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Introducing children to fiction in kindergarten for parents. Project "Introducing preschoolers to fiction using children's book graphics

Introducing children to fiction in kindergarten for parents. Project "Introducing preschoolers to fiction using children's book graphics

05.02.2019

Book It is an integral part of raising a child. With its help, he will be able to find answers to his questions, to know the world and himself, to experience the stories of heroes, to fantasize the development of further events of a particular work.

The book is the educator of human souls.The kid is growing, which means that every day more and more new experiences await him, he actively explores the world and makes many discoveries. He receives more and more diverse information he needs for further correct physical, mental and mental development. Children receive new knowledge from the people around them, primarily from their parents, as well as from books.

It is no secret that today's children read little, preferring a book to watching television programs and videos, computer films. This sad reality should make us parents think and try to somehow correct the situation.
From the young age Toddlers need to read as many books as possible. It is very important that he loves this activity. The book may be of interest to both boys and girls, the main thing is to find an option that the child will like.
Scientists have found that a child who is systematically read to accumulates a rich vocabulary.
Reading with mom, the child actively develops imagination and memory.
It is reading that performs not only a cognitive, aesthetic, but also an educational function. Therefore, parents need to read books to their children from early childhood.

The variety of children's books is surprising, but not always pleasing. It is important to remember that in any book, including children's, the most important thing is the content.
Recommendations for purchasing literature:

In children 4-5 years old, vocabulary is activated,
development of connected speech. When reading literary works to a child, you need to pay attention to individual words and expressions. You can learn to retell short texts of Russian folk tales. Slowly start memorizing the poems.

At this age, you can introduce the child to the tales of foreign authors, heroic folk tales, stories about nature and animals, and the work of K. Chukovsky.

In order for a child to love a book, parents need to work hard

Tips for parents:

Talk about the value of the book more often;
educate careful attitude to the book, demonstrating the book relics of his family;
You are the main example for the child, and if you want your child to read, then it is worth spending some time with the book too;
Visit the library, bookstores together;
Buy books bright in design and interesting in content;
Rejoice in the success of the child, and do not focus on mistakes;
Discuss the read book among family members;
Tell your child about the author of the book you read;
Have family readings more often.

Reading for children should become a daily habit, a necessity

Why is it important to read

your child's habit?

Reading in the family is a long tradition.Among the enlightened class, family readings did not have a special target setting, but were a natural attribute of adults' spiritual communication between themselves and children. But, unfortunately, many cultural traditions were lost, including reading in the family.

The main difference between family reading and its other types - classroom, extracurricular and home reading is that parents, using the book, begin to truly engage in spiritualdevelopment of his child, the formation of his morality.

Family reading is literature that interests all family members, a discussion of what the whole family has read, this is communication that brings people of different ages together.

IF YOU DECIDE TO BUY YOUR CHILD A NEW BOOK

When choosing books for your child, pay attention to the following qualities:

1. How the book is illustrated.Children love to look at pictures as much as they love to listen. They value beauty, humor and fantasy. Avoid books where the style of the drawings is too businesslike or simplistic.

2. Is the book up to the mark?child as a listener. Don't judge by age, but choose stories that are complex enough to grab your child's attention, yet simple enough for them to follow along.

3. Is this the book that liked just for your child. Don't pay too much attention to its educational value. Any story that the child likes will be valuable in this sense.

4. Does the book havethe power of emotional impact. Although children also enjoy books that simply contain information, for a long time for a child, those who are close to him emotionally remain favorites.

5. Is the book well written?. Children listen for the sound of speech, not just its meaning.

6. Do you like the book. If you read something that you yourself like better, there is good reason to expect that the child will like it.

HOW DOES YOUR CHILD DO THIS BOOK?

By the way the books that belong to the child's home look, you can judge whether you are paying enough attention to instilling in your son or daughter the skills to handle a book. Check if your child is following the following rules book handling:

Before picking up a book, check that your hands are clean;

The book is read and examined at the table;

Take a book: do not stain it, do not jam the pages, turn them over correctly, do not wet your finger with saliva;

Don't play with the book, it spoils it;

After you have looked and read the book, do not forget to put it back;

Properly store the book in a place specially designated for it - in a bookcase or on a shelf, and not among toys;

- if you notice that the book is not in order (the cover is torn or peeled off, a page has fallen out), fix it yourself or with the help of an adult.

1. Reading develops the child's speech andhis vocabulary increases.The book teaches the little person to express his thoughts and understand what other people say.

2. Reading develops thinking.From books, the child learns abstract concepts and expands the horizons of his world. The book explains life to him and helps to see the connection of one phenomenon with another.

3. Working with the book stimulates creative imagination, allows you to work fantasy and teaches children to think in images.

4. Reading develops cognitive interestsand broadens horizons. From books and periodicals, the child learns about other countries and other ways of life, about nature, technology, history and everything that interests him.

5. Books help the childto know oneself.For the feeling dignity it is very important to know that other people think, feel and react in the same way as he does.

6. Books help children understand others. By reading books written by writers from other cultures and eras, and seeing that their thoughts and feelings are similar to ours, children better understand them and get rid of prejudice.

7. A good children's bookread aloud to the child.The process of joint reading contributes to the spiritual communication of parents and children, the establishment of mutual understanding, closeness, trust. The book unites generations.

8. Books - assistants to parents in solving educational problems. They teach children ethics, make them think about good and evil, develop the ability to empathize, and help them learn to understand the situation of other people.

9. Books give strength and inspiration.They captivate and entertain. They make children and adults laugh and cry. They reduce loneliness, bring comfort and indicate a way out of a difficult situation.

10. Reading is the most accessible and useful activity for the intellectual, emotional and mental development of a child. You can take the book with you anywhere. It can be borrowed from the library for free and does not require electricity.

ADVICE FOR PARENTS

"HOW TO HELP A CHILD BECOME A READER"

If parents are seriously concerned about the child's lack of interest in reading, the advice of the American psychologist W. Williams may be useful to them. Here are some of them:

1. Enjoy reading yourself and develop in your children an attitude towards reading as a pleasure.

2. Let the children see how you yourself read with pleasure: quote, laugh, memorize passages, share what you read, etc.

3. Show that you value reading by buying books, giving them yourself and receiving them as gifts.

4. Let the children choose their own books and magazines (from the library, bookstore, etc.).

5. In a conspicuous place at home, hang a list that will reflect the progress of the child in reading (how many books have been read and for how long).

6. Designate a special place for reading at home (a nook with shelves, etc.).

7. There should be a children's library in the house.

8. Collect books on topics that will inspire children to read more about it (such as books about dinosaurs or space travel).

9. Invite the children to read the book the movie is based on before or after watching the movie.

10. Take turns reading stories or funny stories to each other. Entertain yourself instead of watching TV.

11. Encourage your child to make friends with children who love to read.

12. Solve crossword puzzles with children and give them to them.

13. Encourage children to read aloud whenever possible to build their skill and self-confidence.

14. Often ask the children's opinion about the books they read.

15. Encourage the reading of any periodical material: even horoscopes, comics, TV series reviews - let the children read whatever they want!

17. Let the children read in bed every night before going to sleep.

By reading together, you open an interesting and colorful literary world for your child. And remember, so in a simple way you give your child a huge amount of happiness and love.

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Theoretical foundations for introducing preschoolers to fiction

Introduction

Conclusion

Literature

Introduction

Fiction is a powerful, effective means of mental, moral and aesthetic education of children, it has a huge impact on the development and enrichment of the child's speech. In poetic images, fiction opens and explains to the child the life of society and nature, the world human feelings and relationships. It enriches emotions, nurtures the imagination and gives the child excellent examples of Russian literary language. These samples are different in their impact: in stories, children learn the conciseness and accuracy of the word; in poetry they catch the musicality, melodiousness, rhythm of Russian speech; folk tales reveal to them the accuracy and expressiveness of the language, show how rich their native speech is with humor, lively and figurative expressions, comparisons. V.G. Belinsky believed that "books that are written specifically for children should be included in the education plan as one of its most important aspects" Belinsky V.G. Selected pedagogical works. Publishing house of APN RSFSR, 1948. . 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, S.L. Rubinstein, A. V. Zaporozhets, F. A. Sokhin, A. A. Leontiev and others).

O.S. Ushakova notes that 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 it, it affects the personality of the baby, develops the ability to subtly feel the form and rhythm mother tongue.

Fiction accompanies a person from the first years of life.

The purpose of this work is to consider the features of introducing children preschool age to fiction.

The goal set led to the solution of the following tasks:

1. Study the methodological, pedagogical and psychological literature on this topic.

2. Consider the history of the formation of children's fiction as a preschool discipline.

3. Identify the main methods and forms of introducing preschoolers to fiction.

The object of the research is the introduction of preschool children to fiction.

The subject of the research is the peculiarities of introducing preschool children to fiction.

1. The formation of children's fiction as a preschool discipline

Children's literature is a complex of works created specifically for children, taking into account the psychophysiological characteristics of their development.

An adult perceives children's literature in different ways: one respects its history, enjoys the richness of its artistic achievements; another sees it as fun for the little ones, not enough for deep attention; the third has no idea at all that such literature exists.

The formation of children's literature is associated with the appearance of educational books. Their authors considered art word, placed next to the teaching material, as an incentive to learn and master the rules of life (A.T. Bolotov, I.I. Dmitriev, M.V. Lomonosova, A.P. Sumarokova, Ya.B. Knyazhnina, M.N. Muravyova, M.M. Kheraskov).

Children's literature, the history of which dates back to the end of the 15th century, has long established its right to be an intrinsically valuable type of verbal art, playing a priority role in the development and upbringing of the child.

Children's literature XV - XVII centuries. developed in response to public and state requests, was the focus of modern scientific ideas, pedagogical ideas and artistic trends. It was often in children's books that fundamental innovations appeared: the first poems, the first specific methods of the author's dialogue with the young reader, the first drawing of a secular content. The first secular printed book, the alphabet of Ivan Fedorov, was also intended for children.

According to the results of scientific research of that period, it can be concluded that the first methodological article was written by Moscow freethinkers Fyodor Kuritsyn at the turn of the 15th - 16th centuries. and dedicated to grammar. In it, F. Kuritsyn talked not about how to teach, but about why children need to be taught.

Dmitry Gerasimov, a translator of Latin grammar for Russian children, was the first to deal with the issues of working with children's books. In the preface to the book, which was called "Donatus" (after the author, the ancient Roman linguist of the XV century. Aelius Donatus), he outlined the necessary information that a child must have in order to get an idea about the book and develop a desire to read and study it. First of all, this is information about the author, which was an innovation for those times. Old Russian literature is anonymous: the author either did not name himself or hid behind the name of one of the greats, attributing his works.

I. Fedorov's "ABC" contains the first appeal to parents, which indicates the author's understanding of the two-sidedness of the pedagogical process and the need for unity of the teacher, student and parents in the education and upbringing of children, in the acquisition of philological knowledge, in the eradication of ignorance.

Connection philological text and the methodology of working with it is explained by the fact that children's literature has not yet been an independent art form. But it is precisely this connection that will influence the originality of children's literature, which by its nature will be called upon to solve not only aesthetic, but also pedagogical problems.

The creators of children's books consciously acted as educators: they wrote articles about education, about the importance of children's literature and children's reading.

In the 17th century children's reading was dealt with by writers, teachers, statesmen, People different professions and views on education and training. An associate of Peter I, Feofan Prokopovich wrote for children "A Brief Russian History" and "The First Teaching to the Young" - another set of edifications and rules for children.

The middle of the 17th century is scarce for children's books. Some rise was outlined only in the last third of the century, during the reign of Catherine II. The enlightened empress was well versed in the European philosophy and literature of her time, she herself wrote about five thousand various works, including pedagogical articles and children's fairy tales. Catherine II did a lot for the formation new system educational institutions in Russia, encouraged the arts and literature.

A huge role in the democratization of children's literature was played by such prominent figures of the Catherine era as N.I. Novikov, N.G. Kurganov, A.T. Bolotov, N.M. Karamzin. They persistently instilled in their young readers the idea of virtues that do not depend on the estate of a person, in every possible way expanded children's ideas about the world around them.

In the last third of the XVII century. the study of children's reading is activated. The teacher and public figure I.I. Betskoy, working on various treatises regulating the activities of educational institutions, concretizes the methods and techniques of working with children according to age, gives separate advice on the formation of a reading circle and the aesthetic development of the younger generation. He does not recommend using “ghosts from monsters” in communication with children from five years old, as they “cloud” the minds of children with false concepts and give rise to fear.

The teacher also recommended not to force children to learn a lot by heart, especially what they do not understand. I.I. Betskoy believed that children from the age of five could be taught to read, but only in order “to get used to the knowledge of letters with their eyesight,” while real reading begins in adolescence.

N.I. Novikov, who did a lot for the development of children's literature and children's reading, believed that children should be taught to reason over the text and apply "everything they read or hear to themselves and to the special circumstances in which they are found or may continue to be found." Thus, children will learn to extract experience from what they read, to think over it1 about the upbringing and instruction of children”, 1783.

One of the first in the domestic methodology of children's reading N.I. Novikov took up the issues of forming a circle of children's reading, both theoretical and practical. He believed that children should read not only educational literature. Wishing to expand the circle of children's reading and take it beyond the limits of school literature, N. Novikov publishes the magazine "Children's Reading for the Heart and Mind". The magazine was addressed to children from 6 to 12 years old. The purpose and purpose of the journal N.I. Novikov saw it as helping to educate good citizens, to help develop those feelings without which a person cannot be prosperous and satisfied in life. In accordance with this program, noble ideals were instilled in the works of Russian and translated literature placed on the pages of the magazine: a person was valued only because of his personal merits, any violence was condemned (“Damon and Pythias”, “Generosity in a low state”, “Correspondence father and son village life”, “On imitation of parents”, etc.).

The most important achievement of children's literature of the first half of XIX century, one should consider the acquisition of one's own language, born of the living element colloquial speech, ennobled the highest taste poets, especially the brilliant Pushkin. And today the language of Pushkin's fairy tales remains the standard for children's writers.

The development of children's literature went in line with the "big" literature and pedagogy. The reference points for culture were the ideals of enlightened humanism, democracy and patriotism.

A huge achievement can be considered the emergence of the theory and criticism of children's literature - in the articles of the leading critic of the first half of the 19th century, V. Belinsky. They proved that children's literature is high art, to which strict criteria of nationality, humanism, imagery are applicable, that a children's book should serve not only as an object of entertainment or education, but as an important means of spiritual development child. He proclaimed the slogan of literature for young readers - "Bypassing the mind, through the heart". He pointed out the signs by which pseudo-literature is recognized, and described the harm it causes to the child. He laid the foundations for children's reading as a relatively independent area of pedagogical knowledge, which was further developed in the second half of the 19th century.

TO mid-nineteenth V. the works of V. Belinsky, N. Chernyshevsky, N. Dobrolyubov began to develop a methodology for introducing a child to a book, a special Russian school reading, the main provisions of which were taking into account the age characteristics of the reader, attention to the perception of a work by a child, an analysis of a literary text that is feasible for children, and a careful selection of books for children's reading.

Children's literature for preschoolers began to stand out actively only towards the end of the 19th century. The specificity of this literature was substantiated in the article by L.N. Tolstoy “Who should learn to write from whom, peasant children from us or us from peasant children?” . L. Tolstoy believed that children should be offered "the largest and most diverse selection of serious topics." The subsequent development of literature has confirmed this position with one clarification: children's literature gives preference to themes taken from the life of its reader. For example, the theme of children's games and toys, the theme of childhood, the theme of nature and images of the animal world, the theme of intra-family relations and relationships within the children's team.

In the 1940s - 1950s. the tradition of social and moral analysis of works of children's literature and their selection for children's reading was consolidated and continued to exist in the future. The aesthetic value of the texts did not matter.

In the 1920s - 1930s. was outlined, and in the 1950s - 1960s. a trend has been established to develop a methodology for introducing children to reading outside foreign experience in this area.

By the mid 1970s. a lot of experience was accumulated in studying the perception of literature by preschoolers of various age groups, which made it possible for L.M. Gurovich to raise the question of the theoretical foundations of the methodology for familiarizing preschoolers with fiction.

Thus, we see that children's fiction as educational area still quite young.

2. Age periodization of preschool children and psychophysiological features of their familiarization with fiction

The peculiarities of introducing a preschool child to fiction as one of the types of art depends, in our opinion, on the formation of his mental processes, in particular, imagination.

There are individual, typological features of the imagination associated with age, with the specifics of memory, perception and thinking of a person. For some people, a concrete, figurative perception of the world may prevail, which internally appears in the richness and diversity of their imagination. Such individuals are said to have artistic type thinking. By assumption, it is physiologically related to the dominance of the right hemisphere of the brain. Others have a greater tendency to operate with abstract symbols, concepts (people with a dominant left hemisphere of the brain).

Peculiarities creative imagination children of preschool age are connected with the fact that at preschool age improvement continues child's body: the growth rate of children from 3 to 5 years of age slows down somewhat compared to the previous age period, but at the age of 5 to 8 years it increases again. Simultaneously with the general growth and increase in body weight, there are processes of anatomical changes and functional development of all the main tissues and organs of the child. There is a gradual ossification of the skeleton, the mass of muscles increases, the working capacity of the child's body increases. But along with this, there is rapid fatigue and exhaustion. nerve cells. By the age of 6-7 years, the child successfully masters complex species movement..

In a child of preschool age, the functional activity of the cerebral cortex continues to improve. The high sensitivity of the nervous system determines the brightness, sharpness of perception, children's impressionability, therefore, in the upbringing and education of preschoolers, the selection of impressions and knowledge (this is mainly elementary knowledge about the surrounding life) becomes so important.

At preschool age, with purposeful upbringing, methods of visual, auditory, tactile perception, visual-active and figurative thinking, volitional, emotional and motivational processes develop.

Mastering cognitive processes, children become capable of elementary analysis and synthesis, classification, begin to make judgments about the objects and phenomena around them. In general, preschool age is characterized by inquisitiveness, curiosity. But if the child's natural curiosity is not satisfied, he becomes passive.

Preschool age is characterized by freshness and sharpness of imagination, manifested in different types activities. Under the influence of adults, the activity of a preschooler becomes arbitrary and controlled, which is very important for educating mindfulness during training sessions and work.

The formation of the personality of a preschooler is expressed in the formation of his character. Of great importance is the development of consciousness, the emergence of various motives for activity and behavior. A preschooler can already subordinate personal motives of behavior to public ones, evaluate his own behavior and the behavior of other children, based on the requirements of educators and parents.

In a game situation, when learning in the classroom, a preschooler develops volitional qualities of character. Formation moral consciousness characterized by the emergence of a sense of duty, justice, dignity and other social feelings. The preschooler begins to understand the significance of the requirements placed on him. Experiences when doing good and bad deeds are already caused not only by the attitude of an adult, but also by one's own judgment, moral attitude to them. Children show more profound feelings of embarrassment, shame and, conversely, joy and satisfaction from the consciousness of fulfilled social requirements.

The preschooler has age prerequisites for the development of abilities. This gives reason to change and complicate the content of education, to vary the ratio of gaming, verbal, visual and practical methods of education and training, to use all the opportunities that are available in preschool childhood for the comprehensive upbringing of the child.

Each child is an individual. For the development of personality through education and training, it is important to know not only social and typical age traits, but also individual psychological features, qualities and properties of the child. The basis of individual personality traits is the type of nervous system, on which the strength of the main nervous processes, their mobility, and balance depend. A certain alloy of properties generates individual style activities, behaviour. The basis of individual inclinations to certain types of activity are the anatomical and physiological features of the analyzer systems. So, natural inclinations are the conditions for the development of abilities. The development of inclinations depends entirely on the conditions of life and upbringing. The originality of each child is expressed in the level and volume of anatomical and physiological inclinations and abilities. This necessitates individual and differentiated approach in the upbringing and education of children.

Along with the natural anatomical and physiological individual properties, each person develops a life activity that is unique in its originality. Upbringing and the social environment form an individual personality warehouse, which is manifested in the orientation of abilities, needs, goals, feelings, will and character. Accounting for these features in education and training requires an individual approach to children. Each child has individual characteristics, both physical and personal development and it is necessary to take into account these features in the process of raising and educating a child.

Thus, the functional activity of the cerebral cortex continues to improve in a preschool child, the abilities of visual, auditory, tactile perception, visual-effective and figurative thinking, volitional, emotional and motivational processes develop.

Preschoolers as early as 3-4 years old are distinguished by high cognitive activity, seek to expand their horizons, to break out of the environment that surrounds them. Their main assistant in this is a book. They are already ready to communicate with her: they emotionally react to what they hear, they catch and distinguish various intonations, they recognize their loved ones. literary heroes empathize with them. Most actively they perceive small genres of folklore (rhymes, jokes), songs of a playful nature, fairy tales, poems. It is advisable to introduce children to poetic texts in the classroom in kindergarten and at home, as well as while walking, dressing, washing, feeding. At the same time, children, together with an adult, play out the plots of poetic works, listen to onomatopoeia, consonances, rhymes.

Reading interests of older preschoolers are more diverse: they like books about animals, natural phenomena, children, descriptions of gaming and everyday situations. Main value given age- high emotional responsiveness to a literary word, the ability to empathize, to follow the development of the plot with excitement, to wait for a happy denouement, which is why we are talking about the possibility and necessity of forming a literary taste from an early preschool age. This is especially true for our reality, when the shelves of shops and kiosks are littered with bright, catchy illustrated books for preschoolers. But their content side, unfortunately, is often primitive and not only does not instill taste, but, on the contrary, impoverishes the spiritual world of the child, does not develop emotionally colored, figurative speech.

After L. Tolstoy, the specifics of children's literature have been discussed more than once, and today a number of features have been determined, such as the unity of literary and pedagogical principles. The writer acts as an intermediary between the reader and society. A. Gaidar wrote: “We need to explain to the guys how to make a propeller or how a tank works. But this is not enough. The writer must explain to the children the words "honor", "banner", "courage", "truth". Perhaps, here lies the main difficulty facing the children's writer: to talk about abstract, "non-childish" things concretely, "childishly".

In addition, writers and researchers pointed to the specifics of the text children's work, where, according to Rogachev, "there is a constant interchange of aesthetics and didactics." Quite often, children's text has a playful character. The writer plays with words, thoughts, sounds. He tries to say as a child would say, to guess the course of his thought, to express his idea of the world. A.K. Pokrovskaya noticed that books for young children have their own artistic means of depicting reality. Among such techniques, one should name animism and anthropomorphism, and the alogism of the real. Authors writing for children not only widely use children's speech as an artistic device, but also build a plot in accordance with the characteristics of children's thinking and language (short genre forms, onomatopoeia) The text of a children's book for preschoolers cannot be imagined without illustrations.

In addition to all of the above, children's literature is distinguished by a special type of hero. It is peculiar only to what is peculiar to the reader. They are accessible to the perception of a small listener, are close to him in spirit, express his needs and capabilities. The first type is a small hero, equal in age and height to the reader, but "daring", strong, hurrying to help. The second is a hero in distress, in need of help, protection, advice. The third type is a hero who does not exist in reality, has no analogues. The fourth type is the hero why.

Let's define the age characteristics of a preschooler as a reader. The first is the naivety of reading comprehension. Preschoolers identify literature with reality (therefore, they experience fear when reading scary stories).

The second age-related feature is the emotional perception of what is read. Perceiving a fairy tale, the child violently expresses his emotions: cries, laughs, sympathizes, is indignant, etc. On the one hand, this is good: he is an interested, empathetic reader. But, on the other hand, strong emotions do not allow a sober, critical assessment of what has been read. Therefore, along with emotionality, it is necessary to educate the rationality of perception.

Another feature of the preschool reader is the desire to imitate. He reads mainly those books that are liked by peers, the educator, focuses on their opinion. Therefore, children need to develop independence of perception.

The described age characteristics make it possible to single out the negative stereotypes of a preschooler-reader, which must be overcome, and the positive ones, which must be formed. There are four groups of such stereotypes.

The first is the stereotypes of the attitude towards the reading process. Among them, there are negative ones: the attitude to reading exclusively as entertainment, relaxation, enjoyment, or, conversely, a duty. In contrast, they need to form positive stereotypes: an attitude towards reading as a serious occupation that requires the work of thought, as a useful activity that enriches the spiritual world of a person, allowing to satisfy cognitive interests.

The second group is stereotypes of reader interests and preferences. Here also take place: the stereotype of a limited reader, when a child listens only to fairy tales and does not like poetry, etc.; an omnivore reader who reads all books indiscriminately, including adults; a conformist reader who reads only those books that are read by peers. By overcoming these stereotypes, we form a positive stereotype of a discriminating reader - he does not read all the books in a row, but chooses those that are useful.

The third group - stereotypes of reading perception. Among them, preschoolers are characterized by the negative stereotype of the "naive realist": the child perceives what he read as a reality, identifies himself with the hero of the book. Why is this stereotype bad? First, it does not allow for analysis of what has been read. (At school, the child will be required to determine the writer's intention and the means to achieve it, and the child will not be ready for this.) Second, the stereotype of the naive realist does not allow critical evaluation of what is read. It requires correction aimed at the formation of positive stereotypes of the reader-interlocutor (conducting a dialogue with the writer, the author of the television program), the reader-critic, thoughtful, interested, enriching the author's idea with his own findings. It is necessary to teach preschoolers not to reincarnate, but to try on what they read for themselves, to compare.

And, finally, the fourth group - stereotypes of reading evaluation. Often, preschoolers either do not evaluate what they read at all, or evaluate it uncritically, relying only on the emotions or opinions of adults and peers. Therefore, it is necessary to educate preschoolers as critically thinking, creative readers.

3. Methods and forms of introducing preschoolers to fiction

Children's literature as part general literature is the art of the word. Its features are determined by the upbringing and educational tasks and the age of the children (interests, preferences and cognitive abilities of preschoolers are taken into account). Children's literature contributes to the development of the aesthetic consciousness of the child, the formation of his worldview.

The range of children's reading includes:

Works of oral creativity of the Russian people and peoples of the world;

Classical children's literature (domestic and foreign);

Modern literature (Russian and foreign).

1 junior group(2 - 3 years). Program "Childhood"

Tasks: - to arouse interest in illustrations and a desire to examine the book together with the teacher and independently; - familiarity with folk songs and nursery rhymes; - Acquaintance with small and understandable children's author's poems.

The main forms of work with children: - showing illustrations, - demonstrating pictures (subject, plot) using a flannelgraph; - before reading the nursery rhyme, a didactic game is carried out related to it in content; - in some cases, the teacher accompanies the reading by showing the actions described in the nursery rhyme.

Means, methods and techniques for using fiction in working with children of primary preschool age:

1. Poetic works(folk songs, nursery rhymes, poems, songs). In many life situations, this or that work is out of place. With the help of a poetic text, children call the sun - a bucket, if it suddenly hid and was not shown at all today. At breakfast (afternoon snack), remind the kids of the nursery rhyme "Grass Muravka". On the way to a walk, under the text of the corresponding nursery rhyme, the children show how they walk big feet(t-o-p, t-o-p) and little legs run (top, top, top). Helping the child put on mittens, read the poem "My finger" by N. Sakonskaya, encouraging attempts to pronounce the words. Some poems can be read to children before going to bed "Bai - bai, bai - bai" (Russian folk song).

If the child climbed onto his knees, it's time to "ride" him on a horse ("I'm going - I'm going to a woman, to my grandfather ...", a Russian folk song).

Rhymes are rich in shapes and sizes. The content of some does not need explanation, for the correct perception of others, the display of relevant objects, actions, and explanations is required. Acquaintance with the latter requires preliminary work. So, before reading the nursery rhyme "Ay, kachi-kachi ...", together with the children, look at and compare kalachi and bagels (natural), consider the picture on which the oven is depicted. Before reading the nursery rhyme "Our ducks in the morning ...", you can organize an outdoor game "Do not wake the turkey."

After the first reading, repeat the nursery rhyme 3-4 more times. In this case, the following options are possible:

Use the same techniques and the same visual material as in the first reading;

When reading a nursery rhyme, do not resort to clarity;

You can use new visual material or modify the old one, vary game situations. For example, another toy cat “comes” to the children with a request to read the poem “The cat went to the market ...” and about him.

Each program poetic work is read to children throughout the year.

2. Tales in verse. At every opportunity, ask the children to reproduce the action of the character. Children, for example, show how in the mentioned fairy tale by S. Marshak, a kitten “in the corner behind the chest washes its paw with its tongue”; how he skips after a rolling pencil; trying to get a pencil rolled under the cabinet.

3. Tales. To tell young children Russian folk tales in the most accessible way for them. For a full perception of the text, drawings and a conversation with children on their content are very important. Looking at the drawing, in which, next to a tiny hare, there is a huge bull, who promised to drive the fox out of the house and shamefully retreated, the children understand that not the one who is great is strong, but the one who is brave.

The first acquaintance with a fairy tale is telling it to everyone. It is not necessary to tell the story again on this day. Tell the children the same story after 2-3 days. Children already know the content of the fairy tale, willingly finish individual owls and phrases. Now you can show them a performance using figurines table theater.

By the end of the year, together with the music director and parents, you can put on a simple performance.

4. Examination of illustrated books. With the help of pictures, communicate with the child, tell and show, ask the child to find someone in the picture and admire his powers of observation.

2 junior group (3 - 4 years).

Tasks: - to arouse interest in illustrations and a desire to examine the book together with the teacher and independently; - familiarity with folk songs and nursery rhymes; - acquaintance with small and understandable children's author's poems; - daily reading of folk songs, nursery rhymes, folk and author's tales, poems, stories by Russian and foreign authors.

The main directions of work with children. Beginning academic year, it is necessary to repeat with the children what they were introduced to earlier. At every opportunity, read folk songs and nursery rhymes, poems to kids; tell folk tales.

Forms of organization become more complicated:

1. Reading by roles. Several times the work is read to the children, their attempt to read together with the teacher is approved. As soon as the children memorize the text, reading is organized by roles.

2. Outdoor and round dance games. Folk songs set up listeners for certain actions, call on someone to help, save someone, run away from someone, catch someone, etc.

3. Reading poetry.- Poems for children, small in volume and understandable to them in content, are often addressed to a particular child, as evidenced by his name in the text. Replacing this name with one of those present - and the child receives a very unusual and pleasant gift for him.

If the name is not mentioned in the song, but the teacher reads it and at the same time looks at one of the kids and smiles slyly, the child is flattered by such attention. Other children, watching the teacher and listening to the song, understand why the song is addressed to this particular child, and begin to imitate his actions. The next day, a group of children gather again and the same poem is read to them.

If the child remembers the poem, the teacher invites him to “give” the poem to the peers present.

Memorizing new poems, songs, children gradually forget the old ones. Therefore, from time to time suitable occasions the educator should remind old poems.

4. Fables. Having introduced the children to the fable, you should read it again after 2-3 days, then after a week and then read it for a year on each appropriate occasion.

5. Folk tales. Fairy tales are not told to children, but read, because they are large enough in volume and contain rhyming lines and onomatopoeia that are difficult to remember. For children to learn and love fairy tales, they must be read repeatedly. Children love to listen to the same thing, so do not rush to change the repertoire. You need to read the fairy tale for 3-4 days, then take a break and repeat the fairy tale in a week or two, in a month, in two months.

Middle group (4 - 5 years old)

Tasks: - Exercise children in retelling literary works (in whole, in parts, using elements of dramatization); - Continue to form interest in books, their examination; - To acquaint with works of different genres; - Memorize poems and read them expressively; - Expand and consolidate norms in real life speech etiquette based on children learning ethical standards and rules.

Main directions: read daily. The list of program literary works includes poems, stories and author's fairy tales, the heroes of which, in their own way, human manifestations close and understandable to the child, teach him to be kind, strong, fair and generous.

1. Humorous works. These works, better than any moralizing, cure laziness, stubbornness, whims, selfishness.

2. Continue work to familiarize children with new works of small forms of folklore: folk songs, counting rhymes, riddles, tongue twisters. These works are considered the embodiment of humanity, humor, expressive language; they contain ideal combinations of hard-to-pronounce sounds, combinations of words thought out in terms of sound. It is important that children not only know and remember the counting rhymes, but also independently use them in the game.

4. Tales(Russian folk tales, tales of the peoples of the world, literary tales): - To introduce children to new fairy tales; - Tell stories they already know; - Arrange dramatization of small passages from fairy tales, encouraging children to try to play roles, and not just pronounce words; - Compose endings to fairy tales, in particular to the works of J. Rodari. ("Tales with three ends"); - Children's attempts to compose fairy tales, take care of their creativity, and not refuse help are welcomed.

5. Draw children's attention to the figurative side artwork. Age 4-5 years - it's time special treatment to beauty, in particular to the beauty of language. It is important to explain to children that the same thing can be told in different ways.

6. Poems. Children at this age begin to hear the beauty of poetic speech. Children of this age should be helped to learn poetry by heart. When offering poems for memorization, it is necessary to give the child the right to choose. In order for the poems to be remembered, the child needs to hear and say it repeatedly. To pronounce verses in order to remember - this motive is not convincing for a child, it is necessary to organize a game. Invite the children to convey the content of the poem with expressive gestures. Many poetic works are good to read by roles, especially those that introduce children to the rules of good form.

Senior group (5 - 6 years).

Tasks: 1. To improve the aesthetic perception of works of art. Draw the attention of children to figurative and expressive means (figurative words and expressions, epithets, comparisons). 2. Help the child feel the beauty and expressiveness of the language of the work, instilling sensitivity to poetic word. 3. To improve the artistic and speech performing skills of children when reading poems, in dramatizing works. 4. Raise the child's need to consider the book, talk about its content. Show children the main differences between a fairy tale, a story, a poem.

The main directions of work with children: Read familiar and new works of fiction to children every day, memorize poems; create conditions for viewing books with illustrations by the best artists.

Forms of organization of educational activities: - daily reading of fairy tales, stories, poems to older preschoolers, independent examination of books by children; - free communication with children based on fiction (held once a week in the afternoon).

Here it is possible to offer children the kind of activity that attracts them most at the moment: looking at books, dramatization, puppet show, reading works in faces, reading together with children a fairly large poem or fairy tale in verse, reciting poems with gestures.

Preparatory group (from 6 to 7 years).

1. Continue to develop children's interest in fiction.

2. To improve the aesthetic perception of works of art: to form the ability to show disinterested joy, emotional excitement when meeting with a kind and beautiful world; feel compassion and sympathy for the heroes of the books, mentally feeling close to them or identifying yourself with your favorite character.

3. Draw the attention of children to figurative and expressive means (figurative words and expressions, epithets, comparisons), helping the child to feel the beauty and expressiveness of the language of the work, instilling sensitivity to the poetic word.

4. To improve the artistic and speech performing skills of children when reading poems, in dramatizations and performances (emotionality of performance and natural behavior, the ability to convey their attitude to the content of the work and the situations described in it with intonation, gesture and facial expressions).

5. Raise the child's need to look at the book and illustrations. Help children to see the main differences between a fairy tale, a story, a poem.

Main areas of work with children:

2. Do not forget about the need to re-read the works. Once heard a fairy tale (story), even if it left a mark in the soul of a child, will quickly get lost in the flow of other, no less interesting information for a preschooler.

3. Conduct special classes to familiarize children with fiction. The purpose of such classes is to enrich and clarify children's ideas about books, their authors, genres of works, about the expressiveness, imagery and beauty of the literary language; help the child navigate the world of works of art; reveal the sympathies and preferences of children.

4. Once a week, in the afternoon, fiction should be devoted to meet the children's need for free communication about fiction and self-realization in games, dramatizations and performances based on literary works.

5. Regularly provide books for children to review.

6. Be interested in what thoughts the child had in the process of examining it independently.

Forms of organization: - daily read fairy tales, stories, poems to older preschoolers, independent examination of books by children; - activity with children. With their help, all the tasks of familiarizing preschoolers with fiction are solved; - free communication with children based on fiction (held once a week in the afternoon). Here it is possible to offer children the type of activity that is particularly attractive to them at the moment: looking at books, dramatization, puppet show, reading works in faces, joint reading of a teacher with children of a rather large poem or fairy tale in verse, telling poems with gestures.

Means, methods and techniques of working with children: - exhibitions of fiction in the book corner; - to replenish the stocks of knowledge of preschoolers with counting rhymes, tongue twisters, fables; - reading fairy tales, stories, novels; - reading and memorizing poetry. Capture the beauty, expressiveness of the language. For memorization, children should be offered small dynamic works, including dialogues, memorization is carried out once a month. Children read the text 1-3 times; it is explained how to read certain lines, to exercise children in expressive reading of these lines. Many verses are built on dialogues, so they are easy to read by roles or with a teacher, and many verses are also sung. Start a poem, and the children finish the individual words and phrases. Each child says what he remembers; - participation in dramatizations and performances.

preschooler fiction

In this term paper we saw that the formation of children's fiction arose from the end of the 15th century, earlier it was part of adult literature, but as a separate preschool discipline, it began to stand out by the end of the 19th century. The specificity of this literature was substantiated in the article by L.N. Tolstoy “Who should learn to write from whom, peasant children from us or us from peasant children?” .

Children's fiction, as an educational field, is still quite young, and earlier it was part of adult literature.

Introducing children to fiction is different for each preschool age. Children of any age, if possible, should read every day (new and already familiar works).

With the help of a book, a child discovers the world in all its interrelationships and interdependencies, begins to understand people's lives more and better, experiencing and living what they read.

The circle of children's reading is aimed at generating interest in the book, at the gradual replenishment of their literary baggage.

Conclusion

Fiction accompanies a person from the first years of his life. Its impact on the mental and aesthetic development of the child is well known. Its role is also great in the development of the speech of preschool children. Coherent speech shows how much the child owns the richness of his native language, grammatical structure, and at the same time reflects the level of his mental, aesthetic and emotional development.

The significance of fiction is great: it reveals and explains to the child the life of society and nature, the world of human feelings and relationships, develops thinking and imagination, enriches emotions, and provides excellent examples of the Russian literary language. Educational, cognitive and aesthetic significance is enormous, since, by expanding the child's ideas about the world around it, it affects the personality of the baby, develops the ability to feel the form and rhythm of the native language.

Fiction expands horizons, introduces a rich world of images that reflect life, instills a love for art, develops emotional and cognitive activity, an active attitude to life, literary and artistic taste, and also contributes to the emergence of one’s own judgments about what is read, the need to speak out, develops speech.

According to the well-known literary critic Yu.M. Lotman, literary texts have the properties of "condensed information content", i.e. contain as much information about the world as real experience limited by time and space cannot give. And indeed, literary texts - with the right choice of them - can cover, if not all, then most educational, educational skills that children need to master. That is why reading fiction can be used as one of the means that creates a semantic background and an incentive for the deployment of other forms. joint activities an adult with children (productive, cognitive research, play), uniting them in a holistic educational process.

Using works of art as ready-made cultural material, the educator and parents act as guides for children to the worlds created by the book, and at the same time they do not remain indifferent performers, but, as partners, together with them they are surprised, admired, upset, anticipate possible collisions - they empathize characters in their events.

In other words, reading fiction acts as one of the forms of joint partner activity between an adult and children. Unlike other forms - productive, cognitive-research, play - it cannot be continued by preschoolers on their own and turn into their free activity due to the fact that most of them do not know how to read freely and depend on an adult partner. This imposes a special responsibility on the educator and parents in terms of selecting works of art for reading, so that the book, touching the strings of the child's soul, contributes to the development and education of the child to the greatest extent.

Raising an interest in reading books should not be limited to any one aspect, as is often done: for example, creative perception works of art is formed only in the classroom for the development of speech. Such education should be carried out not only and not so much in the classroom, but in free life, and above all in the family.

Literature

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17. For the smallest: reader / comp. V. Lunin. - M.: AST-PRESS, 2001.

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19. Zyabkina V.V., Miklyaeva N.V. and others. Development of abilities by means of familiarizing preschoolers with fiction: a method. allowance / ed. N.V. Miklyaeva. - M.: UTs "Perspective", 2010.

20. Likhachev D.S. Letters about the good and the beautiful / comp. G.A. Dubrovskaya. - 3rd ed. - M.: Det. lit., 1989.

22. Kogan L.N. Art culture And artistic education. Moscow: Knowledge, 1979.

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38. Ushinsky K.D. native word. - M., 1948. - T. 2.

39. Kharchenko. Dm. How the hamster Krosha Zernyshkin learned to be kind: A story for children about conscience. - Mn.: St. Eliseevsky Monastery, 2004.

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41. We read to children: a book for reading in the national kindergartens of the RSFSR: a guide for the educator / ed. Z.G. Sakhipova, A.Sh. Asadullin; ed. Z.G. Sakhipova. - L.: Enlightenment. Leningrad. Department, 1987.

Valentina Viktorovna Gerbova
Introducing children to fiction. Program and guidelines

Library "Programs of education and training in kindergarten" under the general editorship of M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova

The program for introducing children to fiction is printed according to the text of the book "The program of education and training in kindergarten" edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova.

Foreword

This publication is part of the methodological set for the "Program of education and training in kindergarten" (edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. - 4th ed., Revised and added. - M .: Mosaic-Sintez, 2006), which, in accordance with the modern tasks of preschool education, provides for the comprehensive development of the child based on his age opportunities and individual abilities.

The leading goals of the "Program" are the creation of favorable conditions for a full-fledged life of a child in preschool childhood, the formation of the foundations of a basic personality culture, the development of mental and physical qualities, and the preparation of a child for life in a modern society, for school.

Brief "Methodological recommendations" have been prepared for the "Program" (M .: Publishing house "Education of a preschooler", 2005; M .: Mozaika-Sintez, 2006), revealing the features of the organization and methods of work in all the main sections of the upbringing, education and development of the child in kindergarten at different age stages of preschool childhood.

More detailed methodological guides to the "Program" are contained in teaching aids: Komarova T. S. "Visual activity in kindergarten" (M .: Mosaic-Synthesis), Gerbova V. V. "Development of speech in kindergarten" (M .: Mosaic-Synthesis), Teplyuk C. H., Lyamina G. M ., Zatsepina M. B. "Children early age in kindergarten" (M.: Mozaika-Sintez), etc.

The manual "Introducing children to fiction" continues the series of editions of this educational and methodological set. The book includes a program and guidelines for introducing children aged 2-7 years to fiction.

Program

In the "Kindergarten Education and Training Program" fiction is considered as a valuable art form in itself. Literary material is not directly related to any of the program sections, although it has a huge impact on the development of intelligence, speech, a positive attitude towards the world, love and interest in the book.

Program works were selected especially carefully, taking into account their artistic merit, the accessibility of the content to children of a certain age. We tried to present how classical works known to more than one generation of readers, as well as works by contemporary domestic and foreign authors.

The education of the reader is a long and laborious process, therefore the lists of works of art and the tasks of introducing children to fiction are different for each preschool age.

Children of any age, if possible, should read every day (new and already familiar works). Program tasks must be addressed both in the classroom and outside of them.

The program gives the educator the right to make certain changes to the lists of recommended literature, taking into account the regional component of the content of preschool education and the peculiarities of the mode of operation of the preschool educational institution.

First junior group
(from two to three years)

Repeatedly read works of art provided by the program for children of the second group of early age.

Continue to teach children to listen to folk songs, fairy tales, author's works. Accompany reading with a display of toys, pictures, tabletop theater characters and other visual aids, as well as learn to listen to a work of art without visual accompaniment. Accompany the reading of small poetic works with game actions.

Provide children with the opportunity to finish words, phrases when the teacher reads familiar poems.

Encourage attempts to read the whole poetic text with the help of an adult. Help children older than 2 years 6 months to play a well-known fairy tale.

Continue to introduce children to looking at drawings in books, encourage them to name familiar objects, show them at the request of the teacher, teach them to ask questions: "Who (what) is this?", "What is he doing?". Retell the content of simple plot pictures to children. Offer to reproduce the actions (movements) of the character ("Show how the chicken grains peck, how the girl eats the soup").

Draw the attention of children to a child looking at a book own initiative approve his activities.

For reading to children

September October November

Russian folklore

Repetition of songs, nursery rhymes, fairy tales read and told to children of the second year of life.

Songs, jokes."Our ducks in the morning..."; "The cat went to Torzhok..."; "Hare Yegorka ...".

Fairy tales."Kids and the wolf", arr. K. Ushinsky

Folklore of the peoples of the world"Three Merry Brothers", trans. with him. L. Yakhnina; "Boo-boo, I'm horny", lit., arr. Y. Grigorieva.

Works of poets and writers of Russia

Poetry. A. Barto. "Bear", "Truck" (from the cycle "Toys"), "Whoever screams"; V. Berestov. "Big doll"; G. Lagzdyn. "Cock"; S. Marshak. "The Tale of the Stupid Mouse"; E. Moshkovskaya. "Order" (abbreviated); N. Pikuleva. "Fox tail"; K. Chukovsky. "Fedotka".

Prose. L. Tolstoy. “The cat was sleeping on the roof…”, “Petya and Misha had a horse…”.

Works of poets and writers from different countries S. Kaputikyan. "Everybody Sleeps", trans. with arm. T. Spendiarova.

December January February

Russian folklore

Songs, jokes."Our Masha is small..."; "Chiki, chiki, kichki ...", "Oh doo-doo, doo-doo, doo-doo! A raven sits on an oak tree."

Fairy tales."Teremok", arr. M. Bulatova.

Folklore of the peoples of the world"Kotausi and Mausi"; English, arr. K. Chukovsky; "Oh, you are a hare-by-arrows ..."; per. with mold. I. Tokmakova.

Shatilova Natalia
Parent meeting "Introducing children to fiction"

Parent meeting Discussion

«»

Target: summing up parents to the conclusion that reading children's books in the family plays a huge role for comprehensive development children;

Tasks: expand views parents about the role family reading in raising a child;

stimulate self-education parents;

to instill reading culture skills;

educate respect for the book.

Conduct form: discussion.

Members: educators, parents.

Preparing for assembly:

Studying the reading interests of families and finding out the attitude to reading books at home.

Preparation of an exhibition of a multi-genre children's literature.

Cooperative activity parents and children in a kindergarten to make a homemade book. Subject: "I have a book!"

Preparing a photo exhibition "Evening with a book".

Implementation plan

The beginning of the discussion « Introducing children to fiction» .

Conducting and analyzing surveys.

Solution meetings.

Event progress

Introductory part

Educator. Good evening dear parents! We are glad to meet you. We want to dedicate our meeting to family reading.

Everyone knows that in Rus' the family was revered and protected, because it was here that the birth, formation and formation of a person's personality took place. Every family with children dreams that they would grow up as respected people, find their recognition, so that their life would be happy and successful. But where to get that magic wand that will help turn this dream into reality? Answer simple: this magic wand is the ability and desire of the child to read.

One of priority problems of our society is getting a child to read. Unfortunately, in our age of informatization, the attitude children to the book has changed interest in reading began to decline. According to numerous studies, even at preschool age, children prefer watching TV and video products to books, computer games. As a result, schoolchildren do not like, do not want to read.

Without reading, a person does not develop, does not improve his intellect, memory, attention, imagination, does not absorb and does not use the experience of his predecessors, does not learn to think, analyze, compare, draw conclusions.

The book, on the contrary, makes it possible to conjecture, to “fantasize”. She teaches to think about new information, develops creativity, creative abilities, the ability to think independently.

Fiction serves the mighty, an effective means of mental, moral and aesthetic education children, it has a huge impact on the development and enrichment of children's speech.

Preschool children are listeners, not readers, artistic the work is brought to them by the teacher, therefore, his possession of expressive reading skills acquires special meaning . The teacher has 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.

Thus, it is important to recognize the process of reading as determining in the education and development, worldview and moral development of a person, a child.

The beginning of the discussion « Introducing children to fiction»

caregiver: Reading aloud in the family circle is a very interesting and useful form of communication. I propose to speak in turn and justify your point of view on the benefits of reading in a circle. families: (presumed opinions parents.)

Discussion of moral issues;

memorization of poems, retelling of works;

Establishing mutual understanding both within the family and beyond (smoothing generational barriers);

Raises a kind and loving heart in a child;

The most effective solution to the problem of non-readers children;

Broadens the mind children, teaches them to think, develops speech, memory, imagination;

The joy of knowing;

Source of intellectual development;

spiritual rapprochement (twinning parents and children) etc.

Literary quiz for parents.

Adults - offer poems based on the fairy tale by A. N. Tolstoy "Golden Key".

Here is the magic key, golden.

He's not even very simple.

He told us a story about him

Writer Alex. (Tolstoy).

Long nose, under the arm a book -

This is such a strange picture!

Where is the boy going?

What is called. (Pinocchio).

He will wave his hand to us,

Deftly bend two knees -

"Polka - a bird" dances briskly,

Even if it's made from. (log).

He is a doctor of puppet science.

But, dolls, he doesn't love you!

Invented hundreds of torments for dolls

The villain is nasty. (Karabas)

Alice's henchman is always there here:

Basilio is a clever deceiver and. (rogue)

Three hundred years living in a pond.

Frogs in sight.

Pinocchio handed over the key.

And I call her. (tortilla).

« LITERARY QUIZ» .

In a fairy tale the sky is blue

In the fairy tale, the birds are scary.

Apple tree, cover me!

Rechenka, save me!

"Swan geese" On the edge of the forest

There were two huts.

One of them melted

One is old.

"Zayushkina's hut"

The thief stole the wheat

Ivan caught him.

The thief turned out to be magical

And Ivan rode on it.

"Sivka-burka" Oh, you, Petya-simplicity,

I messed up a little:

Didn't listen to the cat

Looked out the window.

"Cat, Rooster and Fox"

I pronounce the task, and you all answer together in unison.

1. Mixed with sour cream

It's cold on the window.

He has a ruddy side

Who is this? (Kolobok)

2. For each other in a chain

Everything is so tight!

But more helpers will soon come running,

Friendly common work will win the stubbornness.

How firmly seated! Who is this? … (Turnip)

3. Three of them live in a hut,

It has three chairs and three mugs,

Three beds, three pillows.

Guess without a hint

Who are the heroes of this tale? (Three Bears)

4. In the dark forest at the edge,

They all lived together in a hut.

The children were waiting for their mother

The wolf was not allowed into the house.

This story is for kids... (The wolf and the seven Young goats)

1. A kind girl lived in a fairy tale,

I went to visit my grandmother in the forest.

Mom made a beautiful hat

And don't forget to bring pies.

What a cute girl.

What is her name? … (Little Red Riding Hood)

2. I am a wooden boy,

Here is the golden key!

Artemon, Pierrot, Malvina -

They are all friends with me.

I stick my nose everywhere,

My name … (Pinocchio)

3. A little blue boy in a hat

From a famous children's book.

He is stupid and arrogant

And his name is... (Dunno)

4. And I washed it for my stepmother

And sorted through the peas

At night by candlelight

And slept by the stove.

Good as the sun.

Who is this? … (Cinderella)

"Guess the hero of the fairy tale".

1. An arrow flew and hit the swamp,

And in this swamp someone caught her.

Who said goodbye to green skin,

Did you instantly become beautiful, comely? (Frog)

2. He lives in the wild jungle,

He calls the wolf father.

A boa constrictor, panther, bear -

Friends of the wild boy. (Mowgli)

3. He is a big naughty and comedian,

He has a house on the roof.

Boastful and arrogant,

And his name is... (CARLSON)

4. Gentle girl with a tail

Then it will become sea foam.

Lose everything without selling love

I gave my life for her. (Mermaid)

2. Who wrote the fairy tale "Cinderella"? (Charles Perrault)

1. The mustachioed character of Chukovsky's fairy tale. (Cockroach)

2. Bridegroom Flies-sokotuhi. (Mosquito).

3. Which fairy tale hero wore red boots? (Puss in Boots)

4. What was the name of the girl - the owner of the magic flower from Kataev's fairy tale "Flower-seven-flower"? (Zhenya)

1. What was the name of the mother bear in the fairy tale "Three Bears"? (Nastasya Petrovna)

2. What is the patronymic of Fedora from Chukovsky's fairy tale "Fedorino grief". (Egorovna)

3. What was the name of the dog in the fairy tale "The Golden Key or the Adventure of Pinocchio"? (Artemon)

4. What was the name of the cunning cat from the fairy tale "Golden Key"? (Basilio)

Conducting surveys and analyzing questionnaires

QUESTIONNAIRE FOR PARENTS

"Education of interest and love for the book"

1. Do you have a children's library at home?

(NOT REALLY)

2. Your children's library is dominated by (Underline whatever applicable)

(informative books, fairy tales, poems, stories)

3. What are you guided by when buying literature for a child?

(check 1 of the items)

B) take into account age

C) I select according to illustrations

D) I buy randomly

4. How often do you read books to your child?

A) daily

B) 2-3 times a week

B) once a month

5. How do you read books?

A) at the request of the child

B) on their own initiative

C) the child reads independently

6. Does the child listen carefully piece of art?

(NOT REALLY)

7. Do you discuss the content of what you read with your child?

A) I ask what new I learned from the book

B) I discuss the actions of the characters, their behavior

C) I suggest just retelling

8. Does the child have favorites works of art

9. How often do you buy books for your child?

(RARLY OFTEN)

10. What is the role of the book in the development of the child

11. Does your child consider a book a good gift?

(YES NO DEFINITELY ANSWER)

11. Does your child tell you about works of art whom he met in kindergarten? (NOT REALLY)

From the experience of family education.

Parents act on the following question:

*** Reading aloud is an attractive activity for children;

*** Drawing in the footsteps of the perceived work.

*** Traditions of our family.

Auction of proverbs about books and reading (proverbs, sayings, poems about

books about reading). Performance parents.

Educator. Our Russian people have long valued a well-aimed word, a resourceful mind. So it has come to our time folk wisdom expressed in proverbs and sayings. And since the best gift is a book, this book is being raffled off at our auction. So, whoever is the last to name a proverb about a book, reading, he will win.

Solution parent meeting

Considering important role parents in vaccinating children love for the book and the development of interest in reading, direct efforts to solve the following tasks: read children's books with the child every day, discuss what they read, help compose stories based on what they read.

Organize family reading evenings for each family.

Include poems, stories, proverbs, sayings in the circle of children's family reading.

Regularly visit the library.

Announce a competition for the best reader. At the end of the year, summarize its results and award prizes to the winners.

The final word of the educator.

Dear parents

Introducing children to fiction is of great social importance.

8. Opens and explains to the child the life of society, nature, human relationships.

9. Develops thinking and imagination.

10. Affects the emotional sphere of the child.

11. Gives excellent patterns literary language.

12. Serves as a powerful active means of effective, moral, aesthetic education.

13. Has a great influence on speech, intelligence children.

Our meeting is over. It's only for an hour. But, you reading people love the book all year round! Let the guides we have prepared help you on your journey through "Land of Books" (distribution memo to parents) .

Reminder for parents.

Read aloud with your child for at least 10 to 15 minutes. in a day.

before reading, remove distracting objects from the table, ventilate the room.

If the child is tired. Do a physical activity.

While reading the book, find out the meaning of difficult words, look at the illustrations.

Talk about what you read: about what the book teaches, what the new child has learned.

Invite your child to draw a picture for the most interesting passage from the book or memorize it.

Nelson Kristina Ervinovna
Job title: educator
Educational institution: MGOU Kindergarten No. 5 "Golden Key"
Locality: Lyubertsy
Material name: ARTICLE
Subject:"EXPERIENCE OF WORK ON INVOLVING CHILDREN OF THE OLDER PRESCHOOL AGE TO ART LITERATURE"
Publication date: 20.01.2018
Chapter: preschool education

The topic of my work experience: "Introducing children to fiction"

Everyone knows that an effective means of mental, moral and

aesthetic education of the child in kindergarten is fiction.

Reading fiction plays an important role in the process of comprehensive

children and their parents to the book in a kindergarten

The relevance of introducing preschoolers to the world of fiction

determined by the fact that children have a reduced interest in reading. Already at preschool age

children prefer watching TV or playing computer games to a book, and

all kinds of gadgets: tablets, phones, etc. As a result, already younger

problem, so for me it is especially relevant.

The purpose of my work was to form an interest in reading and the needs of the child

in fiction.

And in order to achieve this goal, I have identified for myself the main tasks in this

direction:

1. Contribute to the formation of interest in books, works

fiction.

2. To cultivate the ability to listen and understand works of different genres,

express emotions.

3. Develop elements of creativity, learn to use what you read in other ways

activities (playing, productive, in communication).

4. Provide information to parents about the importance of reading fiction books in

child development.

For my work, I use the following methodological literature:

1. V.V. Gerbova “Introducing children to fiction”

2.Z.A. Gritsenko “Send me a good reading”

3. L.M. Gurevich “Child and book”

4. O.S.Ushakova “Introducing preschoolers to fiction”

parents”

6. Federal state standard of preschool education.

I conducted my work in two directions: in kindergarten, this is work with children and with

teachers; and working with family.

In introducing children to fiction, I use a variety of methods,

techniques and means such as: reading works, discussing content with children

read, retelling the work, memorizing poems, nursery rhymes, games

dramatization, didactic games, theatrical games, staging elements.

More effective, in my opinion, is a practical method, namely

theatrical activity on reading, because it contributes to understanding and

children's assimilation of the meaning of a work of art, allows them to reveal their

acting talents, makes you empathize with your characters and just helps children

find a common language with each other.

In addition, in order to familiarize children with fiction and

to form love and interest in the book, I use the following forms of work:

Making a book corner in a group;

- design of thematic exhibitions, dedicated to creativity writers.

Classes on familiarization with the biographies of writers.

The creation of the "Book Hospital" in groups, which helped to instill in children a careful

relation to the book.

Exhibitions children's creativity based on the readings.

- Excursions to the library

In order to improve my skills, I various consultations, seeds-

workshops, master classes for teachers for

raise

professional

teachers,

activation

applications

artistic

literature

development

communicative

qualities

teachers, ability to work in a team; disclosure creativity everyone

teacher. The result of our joint work was a performance for children.

I work with children regularly and systematically. But she wouldn't be like that

complete and effective without the involvement of parents, because a decisive role in

The development of a child at any age is played by the family.

I started working with parents to introduce children to fiction at

the first parent meeting with the survey. Parents were asked to respond

to several questions in order to determine the role of parents in the development of interest in

family reading with children and to determine whether the parents themselves show interest in

fiction.

Based on the results of the survey, I made conclusion -

it is important to draw the attention of parents to family reading. For this, it was necessary

expand work with parents on this topic. And I developed and implemented

project "Reading family".

The purpose of the project is to help parents realize the value of family reading as an effective

means of education and upbringing of preschoolers, to revive the tradition of family reading.

On initial stage project, I compiled a memo for parents about the importance of daily

home reading, about the correct selection of literature for children, about the education of careful

relation to the book and many others.

To implement the project, the group created a corner “Reading family”. There are two in this corner

works of art that are not included in the kindergarten curriculum. Next for parents

I was asked to answer a series of questions about the read work, which I

prepared in advance. The parents answered the questions together with the children and they answered their own answers.

dropped into a special Mailbox. And at the end of each month summed up -

which family was the most active and answered all the questions correctly. And at the end of the year I

summed up the general result, and the most reading family was awarded a certificate of honor.

At the final stage of the project, I invited parents with children to stay

not only by readers, but also by publishers. For this, it was necessary to choose the most

favorite work from the read and make based on this work

family book with your own hands. Many families have shown incredible creativity

capabilities. Now our corner in the group has replenished with books of joint creativity

child and parent.

At the end of the project, I re-surveyed the parents, asking them the same

issues as at the beginning of the year, and saw a positive trend. Parents have become more

them of great importance, there were traditions of family reading.

Summing up the work on introducing children to fiction, I made

conclusion: my purposeful, systematic work has given high results. In children

increased interest in the book, enriched knowledge about works of art

literature, children became more active in the classroom, their vocabulary expanded,

children's speech became more literate, richer, monologue speech was formed,

enriched their imagination, fantasy. Children began to show more empathy for

heroes, began to experience with them their hardships, adventures, victories. Many