natalia gukaichenko
The role of fiction in the development of children
Fiction serves the mighty, an effective means of mental, moral and aesthetic education children, it has a huge impact on development and enrichment of children's speech.
In poetic images fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It makes emotions more intense, nurtures the imagination and gives the preschooler excellent examples of Russian literary language. These samples are different impact: in stories, children learn the brevity and accuracy of the word, in poetry they catch the musicality, melodiousness, imagery of Russian speech; folk tales reveal to them the accuracy and expressiveness of the Russian word, show how rich their native speech is with humor, lively and figurative expressions, comparisons. Preschool children are listeners, not readers. We are faced with an important task - each work must be conveyed to children as a work of art, to reveal its intention, to infect the listener with an emotional attitude to read: feelings, actions, lyrical experiences of the characters.
Definition of tasks is essential literary education in kindergarten. Slide #3
Ability to correctly perceive literary work, be aware along with the content and elements artistic expressiveness does not come to the child by itself yourself: need it develop and educate from an early age. In this regard, it is very important to form children the ability to actively listen to the work, listen to artistic speech. Thanks to these skills, the child will form his own bright, imaginative, colorful, grammatically correct speech.
In our work, we pay great attention to the issue of the impact of children's baby development literature, including speech. The relevance of this topic at the present stage is due to the need to study the works fiction. Properly delivered speech is one of the keys to a person's success in the modern world. Competent, emotionally rich speech will allow you to quickly and easily find a common language with any people, organically fit into any team.
In our age of new information technologies the role of the book has changed. Already at preschool age, children prefer other sources to books. information: TV, video production, computer. Therefore our role as teachers is to interest preschoolers, to arouse their interest in literary works instill love for artistic word, respect for the book. The book makes it possible to think "to fantasize". It teaches you to reflect on new information. Develops creativity creativity, ability to think independently.
Velika the role of fiction in child development without which success in school is impossible.
Each of us has heard that love to read is good, and not to love is bad. And just that the book is a source of knowledge - I also heard. And about the fact that children who love a book are much better develop and do well in school, everybody knows. But, unfortunately, parents complain that their child does not like books, that children prefer to receive information from any sources, but not from books ... as a result, the formation of textual thinking: i.e. the ability to read, analyze, interpret, memorize texts, as well as create new ones. Therefore, every adult should clearly understand that today children like never before, you need to learn to be readers. On their own, they cannot do this.
Your work of inclusion children to fiction started by writing a long-term plan SLIDE No. 4, No. 5; selection literature, illustrative material.
One of the ways to implement our work on this topic, we took the project “Dad, Mom, I am a Reading Family” After all, family reading is of particular importance for the reader's fate of the child.
A good find in working with parents is the method of projects. Today, it is increasingly being used in the pedagogical practice of our institution. The project method is the education and upbringing of the child through activities, and in working with the family - through joint activities. children and parents.
One of the features of the various activities carried out is that children are engaged together with their parents. This allows:
Parents have a deeper understanding of their child.
Unite the family through reading works of art.
Conduct individual work with each child and his family.
For the successful implementation of the project, tasks are defined that need to be addressed not only in the family, but also in kindergarten SLIDES No. 6, No. 7
The project offers a variety of forms, methods and techniques of working with children and parents.
Conducted parent surveys "Reading at home" and conversations with parents and children. Conducted a parent meeting "How to Organize Family Reading". (SLIDE #8) The conducted conversations pointed to an alarming fact - only a third of the families practice family reading. All further work was aimed at enriching knowledge children rapprochement of parents, teachers and children. This was facilitated by collective forms work: photo exhibition "Together with the book I grow", making homemade books, an exhibition of drawings "Following the pages of a read book", SLIDES No. 9, No. 10 introduced the tradition of the group "Book Tree". On it, parents attach leaflets about the works they read at home. Prepared consultations for parents. SLIDE №11
"Reading fiction» closely related to all educational areas. A number of open classes were held in groups. SLIDE #12, #13, #14
artistic we use the word in all regime moments.
A special place in working with children is occupied by the use of mnemotables as a didactic material. SLIDE #15 children and increase the amount of memory by forming additional associations. K. D. Ushinsky wrote: "Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty of these words with pictures, and he will learn them on the fly." Since visual material is better absorbed by preschoolers, the use of mnemonic tables allows children to more effectively perceive and process visual information, store and reproduce it.
The project offers a variety of forms, methods and techniques of working with children. We read books, play s/r. didactic games, travel through fairy tales, look at portraits of children's writers and get acquainted with their biographies.
Children are offered a wide range games: SLIDE #16, #17 #18 #19, #20
Dramatized fairy tales "Teremok" in front of parents and kids, prepared and showed a musical fairy tale "Magic Flower".
Various types of theaters are used. SLIDE #21
In addition, children display their impressions of the books they read in productive ways. activities: modeling, drawing, applications. SLIDE #22
Reasonable selection of the necessary techniques, methods, games, largely decides the matter. Thanks to this selection, the closest communication between the educator, parent and child occurs, which adults encourage to speech action, as well as increase interest in fiction. Practice reading before bed long reading, i.e., a work of large volume is read for several days. This allows you to fix children sustained interest in the work, makes it possible to recall what was read earlier.
The implementation of the project is carried out in the game form: with inclusion children in various types of creative and practically significant activities, in direct contact with the objects of the surrounding society (library). We went on a tour of the library. Children become more inquisitive, they have an increased interest in books, in works of various genres. Many children enrolled in the village library. Children ask more to be read to. SLIDE №23 They invite their parents to the library.
Prepared and introduced children so how the first books appeared. SLIDE #24
Joint events are held with school: participation of 1st grade students in a theatrical celebration "Moydodyr and all, all, all" took part in the quiz "On the roads of fairy tales", which took place at school and won first place. SLIDE #25
Parents are a great help in the implementation of the project. They take part in matinees, entertainment dressing up as heroes of various works; in puppet theater performances. SLIDE №26, №27, №28, №29
And most importantly, children there is a need to read the book and this means that all the work that we are doing will not be in vain.
I would like to end my speech with the words Sukhomlinsky: “Reading books is a path along which a skillful, intelligent, thinking educator finds a way to a child’s heart. 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, it will crawl out into the light of day, as if from nowhere, something bad has come out.
I would like to wish all teachers to find this path and make it mutually interesting and meaningful both for themselves and for their students.
Related publications:
"The role of fine motor skills of hands in the development of speech in preschool children." Report for a seminar on the speech development of preschoolers“The role of fine motor skills of hands in the development of the speech of preschool children” The well-known teacher V. A. Sukhomlinsky said: “Sources of abilities.
MBDOU "Kindergarten of a general developmental type with priority implementation of activities for social and personal development" "Non-traditional.
"The role of motor activity in the physical development and health of children" Bazanova Lyudmila Alexandrovna teacher of the First qualification.
1. Features of children's perception and understanding of literary works of different genres 3
2. Tasks and content of introducing children to fiction 4
3. Principles for the selection of literary works 7
4. Methods of acquaintance with fiction 8
Conduct a comparative analysis of speech development programs for preschool children in the section "Introduction to fiction" 11
References 15
1.
2. Features of children's perception and understanding of literary works of different genres
The influence of fiction on the mental and aesthetic development of a child is well known. Its role is also great in the development of the speech of a preschooler.
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, E.A. Flerina, L.S. Vygotsky, SL. Rubinstein, A.V. Zaporozhets, A. A. Leontiev, F. A. Sokhin, A. M. Shakhnarovich, L. I. Aidarova, etc.)
Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child's thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language.
Its educational, cognitive and aesthetic significance is enormous, since, expanding the child's knowledge of the world around him, it affects the personality of the baby, develops the ability to subtly feel the form and rhythm of the native language.
The problem of perception of literary works of different genres by children of preschool age is complex and multifaceted. The child goes a long way from naive participation in the events depicted to more complex forms of aesthetic perception. The researchers drew attention to the characteristic features of preschoolers' understanding of the content and artistic form of literary works. This is, first of all, the concreteness of thinking, a little life experience, a direct relationship to reality. Therefore, it is emphasized that only at a certain stage of development and only as a result of purposeful perception is it possible to form aesthetic perception, and on this basis - the development of children's artistic creativity.
Based on the analysis of a literary work in the unity of its content and artistic form, as well as in the active development of means of artistic expression, children master the ability to convey a certain content in a figurative word.
2. Tasks and content of introducing children to fiction
The most important sources for the development of the expressiveness of children's speech are works of fiction and oral folk art, including small folklore forms (proverbs, sayings, riddles, nursery rhymes, counting rhymes, phraseological units).
The educational, cognitive and aesthetic value of folklore is enormous, since, by expanding knowledge of the surrounding reality, it develops the ability to subtly feel the artistic form, melody and rhythm of the native language.
The artistic system of Russian folklore is unique. The genre forms of works are extremely diverse - epics, fairy tales, legends, songs, legends, as well as small forms - ditties, nursery rhymes, riddles, proverbs, sayings, the language of which is simple, precise, expressive.
The formation of figurativeness of speech should be carried out in unity with the development of other qualities of a coherent statement, based on ideas about the compositional features of a fairy tale, story, fable, poem, a sufficient supply of figurative vocabulary and an understanding of the appropriateness of its use in relevant essays.
In the younger group, acquaintance with fiction is carried out with the help of literary works of different genres. At this age, it is necessary to teach children 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.
Own innovative pedagogical experience
Innovative teaching experience:
"The Role of Fiction
in the development of children's speech.
teacher MBDOU "Kommunarsky kindergarten "Solnyshko"
Novikova Svetlana Mikhailovna
Speech is beautiful when it is like a stream,
Runs among the stones - clean, unhurried,
And you are ready to listen to its flow, and exclaim:
"Oh, how beautiful you are!"
The problem of the development of the speech of preschoolers is complex, as it is based on data not only from psychology and pedagogy, but also from general linguistics, sociolinguistics, and psycholinguistics.
The results of the study of psychologists, linguists are the prerequisites for an integrated approach to solving problems of speech development of children (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinshtein, D.B. Elkonin, A.V. Peshkovsky).
The approach to this problem is based on the idea of the patterns of speech development of preschoolers, formulated in the works of L.S. Vygotsky, D.B. Elkonin, A.A. Leontiev, F.A. Sokhina.V. In general, their views on the nature of language abilities and the development of speech activity can be represented as follows:
The child's speech develops as a result of the generalization of linguistic phenomena, the perception of adult speech and their own speech activity;
Language and speech are considered as the core, located in the center of various lines of mental development - thinking, imagination, memory, emotions;
The leading direction, and in teaching the native language - the formation of language generalizations, elementary consciousness of the phenomena of language and speech;
The orientation of the child in linguistic phenomena creates the conditions for independent observation of the language, for the self-development of speech.
Language learning and speech development are considered not only in the linguistic sphere (as a child mastering language skills - phonetic, grammatical, lexical), but also in the sphere of children's communication with each other and with adults (as mastering communication skills), hence the formation of not only culture becomes important but also the culture of communication.
This direction is presented in the Federal State Educational Standards for Preschool Education in the educational field “speech development.
The art book provides excellent examples of the literary language. In stories, children learn the conciseness and accuracy of the language; in verse - musicality, melodiousness, rhythm of Russian speech; in fairy tales - accuracy, expressiveness. From the book, the child learns many new words, figurative expressions, his speech is enriched with emotional and poetic vocabulary.
Relevance and prospects of experience
Speech development is one of the centralplaces in preschoolinstitution, this is explained by the importance of the period of preschool childhood in the speech development of the child and its formation. During these years, the child learns the sounds of his native language, learns to clearly and grammatically correctly pronounce words and phrases, vocabulary quickly accumulates.
Literature helps children express their attitude to what they have heard, using comparisons, metaphors, epithets and other means of figurative expression. When reading a book, the connection between speech and aesthetic development is clearly visible, the language is assimilated in its aesthetic function. Possession of linguistic and figurative-expressive means serves the development of artistic perception of literary works.
Contributing to the development of the speech of our pupils through fiction, wewe solve the following tasks:
Develop articulatory and vocal apparatus, speech breathing, auditory perception, speech hearing.
To form, clarify and activate vocabulary that allows preschoolers to characterize the diversity of the world around them.
Encourage the use of adjectives, verbs, adverbs, prepositions in speech.
Crystallize the speech of children, preventing numerous lexical errors, incorrect agreement of words in a sentence, enrich the speech of children by mastering new grammatical forms.
Continue to improve dialogical and monologue speech: actively participate in the conversation, answer and ask questions.
Exercise in compiling stories according to the picture, according to illustrations, in the process of describing toys.
The leading pedagogical idea of experience, the conditions for the emergence and formation of experience
The main task of the speech development of preschool age is the mastery of the norms and rules of the native language, determined for each age stage, and the development of their communicative abilities.
In the studies of the direction (F.A. Sokhin, A.I. Maksakov, E.M. Strunina), it was found that the greatest activity in mastering the language is achieved if children are involved in active speech work.
I drew attention to the fact that children at preschool age have a great interest and need in the development of speech. And, therefore, it must be supported, strengthened and developed.
The leading pedagogical idea of the experience is to instill a love for reading (perception) of artistic tests;formation in children 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 speech etiquette to children, especially of older preschool age, by reading fiction, since it is during this period that the foundation of moral principles and moral culture is laid, the emotional-volitional sphere of the personality develops, and 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.
Theoretical base of experience
I began my work on this topic by studying the methodological literature.
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, teachers of pedagogical universities who conducted their research under the guidance of F. A. Sokhin and O. S. Ushakova (L. G. Shadrin, A. A. Smaga, A. I. Lavrent’eva, 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.
Experience technology. The system of specific pedagogical actions, content, methods, methods of education and training
Children with expressive speech and clear diction are more likely than others to perform at matinees: they read poetry, participate in playing mini-scenes. The rest of the children remain only passive observers and listeners. There are fewer such children in the group.
To achieve the goal, the following tasks were identified:
. To form an interest in fiction.
. Expand and activate children's vocabulary.
. To acquaint with the main genre features of fairy tales, 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:
. work with society (city children's library, city museum, municipal theater, etc.).
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 getting acquainted with fiction, the connection between speech and aesthetic development is clearly visible, the language is assimilated in its aesthetic function.
E.A. Flerina noted that a literary work gives ready-made linguistic forms, verbal characteristics of the image, definitions that the child operates with. By means of the artistic word, even before school, before mastering the grammatical rules, a small child practically masters the grammatical norms of the language in unity with its vocabulary. Preschool children are listeners, not readers, a work of art is conveyed to them by a teacher, so their possession of expressive reading skills is of particular importance.
When selecting books, I took into account that a literary work should have cognitive, aesthetic and moral functions. The requirements of modern life, pedagogical science make it necessary to constantly revise the circle of children's reading, supplementing it with new works. I pay special attention to the development of figurative speech of children in the process of getting acquainted with various genres of literature (fairy tale, story, poem, fable) and small folklore forms.
There are certain methods of familiarization with fiction:
Reading the educator from a book or by heart, i.e. verbatim transmission of the text.
2. The teacher's story, i.e. free transfer of text.
3. Staging. This method can be considered as a means of secondary acquaintance with works of art.
4. Learning by heart.
Reading and storytelling using visual material includes:
Reading storytelling with toys (repetition of the storytelling "Gingerbread Man" is accompanied by a display of toys and actions with them);
Table theater;
Puppet and shadow, flannelgraph;
Filmstrip, slides, TV shows.
Fiction is an important source and means of developing all aspects of children's speech. Various genres of literature and folklore lay the foundation for the formation of love for the native language, its accuracy and expressiveness, accuracy and imagery. The development of the child's figurative speech is carried out in unity with the development of the aspects of speech: phonemic, lexical, grammatical. Speech becomes figurative and lively if a child develops an interest in linguistic wealth, develops the ability to use a wide variety of expressive means in his speech. It is very important to draw the child's attention to the figurative language of fairy tales, stories, poetry, works of oral folk art, including small folklore forms: proverbs, riddles, nursery rhymes, songs, rhymes, phraseological units.
The development of all aspects of speech has a great influence on the development of independent verbal creativity, which can manifest itself in a child in a wide variety of genres - writing fairy tales, stories, poems, nursery rhymes, riddles.
I constantly use these folklore works when dressing, feeding, washing, putting to bed, in playing activities and in the process of communicating with nature. Folk rhymes, jokes, incantations provide excellent speech material, which I use in speech development classes and in joint activities with children. The nursery rhymes are built on many repetitions, individual words, phrases, sentences and even quatrains are repeated. Children memorize quatrains and actively use them in everyday life
In working with children, I pay great attention to riddles, they are an important technique in all types of activities. Riddle - a game of recognition, guessing, exposing what is hidden and hidden - is loved and interesting to the child. Guessing and inventing riddles has an impact on the versatile development of children's speech. In riddles, various means of expression (epithets, comparisons, definitions) are used, which contributes to the formation of a child's figurative speech. Riddles enrich the vocabulary of children due to the ambiguity of words, help to see the secondary meaning of words, form ideas about the figurative meaning of the word.
The child likes funny and funny poems, word games help children to master their native language perfectly. The child's speech is enriched with the words and expressions he remembers, phonemic hearing develops, and attention to the grammatical lexical norm is sharpened. Changelings, confusions, fables help us in this.
Fables are healthy food for the child's soul, the child's insatiable need for laughter, fun and joy. The child laughs because he knows how to speak properly. Ridiculous, incorrect words in verse do not confuse the child, but serve, in the words of K. I. Chukovsky, as an exam of mental strength. The child learns to understand himself and check his thoughts. Confusions teach creativity, awaken thought and fantasy.
I give an important place in my work to teaching children to understand the figurative content and generalized meaning of proverbs and sayings. K.D. Ushinsky called proverbs and sayings an excellent means of developing figurative speech. Proverbs, sayings are folk wisdom, a set of rules for life. They are poetic, the thought is expressed in them concisely, sharply, whole. In addition to the direct meaning, folk sayings also have a figurative meaning.
The most favorite genre in fiction among children is a fairy tale.
Forms of work: reading, discussion, learning.
In addition to them, I use such forms of organizing and conducting classes as: conversations, travel through fairy tales, observations, excursions to the library, exhibitions of drawings, competitions, entertainment, theatrical games.
Methods used in the work: visual, verbal, practical.
Such techniques allow you to remember good books, awaken the thought, develop the creative imagination of children.
Working methodswith a fairy tale include 3 main areas:
1. Familiarize children with a fairy tale, with its genre features, linguistic and expressive means.
2. Development of special means of literary and speech activity.
3. Development with the help of a fairy tale of imagination, fantasy, word creation and the creation of your own fairy tales.
We introduce children of 4-5 years old to the compositional features of a fairy tale, distinguishing it from a story, a poem; with figurative words and expressions in a fairy tale. I use the most interesting techniques in my work when getting acquainted with a fairy tale:
surprise moments (arrival of toy guests, fairy-tale heroes);
riddles about the main characters;
viewing illustrations in a fairy tale;
consideration of a thematic exhibition;
I show book covers, read fairy tale titles to children;
we analyze proverbs and its connection with the idea of a fairy tale;
I suggest that children name their favorite fairy tales or recall fairy tales where the hero is the same image.
Nothing develops speech like the theatrical activity of children. It affects the degree of language acquisition, the expressiveness of children's speech. In my practice I try to widely use: showing puppet and theatrical performances for children, to spend literary leisure and evenings of meetings with a fairy tale. Fiction provides rich material for artistic and speech activity.
Thus, introducing children to fiction, we develop the culture of children's speech. I consider her main result to be the ability to speak grammatically correctly, accurately and expressively.
Building work on the development of speech of preschoolers, she determined the main areas of activity:
. creation of a speech developing environment;
. work with children; work with parents;
. 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. She selected and systematized didactic games that enrich and activate vocabulary: “Journey”, “Rhyme”, “Who and where hid”, improving the sound culture of speech (“Sound domino”, “Find the sound”, “Who screams like that?”, “ We listen to the sounds of the street”, which develop coherent speech, memory, thinking, imagination in preschoolers (“Imagine”, “Tell me which one:”, “Turn around”, “We talk about polysemantic words”, “Magician”, “Circus”, “ Animals and their cubs”, “Poets”, etc.).
She created a collection of expressive means of the language “The Casket of Wisdom” (riddles, proverbs, sayings, winged expressions, tongue twisters).
Designed visual and didactic aids “Stories from pictures”, “Portraits of children's writers”, “Polysemantic words”, Verbs, etc.
Designed a folder with illustrations for fairy tales.
. Work with children.
To work with children in this area, she developed a long-term plan for cognitive development using fiction. With children, we read books every day not only according to the program, but also book novelties, books by contemporary authors, and educational literature. When choosing books, I take into account the interests of children, complex thematic planning.
In the group, we have a "Book Hospital", in which children "treat" books.
. Working with parents.
Before organizing work with parents, I conducted a survey, which showed that 43% of parents do not often read books to children, despite the fact that children listen with pleasure. Parents read mainly fairy tales (50%), poetry (36%), classical children's literature (7%), encyclopedias (7%), and after reading they do not discuss the content with their children. Therefore, I concluded that parents need to:
To acquaint with the importance of fiction in the development of a preschooler;
Learn to choose the right literature;
I prepared and conducted consultations with parents:
1. The role of the book in the development of the child.
2. Book in your house.
3. How to turn reading into pleasure.
4. We learn verses - we develop memory.
Folders - sliders:
1Education of the future reader.
2. "10 rules for parents"
3. "Book"
4. Poems for the Book Day.
5. Proverbs and riddles about books.
For parents, we hold exhibitions of books on certain topics (“My favorite fairy tale”, “Books about animals”, “What to read about nature”, etc.) Every month we place in the parent corner a list of literature recommended by the program for reading for a given month, a text poems to learn by heart.
Traditionally, family readings are held in the group together with parents, where parents tell their favorite fairy tales from childhood, discuss the works they have read.
Thus, interaction with parents influenced the increase in knowledge, skills and abilities of children in this area, in the process of familiarization with fiction.
. Relationship with teachers.
For kindergarten teachers, I prepared and conducted consultations from the experience “The role of didactic games and game exercises in the formation of a vocabulary and grammatical structure of speech”, “Formation of coherent speech in the process of teaching storytelling in the middle group”.
Analysis of the effectiveness of experience
The main result of the work done is that children love books, listen carefully, examine them, exchange their impressions, actively use the expressive means of language in speech, and fantasize. Fiction contributes to the development of feelings, speech, intellect, determines a positive attitude towards the world.
Increasing children's interest in books, fiction.
Development of cognitive interests of children.
The desire of children to use the book as an information guide, a model of behavior and speech.
The ability of children to ask questions on the read text and retell.
Respect for children's books. Improving reading culture in the families of pupils. All subsequent acquaintance with the huge literary heritage of the child will be based on the foundation that we lay in preschool childhood.
Thus, the system of work on the development of children's speech through familiarization with fiction is purposeful and has an individually differentiated character.
Targeted focus of experience
The presented innovative pedagogical work experience is of interest to teachers of preschool educational institutions.
Work experience presenteda unified system of work on the implementation of project activities in the educational process:mini-projects, abstracts of directly educational activities with the inclusion of elements of the game, entertainment, holidays; consultations for parents, children's drawings, data from internal monitoring of the development of preschoolers.
Work experience can be used in practice by educators of preschool educational institutions.Developments and presentations of events, abstracts are posted on the personal mini-site of MAAM. ru.
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I. Lykova. Visual activity in kindergarten. First junior group. GEF DO. Publishing House Color World 2014 - 144st
Gerbova V.V. The development of speech in kindergarten. First junior group. GEF. Mosaic-Synthesis, 2014
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Gurovich L.M. Child and book: A book for a kindergarten teacher. Under the editorship of Loginova V.I. - M., Education, 1992 - 64 p.
It is difficult to imagine preschool childhood without books. Accompanying a person from the very first years of his life, fiction has a great influence on the development and enrichment of a child's speech: it educates the imagination, provides excellent examples of the Russian literary language. Listening to a familiar fairy tale, a poem, the child experiences, worries along with the characters. So he learns to understand literary works and through this is formed as a person.
In folk tales, the accuracy and expressiveness of language are revealed to children; in stories, children learn the conciseness and accuracy of the word; in verse they catch the melodiousness, musicality and rhythm of Russian speech. However, a literary work is fully perceived only if the child is adequately prepared for it. Therefore, it is necessary to pay the attention of children both to the very content of a literary work, and to its means of expression. Do not forget that interest in reading can be instilled only if literature meets the interests of the baby, his worldview, requests, and spiritual impulses.
Already at the senior preschool age, children are able to understand the content, idea and expressive means of the language, and further acquaintance with literary works will be based directly on the foundation that adults (parents, educators) lay in preschool childhood.
The perception of literary works by children at preschool age is quite difficult. Each child goes a long way from simple participation in the depicted events to more complex forms of aesthetic perception of a literary work. Psychologists drew attention to the peculiarities of preschoolers' understanding of the artistic form and content of literary works - this is a child's little life experience, and the concreteness of thinking, and a direct relationship to reality. The aesthetic perception of a literary work occurs as a result of purposeful perception at a certain stage of development.
Growing up, children master the ability to analyze literary works, learn to convey a certain content in the unity of its artistic form, and also actively master the means of artistic expression.
The most important sources for the development of the expressiveness of children's speech are works of fiction and non-fiction (including small literary forms). A sufficient volume of an active dictionary, a variety of phrases used, syntactic constructions, as well as the expressive design of a coherent statement are indicators of the richness of a child's speech. In this regard, the connection of each speech task with the development of imagery of speech is traced.
The value of folklore is enormous: it has a cognitive, educational, and aesthetic impact on the child. It cannot be emphasized that folklore develops the ability to feel the melody, artistic form, rhythm of the native language. The artistic system of Russian folklore is also peculiar. Genre forms of works (epics, fairy tales, legends, songs, legends, as well as small forms - nursery rhymes, ditties, riddles, proverbs and sayings) are also extremely rich, at the same time their language is accurate, simple and expressive.
In the younger groups acquaintance with fiction is carried out with the help of literary works of different genres. At this age, children are taught to listen to poems, fairy tales, stories. Also, children are taught to follow the development of the action in a fairy tale, to sympathize with positive characters. Toddlers are also attracted to works of the poetic genre, which are distinguished by rhythm, clear rhyme, and musicality. Children begin to memorize the text when they read it again (or repeat it many times), they become established in the sense of rhyme, rhythm, and learn the meaning of the poem. At the same time, the child's speech is enriched with the most memorable words and sentences.
In the middle group children continue to be introduced to fiction. The teacher draws the attention of children both to the content of the literary work itself and to some features of the language (some epithets and comparisons, figurative words and expressions). After reading (telling) fairy tales, it is necessary to teach children to answer questions related to the content of the work, as well as the simplest questions on art form. It is very important to formulate questions correctly after reading. This is necessary in order to help children highlight the main thing - the main events of the work, the actions of the main characters, their actions and relationships. Only the right question can make a child think, reflect, come to the right conclusions. When reading poems, they distinguish musicality, rhythm, melodiousness of poems, emphasize figurative expressions, develop in children the ability to notice the richness and beauty of the Russian language.
In the senior group when perceiving the content of literary works, children are taught to notice expressive means. Children 5-6 years old are able to more deeply comprehend the content of a literary work, to realize the features of an artistic form. By this age, they can already distinguish between genres of literary works and some specific features of each genre. In order for children to be able to understand and feel the artistic merits of a fairy tale and the deep ideological content, it is necessary that they fall in love with and remember poetic images for a long time. When introducing children to the works of the poetic genre, it is necessary to help the child feel the melodiousness and beauty of the poem, to be more aware of its content. When getting acquainted with the genre of the story, the teacher should reveal the relationship of the characters, the social significance of the event described, draw the attention of children to the words the author characterizes both the characters themselves and their actions. Questions about the read work should determine the child's understanding of the main content, as well as the ability to evaluate the actions and actions of the characters.
In the preparatory group the teacher is faced with the task of educating children in fiction, books, the ability to feel the artistic image; develop poetic ear (the ability to capture the sonority, musicality, rhythm of poetic speech), intonational expressiveness of speech: to cultivate the ability to feel and understand the figurative language of fairy tales, stories, poems. It is necessary to carry out such an analysis of literary works, in which children will learn to distinguish genres, understand their specific features, feel the figurativeness of the language of fairy tales, stories, poems, fables and works of small folklore genres. Reading literary works reveals to children all the richness of the Russian language, contributes to the fact that they begin to use this wealth in independent creativity and everyday verbal communication. At this age, children develop the ability to enjoy the artistic word, the foundation is laid for the formation of love for their native language.
Familiarization with fiction includes both a holistic analysis of the work and the performance of creative tasks. All this has a positive effect on the development of children's verbal creativity and poetic hearing.
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 educator finds a way to a child’s heart.” Fiction forms moral feelings and assessments, norms of moral behavior, brings up aesthetic perception.
Works of literature contribute to the development of speech, give examples of the Russian literary language. E. A. Flerina noted that a literary work provides ready-made language forms, verbal characteristics of the image, definitions that the child operates with. By means of the artistic word, even before school, before mastering the grammatical rules, a small child practically masters the grammatical norms of the language in unity with its vocabulary.
N. S. Karpinskaya also believed that a literary book provides excellent examples of the literary language. In stories, children learn the conciseness and accuracy of the language; in verse - musicality, melodiousness, rhythm of Russian speech; in fairy tales - accuracy, expressiveness.
From the book, the child learns many new words, figurative expressions, his speech is enriched with emotional and poetic vocabulary. Literature helps children express their attitude to what they have heard, using comparisons, metaphors, epithets and other means of figurative expression.
When reading the book, the connection between speech and aesthetic development 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.
The educational function of literature is carried out in a special way, inherent only in art - by the force of the impact of the artistic image. In order to fully realize the educational possibilities of literature, it is necessary to know the psychological characteristics of the perception and understanding of this type of art by preschoolers.
§ 2. Features of children's perception of literary works *
Aesthetics and psychology consider the perception of art as a complex creative process. “The aesthetic perception of reality is a complex mental activity that uniquely combines both intellectual and emotional-volitional motives” (A. V. Zaporozhets). Literary work circulates simultaneously And to the feelings and thoughts of the reader, helping him to master the rich spiritual experience of mankind.
E. A. Flerina called the unity of “feeling” and “thinking” a characteristic feature of the perception of a work of art by children.
The perception of fiction is considered as an active volitional process that involves not passive contemplation, but an activity that is embodied in internal assistance, empathy for the characters, in the imaginary transfer of events to oneself, “mental action”, resulting in the effect of personal presence, personal participation in events. .
In the works of L. S. Vygotsky, S. L. Rubinstein, B. M. Teplov, A. V. Zaporozhets, O. I. Nikiforova, E. A. Flerina, N. S. Karpinskaya, L. M. Gurovich and other scientists study the peculiarities of the perception of fiction by a child of preschool age.
OI Nikiforova distinguishes three stages in the development of the perception of a work of art: direct perception, recreation and experience of images (based on the work of the imagination); understanding the ideological content of the work (based on thinking); the influence of fiction on the personality of the reader (through feelings and consciousness).
The interest in the book in the child appears early. At first, he is interested in turning pages, listening to an adult reading, looking at illustrations. With the advent of interest in the picture, interest in the text begins to arise. As studies show, with appropriate work, already in the third year of a child’s life, one can arouse his interest in the fate of the hero of the story, make the baby follow the course of the event and experience new feelings for him.
As mentioned above, one of the features of the perception of a literary work by children is empathy with the characters. Perception is extremely active. The child puts himself in the place of the hero, mentally acts, fights with his enemies. At puppet theater performances, children sometimes intervene in events, try to help the hero, and in unison tell the characters what not to do.
E. A. Flerina also noted such a feature as naivety of children's perception: children do not like a bad end, the hero must be lucky (kids do not want even a stupid mouse to be eaten by a cat).
The artistic perception of the child during preschool age develops and improves. L. M. Gurovich, on the basis of a generalization of scientific data and his own research, considers the age-related characteristics of the perception of a literary work by preschoolers, distinguishing two periods in their aesthetic development: from two to five years, when the baby does not clearly separate life from art, and after five years, when art, including the art of the word, becomes valuable in itself for the child.
Based on the characteristics of perception, the leading tasks of familiarizing with the book at each age stage are put forward.
Let us briefly dwell on the age-related features of perception. For children younger preschool age characteristic: the dependence of the understanding of the text on the personal experience of the child; the establishment of easily perceived connections when events follow one another; the main character is in the center of attention, children most often do not understand his experiences and motives of actions; emotional attitude to the characters is brightly colored; there is a craving for a rhythmically organized warehouse of speech.
IN middle preschool age there are some changes in the understanding and comprehension of the text, which is associated with the expansion of the life and literary experience of the child. Children establish simple causal relationships in the plot, in general, correctly assess the actions of the characters. In the fifth year there is a reaction to the word, interest in it, the desire to repeatedly reproduce it, beat it, comprehend it.
According to K. I. Chukovsky, a new stage of the child’s literary development begins, a close interest arises in the content of the work, in comprehending its inner meaning.
IN senior preschool age children begin to realize events that were not in their personal experience, they are interested not only in the actions of the hero, but also in the motives of actions, experiences, feelings. They can sometimes catch the subtext. An emotional attitude towards the characters arises on the basis of the child's understanding of the entire collision of the work and taking into account all the characteristics of the hero. Children develop the ability to perceive the text in the unity of content and form. The understanding of the literary hero becomes more complicated, some features of the form of the work are realized (steady turns in a fairy tale, rhythm, rhyme).
Studies have noted that in a child of 4-5 years old, the mechanism for forming a holistic image of the semantic content of the perceived text begins to fully function. At the age of 6 - 7 years, the mechanism for understanding the content side of a coherent text, which is distinguished by clarity, is already fully formed.
The ability to perceive a literary work, to realize, along with the content, the features of artistic strikingness does not arise spontaneously, it is formed gradually throughout the entire preschool age.
End of work -
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Methodology for the development of speech and teaching the native language of preschoolers
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