benevolence and justice towards those who are unfairly offended and humiliated.

Before a generalizing conversation on these works, the teacher makes the following introduction: “Remember, children, in the fairy tale“ Fairy ”it tells that the mother loved eldest daughter for the fact that she was as ugly as herself, and did not love the younger one for her beauty. In B. Zakhoder's story "The Gray Star" an evil boy wants to kill a toad and shouts that she is terrible, ugly, and flowers love her, because she helps them live, rejoice, flourish, saving them from harmful insects. In Andersen's fairy tale, the poor duckling is persecuted, persecuted only because he was not like the others and seemed nasty to everyone, although he did no harm to anyone. Is it fair to offend and humiliate because someone is beautiful or ugly, poor or rich? Let's think together." Here is what the children answer: “They were treated unfairly, but I treat everyone well, because the duckling is not ugly, it is a beautiful swan, but gray star loved flowers and brought them benefits. And youngest daughter was kind. I love them all." As you can see, the child is able to quite correctly understand, evaluate the events described, the behavior of the characters, and also express their feelings. Thus, organized conversations help to transfer the ethical ideas received by children in the classroom into their lives and activities. To this end, at the end of a conversation about a work of art, you can ask children something like this: what were you thinking about when you listened to this story? Maybe something similar happened in your life? Tell. Etc.

But the educator must remember that a direct comparison of the events, characters, characters depicted in a work of art with real events or children is unacceptable if they are evaluated negatively. The artistic word evokes in children an active emotional attitude to the event, and a child, whom all children point out as bad, can not only be offended or cry. He has aggressiveness, anger, a negative attitude towards his comrades. Such a direct correlation of the depicted with the real is possible only in the process of individual work with baby. It is also necessary that the assessment of the actions of children, especially negative ones, be expressed calmly, without irritation, neglect, best of all in the form of a joke.

The ideas received by children from works of art are gradually, systematically transferred to their life experience. But, unfortunately, adults often forget altogether about the connection between literature and the life of children, about when it is necessary to focus the attention of children on this connection.

For the comprehensive development of feelings, children should be included in various activities related to literature. 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. Educators select filmstrips for works already familiar to children. In the cinema and theater, the guys watch paintings, 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.

So, the education of humane feelings must be considered 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 to a large extent contributes to the emergence in children of an emotional attitude to the described events, nature, heroes, characters of literary works, to the people around them, to reality.