Works of fiction contribute to the emotional development of preschoolers, which is expressed in the desire to immediately manifest the feelings and emotions that have arisen in them when listening to fairy tales and stories, emotions in actions. Literary texts introduce children to the richness of the world of human emotions, show to understand the reasons for their occurrence and change.
Fiction has always been recognized as the main means of children's speech development: acquaintance with literary works arouses interest and fosters love for the native language, its richness and beauty, enriches figurative vocabulary, and contributes to the development of expressive speech of preschoolers.
Thus, familiarization with literature affects all aspects of the child's personality. At the same time, the current socio-cultural situation makes this process difficult. Our society, still in the recent past "reading" , turned into "watching" . The fading of interest in reading, in the book, had a negative impact on adults and, as a result, had an extremely negative impact on children, on their personal culture. This requires innovative approaches to the selection of tasks and the content of work in kindergarten in this area of pedagogical activity.
The conceptual provision for correcting and updating the traditional approach of introducing preschoolers to fiction is the consideration of this problem from the standpoint of literary development.
The concept of literary development is interpreted by researchers as the ability of a child "think in verbal and artistic images" (N. D. Moldavskaya); as a realization of the experience of the general mental development of the child with an emphasis on the emotional area in the reader's perception (V. G. Marantsman); as the embodiment of literary abilities, such as impressionability, observation, creative imagination, implying a clear and vivid representation of both directly observed impressions and images created verbally, manifested "... in the ease of forming associations between the word and images" (A. G. Kovalev, A. Maslow); as a process of qualitative changes in the perception, interpretation of literary texts and the ability to reflect literary experience in various types of artistic activity (O. V. Akulova, N. D. Moldavskaya, O. N. Somkova).
The basis of literary development is the perception of a literary text. The problem of perception of a work of art is reflected in the studies of L. S. Vygotsky, L. M. Gurovich, A. V. Zaporozhets, M. R. Lvov, N. G. Morozova, O. I. Nikiforova, B. M. Teplova, O. S. Ushakova, E. A. Flerina and others.
A full-fledged perception is understood as the reader's ability to empathize with the characters, the author of the work, to see the dynamics of emotions, to reproduce in the imagination the pictures of life created by the writer, to reflect on the motives, circumstances, consequences of the actions of the characters, to evaluate the heroes of the work, to master the idea of the work.
Thus, the literary development of preschoolers can be defined as a process of qualitative changes in the perception, interpretation of literary texts and the ability to reflect literary experience in various types of artistic activity.
Tasks of literary development of children of different age groups.
Tasks of working with young children:
- to educate children's interest in folklore and literary texts, the desire to listen to them carefully
- enrich "reader's" an experience (listening experience) due to various small forms of folklore (rhymes, songs, jokes), simple folk and author's tales (mostly about animals), stories and poems about children, their games, toys, daily household activities, animals familiar to children
- contribute to the perception and understanding of the text by children, help to mentally represent events and heroes, identify the bright actions of the hero, try to evaluate them, establish the simplest connections of the sequence of events in the text
- maintain a direct emotional response to a literary work, its characters.
Tasks of working with children of middle preschool age:
- to deepen children's interest in literature, to cultivate a desire for constant communication with the book, both together with an adult and independently
- expand "reader's" an experience (listening experience) through different genres of folklore (jokes, riddles, incantations, tall tales, fairy tales and animal tales), literary prose (fairy tale, story) and poetry (poems, author's riddles, funny children's fairy tales in verse)
- develop the ability for a holistic perception of the text, which combines the ability to identify the main content, establish temporary, sequential and simple causal relationships, understand the main characteristics of the characters, the simple motives of their actions, the significance of some means of linguistic expression for conveying the images of characters, especially important events, emotional overtones and the general mood of the work or its fragment
- support the desire of children to reflect their impressions of the listened works, literary heroes and events in various types of artistic activity: in drawings, making attributes for theatrical games, in a dramatization game, etc.
Tasks of working with children of senior preschool age:
- maintain children's interest in literature, cultivate a love for the book, contribute to the deepening and differentiation of reader interests
- enrich "reader's" experience of children through the works of more complex genres of folklore (magic and everyday fairy tales, metaphorical riddles, epics), literary prose (fairy tale-story, story with moral overtones) and poetry (fables, lyrical poems, literary riddles with metaphor, poetic tales)
- to cultivate literary and artistic taste, the ability to understand the mood of the work, to feel the musicality, sonority and rhythm of poetic texts; beauty, imagery and expressiveness of the language of fairy tales and stories
- contribute to the development of artistic perception of the text in the unity of content, form, semantic and emotional overtones
- to promote the expression of attitudes towards literary works in various types of artistic and creative activities, self-expression in a theatrical game in the process of creating a holistic image of the hero in his change and development.
The mastery of tasks is realized in joint activities organized by the teacher (developing, problem-playing and creative-playing situations based on a literary text, literary entertainment, theatrical games), as well as by means of organizing a subject-developing environment for activating independent literary, artistic and speech, visual and theatrical activities based on familiar folklore and literary texts.
Literary works and their fragments are included in regime moments, in observations of the phenomena of animate and inanimate nature. At the same time, it is necessary to purposefully acquaint children with a new text every day or organize activities based on what is already known. To enhance the emotional impact of works of art on children, it is important to combine reading a literary text with listening to music, viewing works of fine art (for example, read poetry when children listen to music, look at reproductions of paintings, etc.).
All forms of joint activity of the educator and children expand and deepen the reading interests of children, contribute to the active use of literary texts in various types of creative activity, form the future talented reader of the great reading country.
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PERCEPTION OF ART LITERATURE AND FOLKLORE The content of educational activities Prepared by the educator V.K. Bashlykova I.Yu. INTRODUCTION GEF TO
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The perception of fiction and folklore is one of the activities that ensures development in all educational areas, and this type of activity will solve some of the tasks directly, and some, only under certain conditions. The perception of fiction and folklore contributes to the appropriation of moral and moral norms and values accepted in society.
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Perception of fiction and folklore thinking memory imagination attention sensations and emotions Provides development in all educational areas Artistic and aesthetic development Speech development Social and communicative development Cognitive development Physical development
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Perception of fiction and folklore The technical side The semantic side Understanding the text Emotions, imagination, logical comprehension Creative process Looking at the book Reading the text Discussing what has been read Reproduction and comprehension
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Technical side READING FINE LITERATURE IN KINDERGARTEN: Stages of reading activity Methodological techniques Examining the book a) discussion of the title of the text, illustrations b) conversation (what questions arose?) c) the main result is the desire to read the book Reading the book reading the text by adults in slow reading mode task: to help young readers "enter" the text is important: the nature of reading the text, primary reading Discussion of what has been read a) invite children to briefly tell what the text is about b) play "true - not true" c) offer to express their attitude to what they read with the help of colors, gestures , facial expressions Reproduction of comprehension of what is read with the help of special. tasks a) you can play the story in faces b) draw a "cartoon" (with the help of an adult) c) offer retelling using illustrations, free storytelling d) poetic text: recitation, choral reading e) completing the task in special. educational manual "Our books" O.V. Chindilova, A.V. Badenova
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The semantic side The formation of the spheres of reading activity: Spheres of reading activity Age of children Methods and techniques of work Emotional sphere: from 2 years old Expressive reading, joint chanting, comparison of a literary work with other types of art, revival of personal impressions by association with the text, etc. Sphere of recreative and creative imagination: from 4-5 years old Drawing, creative retelling, staging, making maps, diagrams, layouts, costumes, etc. Sphere of reaction to an art form: from 5-6 years old Story about a hero, event, discussion of the hero’s act, selective retelling , posing questions on the text, answering questions, etc. Sphere of reaction to the art form: from 6 to 7 years old Observation of sound recording, rhythm, rhyme
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The semantic side The structure of reading activity: The main criterion for choosing methods and techniques in organizing children's activities for the perception of fiction and folklore is a guide to the most active sphere of reading activity in a given age period and to the tasks of a particular stage of activity Motivational stage: Inclusion of motives, formation goals Approximate research stage: forecasting and planning Performing stage: impact on emotions, inclusion of imagination, semantic text processing Reflective stage: fixation of emotions, meaning of the text, creativity
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Artistic and aesthetic development The child develops elementary ideas about various types of art: Music: The child expresses his attitude to the hero or plot through a song, dance Visual arts: The child illustrates a fairy tale or examines illustrations for the text Theatre: The child dramatizes the work TEACHER: Introduces the child to the perception of the text through dialogue and commentary reading; Creates conditions for the development of the prerequisites for value-semantic perception and understanding of works; Forms elementary ideas about various types of art; Stimulates empathy for the characters of works of art; Creates conditions for the formation of an aesthetic attitude to the world described in the work
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Speech development A coherent, grammatically correct dialogic and monologue speech of the child develops; The child masters speech as a means of communication; The sound and intonational culture of speech, phonemic hearing of the child develops; Sound analytical-synthetic activity is being formed as a prerequisite for teaching a child to read and write; An elementary idea of children's literature and its genres is being formed; The perception of the text by ear is formed, and at the reflexive stage, children reproduce (stage) the work, etc. TEACHER: Involves children in conversations on spiritual and moral topics; Stimulates speech activity based on literary works and folklore; Teaches children to rely on personal experience (real situations of children's communication); Introduces children to book culture (looking at a book)
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Social and communicative development TEACHER: Draws the child's attention to the significance of the actions of the heroes of the work (the child tries on the role of the character, evaluates his actions, imitates him); Promotes the development of emotional responsiveness, empathy; Develops the ability to communicate and interact with peers and adults; Contributes to the formation of self-regulation and independence The child develops a respectful attitude and a sense of belonging to his family, small homeland and fatherland; The child develops ideas about the socio-cultural values of our people, about domestic traditions and holidays, the continuity of generations; The child develops the skills of communication and interaction with adults and peers, a readiness for joint activities is formed; The rules of safe behavior in everyday life, society and in nature are fixed
In the psychological literature, there are different approaches to the definition of perception. So, L.D. Stolyarenko considers perception as "the psychological process of reflecting objects and phenomena of reality in the totality of their various properties and parts with a direct impact on the senses" . S.L. Rubinstein understands perception as “a sensual reflection of an object or phenomenon of objective reality that affects our senses” . The properties of perception are: meaningfulness, generalization, objectivity, integrity, structure, selectivity, constancy. Perception is the leading cognitive process of preschool age. Its formation ensures the successful accumulation of new knowledge, the rapid development of new activities, adaptation in a new environment, full physical and mental development.
The perception of fiction is considered as an active volitional process, which 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, in mental action, resulting in the effect of personal presence, personal participation. The role of fiction in the comprehensive education of children is revealed in the works of N.V. Gavrish, N.S. Karpinskaya, L.V. Tanina, E.I. Tiheeva, O.S. Ushakova.
According to N.V. Gavrish, “perceiving the work by ear, the child, through the form presented by the performer, focusing on intonation, gestures, facial expressions, penetrates into the content of the work” . N.S. Karpinskaya notes that the full perception of a work of art is not limited to its understanding. It is "a complex process that necessarily includes the emergence of one or another relationship, both to the work itself and to the reality that is depicted in it."
S.L. Rubinstein distinguishes two types of attitude to the artistic world of a work. “The first type of attitude - emotional-figurative - is a direct emotional reaction of the child to the images that are at the center of the work. The second - intellectually evaluative - depends on the everyday and reading experience of the child, in which there are elements of analysis.
The age dynamics of understanding a work of art can be represented as a kind of path from empathy with a particular character, sympathy for him to understanding the author's position and further to a generalized perception of the art world and awareness of one's attitude towards it, to understanding the influence of the work on one's personal attitudes. Since a literary text allows for the possibility of various interpretations, it is customary in the methodology to talk not about correct, but about full-fledged perception.
M.P. Voyushina understands full-fledged perception as “the ability of the reader to empathize with the characters and the author of the work, to see the dynamics of emotions, to reproduce in the imagination the pictures of life created by the writer, to reflect on the motives, circumstances, consequences of the actions of the characters, to evaluate the heroes of the work, to determine the author’s position, to master the idea of the work, then is to find in your soul a response to the problems posed by the author.
In the works of L.S. Vygotsky, L.M. Gurovich, T.D. Zinkevich-Evstigneeva, N.S. Karpinskaya, E. Kuzmenkova, O.I. Nikiforova and other scientists study the peculiarities of the perception of fiction by a child of preschool age. For example, the perception of fiction is considered by L.S. Vygotsky as “an active volitional process that does not imply passive content, 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” .
The perception of fiction by children of preschool age does not come down to a passive statement of certain aspects of reality, even if they are very important and significant. The child enters into the depicted circumstances, mentally takes part in the actions of the characters, experiences their joys and sorrows. This kind of activity greatly expands the sphere of a child's spiritual life and is of great importance for his mental and moral development.
From the point of view of M.M. Alekseeva and V.I. Yashina "listening to works of art, along with creative games, is of paramount importance for the formation of this new type of internal mental activity, without which no creative activity is possible" . A clear plot, a dramatized depiction of events help the child enter the circle of imaginary circumstances and begin to mentally cooperate with the heroes of the work.
S.Ya. Marshak wrote in “Big Literature for Little Ones”: “If the book has a clear unfinished plot, if the author is not an indifferent registrar of events, but a supporter of some of his heroes and an opponent of others, if there is a rhythmic movement in the book, and not a dry, rational sequence, if the conclusion from the book is not a free application, but a natural consequence of the whole course of facts, and besides all this, the book can be played like a play, or turned into an endless epic, inventing more and more sequels to it, this means that the book is written in a real children's language. language".
MM. Alekseeva showed that “with appropriate pedagogical work, it is already possible to arouse interest in the fate of the hero of the story, to make the child follow the course of events and experience new feelings for him” . In a pre-preschooler, one can observe only the beginnings of such assistance and empathy for the heroes of a work of art. The perception of a work acquires more complex forms in a preschooler. His perception of a work of art is extremely active: the child puts himself in the place of the hero, mentally acts together with him, fights with his enemies. The activity carried out in this case, especially at the beginning of preschool age, is psychologically very close to play. But if in play the child really acts in imaginary circumstances, then here both actions and circumstances are imaginary.
O.I. 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 reader's personality (through feelings and consciousness)" .
The artistic perception of the child during preschool age develops and improves. L.M. Gurovich, based on a generalization of scientific data and his own research, considers the age-related characteristics of the perception of a literary work by preschoolers, highlighting two periods in their aesthetic development: “from two to five years, when art, including the art of the word, becomes valuable in itself for the child” .
The process of development of artistic perception is very noticeable at preschool age. To understand that a work of art reflects the typical features of phenomena, a child can already be 4-5 years old. O. Vasilishina, E. Konovalova note such a feature of the artistic perception of the child as “activity, deep empathy for the heroes of the works”. Older preschoolers have the ability to mentally act in imaginary circumstances, as if to take the place of a hero. For example, together with the heroes of a fairy tale, children experience a sense of fear in tense dramatic moments, a sense of relief, satisfaction when justice is won. Magical Russian folk tales with their wonderful fiction, fantasy, developed plot action, full of conflicts, obstacles, dramatic situations, various motives (treachery, miraculous help, opposition of evil and good forces, etc.), with bright, strong characters of heroes.
A work of art attracts a child not only with its bright figurative form, but also with its semantic content. N.G. Smolnikova proves that "senior preschoolers, perceiving the work, can give a conscious, motivated assessment of the characters, using in their judgments the criteria of human behavior in society that have developed under the influence of upbringing" . 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 relatively quickly and correctly understand realistic stories, fairy tales, and by the end of preschool age - shifters, fables. An insufficient level of development of abstract thinking makes it difficult for children to perceive such genres as fables, proverbs, riddles, and necessitates the help of an adult.
Yu. Tyunnikov rightly notes: “Children of senior preschool age, under the influence of the purposeful guidance of educators, are able to see the unity of the content of the work and its artistic form, find figurative words and expressions in it, feel the rhythm and rhyme of the poem, even remember the figurative means used by other poets.” Perceiving poetic images, children receive aesthetic pleasure. Poems act on the child with the power and charm of rhythm, melody; children are attracted to the world of sounds.
Small folklore genres continue to be actively used in work with older preschoolers. Sentences have long been used in education as pedagogical techniques, in order to emotionally color the significance of a particular moment in a child's life. Proverbs and sayings are accessible to the understanding of a child of older preschool age. But the proverb belongs to the speech of an adult; children can hardly use it and are only led to this form of folklore. However, individual proverbs addressed to children can inspire them with some rules of behavior.
V.V. Gerbova notes that "senior preschool age is a qualitatively new stage in the literary development of preschoolers". Unlike the previous period, when the perception of literature was still inseparable from other types of activity, and above all from play, children are moving on to the stages of their own artistic attitude to art, to literature in particular. The art of the word reflects reality through artistic images, shows the most typical, comprehending and summarizing real life facts. This helps the child to learn life, forms his attitude to the environment. Thus, fiction is an important means of educating a culture of behavior in older preschoolers.
However, for the competent use of fiction in the education of a culture of behavior in children of older preschool age. Under the means of G. Babin, E. Beloborodov, they understand "objects of material and spiritual culture that are used in solving pedagogical problems." One of the tasks in shaping the personality of an older preschooler is the education of a culture of behavior. The means of educating a culture of behavior should include a developing environment, a game, and fiction.
The role of classes in reading fiction is great. 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.
Fiction affects the feelings and mind of the child, develops his receptivity, emotionality. According to E.I. Tikheeva, "art captures various aspects of the human psyche: imagination, feelings, will, develops his consciousness and self-awareness, forms a worldview" . Using fiction as a means of educating a culture of behavior, 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).
When selecting literature for children, one must remember that the moral impact of a literary work on a child depends, first of all, on its artistic value. L.A. Vvedenskaya makes two main demands on children's literature: ethical and aesthetic. On the ethical orientation of children's literature L.A. Vvedenskaya says that “a work of art should touch the soul of a child so that he has empathy, sympathy for the hero.” The teacher selects works of art depending on the specific educational tasks facing him. Those educational tasks that the teacher solves both in the classroom and outside them depend on the content of the work of art.
The author of the "Program of education and training in kindergarten" M.A. Vasilyeva speaks about the importance of the thematic distribution of works for reading to children in the classroom and outside the classroom. "This will allow the teacher to carry out work on educating the culture of children's behavior 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.
The problem of selecting books for reading and telling preschoolers is revealed in the works of L.M. Gurovich, N.S. Karpinskaya, L.B. Fesyukova and others. They developed several criteria:
- - the ideological orientation of the book (for example, the moral character of the hero);
- - high artistic skill, literary value. The criterion of artistry is the unity of the content of the work and its form;
- - the availability of a literary work, compliance with the age and psychological characteristics of children. When selecting books, the features of attention, memory, thinking, the range of interests of children, their life experience are taken into account;
- - plot entertaining, simplicity and clarity of composition;
- - specific pedagogical tasks.
The child, due to a small life experience, cannot always see the main thing in the content of the book. Therefore, M.M. Alekseeva, L.M. Gurovich, V.I. Yashin indicate the importance of having an ethical conversation about what they read. “Preparing for a conversation, the teacher must think about what aspect of cultural behavior he is going to reveal to children with the help of this work of art, and in accordance with this, select questions” . It is inappropriate to put too many questions to children, as this prevents them from realizing the main idea of a work of art, reduces the impression of what they read. Questions should 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 (if the assessment of the image is difficult, additional questions are offered to facilitate this task); they should help the teacher to understand the state of mind of the pupil during 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 ideas received by children from works of art are gradually, systematically transferred to their life experience. Fiction contributes to the emergence in children of an emotional attitude to the actions of the characters, and then the people around them, to their own actions.
Thus, conversations on the content of works of fiction contribute to the formation in children of moral motives for cultural behavior, which they will be guided in their actions in the future. From the point of view of I. Zimina, "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, clearly presents examples of cultural behavior that children can use as role models" .
The role of classes in reading fiction is great. 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. During preschool age, the development of an attitude towards a work of art goes from the direct naive participation of the child in the events depicted to more complex forms of aesthetic perception, which, in order to correctly assess the phenomenon, require the ability to take a position outside them, looking at them as if from the outside.
So, a preschooler in the perception of a work of art is not egocentric: "gradually he learns to take the position of a hero, mentally assist him, rejoice at his successes and be upset because of his failures." The formation of this internal activity at preschool age allows the child not only to understand phenomena that he does not directly perceive, but also to take a detached view of events in which he did not directly participate, which is of decisive importance for subsequent mental development.
Thus, the following conclusions can be drawn.
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. It is possible to single out the features of the perception of literary works by children of senior preschool age:
- - the ability to empathize, allowing the child to give a moral assessment of the various actions of the characters, and then real people;
- - increased emotionality and immediacy of the perception of the text, which affects the development of the imagination. Preschool age is most favorable for the development of fantasy, since the child very easily enters into imaginary situations offered to him in the book. He quickly develops likes and dislikes for "good" and "bad" characters;
- - increased curiosity, sharpness of perception;
- - focusing on the hero of a literary work, his actions. Children have access to simple, active motives of actions, they verbally express their attitude towards the characters, they are impressed by the bright, figurative language, the poetry of the work.
The process of perception of literature can be considered as a mental activity, the essence of which is to recreate the artistic images invented by the author.
O. I. 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)
Based on the research of teachers and psychologists, L. M. Gurovich singled out the peculiarities of the perception of literature in children at different stages of preschool age.
Junior group (3-4 years). At this age, the understanding of a literary work is closely connected with direct personal experience. Children perceive the plot in fragments, establish the simplest connections, primarily the sequence of events. In the center of the perception of a literary work is the hero. Pupils of the younger group are interested in how he looks, his actions, deeds, but they still do not see the experiences and hidden motives of actions. Preschoolers of this age cannot recreate the image of the hero in their imagination, so they need illustrations. Actively cooperating with the hero, the children try to intervene in the events (interrupt reading, beat the image, etc.).
Middle group (4-5 years). Preschoolers of this age easily establish simple, consistent causal relationships in the plot, see the so-called hidden motives of the hero's actions. Hidden motives associated with inner experiences are not yet clear to them. Characterizing the character, children highlight one, the most striking feature. The emotional attitude towards the characters is determined primarily by the assessment of their actions, which is more stable and objective than before.
Senior group (5-6 years). At this age, preschoolers to some extent lose their bright, outwardly expressed emotionality, they become interested in the content of the work. They are able to understand events that have not happened in their own lives. In this regard, there is an opportunity to acquaint children with cognitive works.
Children continue to perceive mainly actions and deeds, but they begin to see some of the most simple and pronounced experiences of the characters: fear, grief, joy. Now the child not only cooperates with the hero, but also empathizes with him, which helps to realize more complex motives for actions.
Group preparatory to school (6-7 years). In the behavior of a literary hero, children see various, sometimes contradictory actions, and in his experiences they distinguish more complex feelings (shame, embarrassment, fear for another). Understand the hidden motives of actions. In this regard, the emotional attitude to the characters becomes more complicated, it no longer depends on a separate, even the most striking act, which implies the ability to consider events from the author's point of view.
Thus, the study of the peculiarities of the perception of a literary work at different stages of preschool age makes it possible to determine the forms of work and select the means of acquaintance with literature. For the effective perception of fiction by children, the teacher needs to analyze the work, which includes: 1) analysis of the language of the work (explanation of incomprehensible words, work on the figurativeness of the author's language, on means of expression); 2) analysis of structure and content.
In accordance with the Federal State Educational Standard, it is possible to determine the basic principles of work on introducing children to fiction. - Building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education. In the selection of literary texts, the preferences and characteristics of teachers and children are taken into account. - Facilitation and cooperation of children and adults. The child is a full-fledged participant (subject) of educational relations. - Support for the initiative of preschoolers. - Cooperation of the organization with the family. Creation of parent-child projects with the inclusion of various activities in the course of which complete products are created in the form of home-made books, exhibitions of fine arts, layouts, posters, maps and diagrams, quiz scenarios, leisure activities, holidays, etc. - Involvement of children to socio-cultural norms, traditions of the family, society and the state on works of literature. - Formation of cognitive interests and cognitive actions of children in the process of perception of fiction. - Age adequacy: compliance of conditions, requirements, methods with the age and developmental characteristics of children.
