Peculiarities of perception fiction preschoolers

In accordance with the Federal State Educational Standard preschool education speech development involves familiarity with book culture, children's literature, and listening comprehension of texts from various genres of children's literature. The most important condition for the implementation of this task is knowledge of the age-related characteristics of the perception of preschoolers, in in this case, perception of works of fiction. At 3-4 years old (junior group) children understand main facts of the work, capture the dynamics of events. However, understanding of the plot is often fragmentary. It is important that their understanding is connected with direct personal experience. If the story does not evoke any visual ideas in them, it is not familiar to them personal experience, then, for example, Kolobok may be more incomprehensible to them than the golden egg from the fairy tale “Ryaba Hen”.
Kids are better comprehend the beginning and end of the work. They will be able to imagine the hero himself and his appearance if an adult offers them an illustration. In the hero's behavior they they only see actions, but do not notice his hidden motives for actions and experiences. For example, they may not understand Masha's true motives (from the fairy tale "Masha and the Bear") when the girl hid in the box. Children's emotional attitude towards the characters of the work is clearly expressed. Peculiarities of perception of a literary work by younger children preschool age determine:
tasks 1. Enrich life experience
children with the knowledge and impressions necessary to understand a literary work.
2. Help correlate existing childhood experiences with the facts of a literary work.
3. Help establish the simplest connections in the work. 4. Help to see the most striking actions of the heroes and evaluate them correctly. At 4-5 years old (middle group) children’s experience of knowledge and relationships is enriched, the range of specific ideas is expanding . Preschoolers easy establish simple cause-and-effect relationships
Focusing on their experience and knowledge of behavioral norms, most often they give a correct assessment of the hero’s actions, but highlight only simple and understandable actions. The characters' ulterior motives are still overlooked.
The emotional attitude to a work at this age is more contextual than that of 3-year-olds. Tasks:
1. To develop the ability to establish various cause-and-effect relationships in a work.
2. Draw children’s attention to the hero’s various actions.
3. To develop the ability to see simple, open motives for the actions of heroes.
4. Encourage children to define their own emotional attitude to the hero and motivated him. At 5-6 years old (senior group) Children are more attentive to the content of the work and its meaning. Emotional perception is less pronounced.
Children are able to understand events that were not in their direct experience. They are able to establish diverse connections and relationships among the characters in the work. The most beloved are the “long” works - “The Golden Key” by A. Tolstoy, “Cippolino” by D. Rodari, etc.
Awareness appears interest in the author's word, auditory perception develops. Children take into account not only the actions and actions of the hero, but also his experiences and thoughts. At the same time, older preschoolers empathize with the hero. The emotional attitude is based on the characteristics of the hero in the work and is more adequate to the author's intention. Tasks:
1. To encourage children to establish diverse cause-and-effect relationships in the plot of the work.
2. To develop the ability to analyze not only the actions of the characters, but also their experiences.
3. Form a conscious emotional attitude towards the characters of the work.
4. Draw children’s attention to the linguistic style of the work and the author’s techniques for presenting the text. At 6-7 years old ( preparatory group) preschoolers begin to comprehend works not only at the level of establishing cause-and-effect relationships, but also understand emotional overtones. Children see not only the various actions of the hero, but also highlight pronounced external feelings. The emotional relationship with the characters becomes more complicated. It depends not on a single bright act, but from taking into account all the actions throughout the plot. Children can not only empathize with the hero, but also consider events from the point of view of the author of the work. Tasks:
1. Enrich the literary experience of preschoolers.
2. Develop the ability to see author's position in the work.
3. Help children comprehend not only the actions of the heroes, but also penetrate into their inner world, see the hidden motives of their actions.
4. To promote the ability to see the semantic and emotional role of a word in a work. Knowing the age-related characteristics of children’s perception of a literary work will allow the teacher develop content literary education « and on its basis to implement the tasks of the educational field» .

Speech development

Works of fiction contribute to the emotional development of preschool children, which is expressed in the desire to immediately express the feelings and emotions that arise in them while listening to fairy tales and stories. Literary texts introduce children to the richness of the world of human emotions and help them understand the reasons for their occurrence and change.

Fiction has always been recognized as the main means of speech development for children: familiarity with literary works arouses interest and fosters love for the native language, its richness and beauty, enriches figurative vocabulary, and promotes the development of expressive speech in preschoolers. Thus, familiarization with literature affects all aspects of the child’s personality. At the same time, the modern sociocultural situation complicates this process. Our society, even in the recent past "reading" , turned into "looking"

. The fading interest in reading and books had a negative impact on adults and, as a result, had an extremely negative impact on children and their personal culture. This requires innovative approaches to the selection of tasks and content of work in kindergarten in this area of ​​teaching activity. The conceptual position for correcting and updating the traditional approach to introducing preschoolers to fiction is to consider this problem from the perspective.

literary development The concept of literary development is interpreted by researchers as a child’s ability “think in verbal and artistic images”(N. D. Moldavskaya) ; as the realization of the experience of a child’s general mental development 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 words and images”(A. G. Kovalev, A. Maslow) literary texts and the ability to reflect literary experience in different forms artistic activity (O. V. Akulova, N. D. Moldavskaya, O. N. Somkova).

The basis of literary development is the perception of a literary text. Problem of perception work of art was 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. Teplov, O. S. Ushakova, E. A. Flerina and others.

Full 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 pictures of life created by the writer, to reflect on the motives, circumstances, consequences of the characters’ actions, to evaluate the heroes of the work, to master the idea of ​​the work.

Thus, the literary development of preschool children can be defined as a process of qualitative changes in the perception, interpretation of literary texts and the ability to reflect literary experience in different types of artistic activity.

Tasks of literary development of children of different age groups.

Tasks of working with young children:

• to cultivate in children an interest in folklore and literary texts, a desire to listen to them carefully
• enrich "reader" experience (listening experience) through various small forms of folklore (rhymes, songs, jokes), simple folk and original fairy tales (mostly about animals), stories and poems about children, their games, toys, everyday household activities, about animals familiar to children
• promote children’s perception and understanding of the text, help mentally imagine events and characters, identify the hero’s bright actions, try to evaluate them, establish simple connections between the sequence of events in the text
• maintain a direct emotional response to a literary work and its characters.

Objectives of working with children of middle preschool age:

• deepen children's interest in literature, cultivate a desire for constant communication with books, both together with an adult and independently
• expand "reader" experience (listening experience) due to different genres of folklore (jokes, riddles, chants, fables, tales about animals and magic), literary prose (fairy tale, story) and poetry (poems, author's riddles, funny children's fairy tales in verse)
• develop the ability to perceive a text holistically, which combines the skills to identify the main content, establish temporary, sequential and simple causal relationships, understand the main characteristics of the characters, simple motives their actions, the importance of certain means of linguistic expressiveness for conveying images of heroes, particularly important events, emotional overtones and the general mood of the work or its fragment
• support children’s desire to reflect their impressions of the works they listened to, literary characters and events in various types of artistic activity: in drawings, making attributes for theatrical games, in dramatization games, etc.

Tasks of working with children of senior preschool age:

• maintain children's interest in literature, cultivate a love for books, promote the deepening and differentiation of reading interests
• enrich "reader" children's experience through works of more complex genres of folklore (magical and everyday tales, metaphorical riddles, epics), literary prose (fairy tale, story with moral overtones) and poetry (fables, lyrical poems, literary riddles with metaphor, poetic fairy tales)
• educate literary artistic taste, the ability to understand the mood of a piece, feel musicality, sonority and rhythm 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
• promote the expression of attitudes towards literary works in various types of artistic and creative activities, self-expression in theatrical play in the process of creation complete image hero in his change and development.

Mastery of tasks is realized in joint activities organized by the teacher (developmental, problem-game and creative-game situations based on literary text, literary entertainment, theatrical games), as well as by means of organizing a subject-development environment to activate independent literary, artistic and speech, visual and theatrical activities based on familiar folklore and literary texts.

Literary works and their fragments are included in routine moments, in observations of animate and inanimate natural phenomena. At the same time, it is necessary to purposefully introduce children to 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 visual arts (for example, read poetry while children listen to music, look at reproductions of paintings, etc.).

All forms of joint activity between the teacher and children expand and deepen children’s reading interests, promote the active use of literary texts in various types of creative activities, and shape the future talented reader great reading country.

Margarita Mozolina
Consultation for teachers “Children’s perception of fiction”

Tasks:

1. Introduce teachers so, which, in accordance with the Federal State Educational Standard for Additional Education in the educational field « Artistically- aesthetic development" the direction “;

2. Determine what the difference is this direction in the educational field « Artistically- aesthetic development" from "Speech development";

3. Consider the basic principles of formation in children, conditions for;

4. Introduce the structure educational activities, methods of introducing children to fiction.

Performance:

On October 17, 2013, the Federal State Educational Standard came into force. According to which the main educational program assumes a comprehensive approach, ensuring the development of children in five complementary educational areas:

Social communication development

Cognitive development

and on its basis to implement the tasks of the educational field

Physical development

artistically- aesthetic development

This methodological association is dedicated to the problems artistically– aesthetic development of preschool children.

Today we will touch on one of the areas artistically- aesthetic development – ​​“ Children's perception of works of fiction».

I draw your attention to the fact that introducing preschoolers to the nursery literature is also visible in the educational field "Speech development". Our task with you Today: understand what their differences are.

Extract from the Federal State Educational Standard

Speech development includes mastery of speech as a means of communication and

culture; enrichment of the active vocabulary; communication development,

grammatically correct dialogic and monologue speech;

development of speech creativity; development of sound and intonation

speech culture, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres for children literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

Extract from the Federal State Educational Standard

Artistically-aesthetic development presupposes the development of the prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual, the natural world; the formation of an aesthetic attitude to the surrounding world; the formation of elementary ideas about types of art; music perception, fiction, folklore; stimulating empathy for characters works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).

Children's literature is artistic, scientific artistic and popular science works written specifically for children - from preschool to high school age.

Based on the definition, it is clear that fiction- this is one of the types of children's literature.

So, pay attention to the cards offered to you, on which tasks are highlighted. Define, which of them in your opinion belong to the section « Perception of fiction»

Introduce book culture

Stimulate empathy for characters works of art

To develop the ability to understand by ear texts of different genres for children literature

Bring up literary and artistic taste, the ability to understand the mood of a work, to feel the musicality, sonority and rhythm of poetic texts; beauty, imagery and expressiveness of the language of fairy tales and stories.

Cultivate interest in literary texts, desire to listen to them

Learn to retell on your own literary work, reproduce text based on illustrations

To support children’s desire to reflect their impressions of the works they listened to, literary heroes and events in different forms artistic activity: in drawings, making figurines and decoration elements for theatrical games, in dramatization games.

Keywords in tasks – artistic taste, feelings, expressiveness, beauty, etc.

It is no coincidence that this direction relates to artistically– aesthetic development. Fiction- a powerful and effective means of mental, moral and aesthetic raising children, which has a huge impact on their development. It enriches emotions fosters imagination, gives the child excellent examples of Russian literary language.

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

Educational function of fiction carried out in a special way, inherent only to art - by the force of influence artistic image.

Fiction creates an emotional environment in which the organic unity of aesthetic and moral experiences enriches and spiritually develops the child’s personality. Gradually, children develop a selective attitude towards literary works, is formed artistic taste.

Basic principles of formation in children perception of fiction

Construction of educational activities based on individual characteristics each child, in which the child himself becomes active in choosing the content of his education. In the selection artistic texts take into account preferences and features teachers and children.

Supporting preschoolers' initiatives

Age adequacy of preschool education: compliance of conditions, requirements, methods with the age and developmental characteristics of children.

Cooperation between the organization and the family. Creation about fiction child-parent projects involving various types of activities, during which integral products are created in the form of homemade books, exhibitions of fine art, layouts, posters, maps and diagrams, scripts for quizzes, leisure activities, child-parent parties, etc.

Creating conditions for children's perception of fiction

In accordance with the Federal State Educational Standards for subsidiaries, a number of conditions:

Ensuring the full development of the personality of children in all educational areas against the backdrop of their emotional well-being;

Providing psychological – pedagogical conditions(age appropriate, formation and support of positive self-esteem, confidence in one’s own capabilities and abilities)

Creation of a developing subject-spatial environment.

Children's perception of fiction– an activity-based approach that involves joint and independent activities of children. Cooperative activity is divided into educational and regime aspects. I would like to dwell in more detail on educational activities and note the fact of restructuring the style of behavior teacher. Teacher is a partner - always an equal participant and is associated with children mutual respect

Structure of educational activities:

1. The beginning is open, free (a ball was brought into the hall, they followed the arrows, teacher retired to the computer, attracting the attention of children)

2. Creating a problem, motivation

Younger age:

A story about something happening to some characters (grandfather and woman are crying, the bun has rolled away or an egg has broken, etc.)

Asking children if they agree to provide the required assistance

Older age:

The need to create game motivation remains - the main thing is not the characters, but the plots (handed over the letter - the character himself is not there, but there is a letter)

Preparatory group:

Problem situation - it is necessary to solve a problem, but there is not enough knowledge, the child must obtain it himself. (it is necessary to create a project for the site)

3. Finding a way out of this problem and solving it;

4. Reflection;

5. Future perspective.

Familiarization methods fiction:

verbal, visual and practical

Question for the listeners: What do you think applies to verbal methods (answers)

Verbal method:

Reading works,

Questions about the content of works,

Retelling of works,

Learning by heart,

Conversation on the work,

Listening to audio recordings

Question for the listeners: What do you think applies to practical methods (answers)

Practical method:

Elements of staging,

Dramatization games

Didactic games,

theatrical games,

Using different types of theater,

Game activity.

Question for the listeners: What do you think belongs to visual methods? (answers)

Visual method:

Display of illustrations, paintings, toys,

Elements of staging,

Watching videos,

Exhibition design.

One of the methods of getting acquainted with fiction preschoolers play activities, at the end of my speech I propose to play.

Business game

Literature:

1. Akulova O. V. "Reading fiction» : Publishing House LLC "Childhood - Press", 2012

2. Ushakova O. S., Gavrin N. V. Introducing preschoolers to literature.

3. L. M. Gurovich, L. B. Beregovaya and others. The child and the book.

4. Federal state standard of preschool education.

6. Preschool magazine pedagogy No. 9,2013, p. 22

7. Internet resources: dou10.bel31.ru and others.

Kirov regional state professional

educational state-financed organization

"Kirov Pedagogical College"

TEST

according to MDK 03.02

Theory and methods of speech development in children

Peculiarities of preschoolers' perception of fiction

specialty 44.02.01 “Preschool education”

extramural studies

group D-31

Chistyakova Daria Alexandrovna

MKDOU 102 “Spikelet”

Introduction. 3

1. The role of fiction in the development of children's speech. 4

2. Features of preschool children’s perception of fiction. 5

3. Objectives and content of the work kindergarten for familiarization with fiction. 6

4. Principles for selecting literary works for reading and telling to children. eleven

5. Peculiarities of children’s perception of fiction in the second junior group. 12

Conclusion. 21

References.. 23

Introduction

Preschool education is the basis for universal education of children.

In the Federal State Educational Standard for Education (clause 2.6), educational areas are represented by the following directions development of a preschool child: speech development; cognitive development; communication development; physical development; artistic and aesthetic development.

Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write. Among the targets at the stage of completion of preschool education is indicated: “the child is familiar with works of children’s literature.”

Federal State Educational Standards for Preschool Education is a support for developing long-term plans and writing lesson notes, which should be aimed at the perception of fiction by preschool children.

Preschool age is the period when the perception of fiction by preschool children can become the main hobby not only of gifted preschoolers, but also of almost all other children of this age, therefore, captivating the preschool child in fairy world perception of fiction, we develop his creative abilities and imagination.

The role of fiction in the development of children's speech.

In the context of the implementation of the Federal State Educational Standard, a special place in preschool education has a role fiction in the development of speech of preschool children.

Speech preschooler development includes: mastery of speech as a means of communication and culture; enrichment of the active vocabulary; communication development, grammatically correct dialogical and monological speech; development of speech creativity; development sound and intonation culture speeches, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres for children literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

The book has always been and remains the main source of formation of correct developed speech . Reading enriches not only the intellect and vocabulary, but also makes you think, comprehend, forms images, allows you to fantasize, develops personality is multifaceted and harmonious. This should be realized, first of all, by adults, parents and teachers who are involved in raising a child, and instill in him love to fiction. After all, as V.A. said. Sukhomlinsky: “reading books is the path along which a skillful, intelligent, thinking teacher finds the way to a child’s heart.”

Fiction has a great influence on the development and enrichment of a child’s speech: it fosters imagination and provides excellent examples of the Russian literary language. Listening to a familiar fairy tale or poem, the child experiences and worries along with the characters. This is how he learns to understand literary works and through this is formed as a person.

Folk tales reveal to children the accuracy and expressiveness of language; in stories, children learn conciseness and precision of words; the poems capture the melodiousness, musicality and rhythm of Russian speech. However, a literary work is fully perceived only if the child is appropriately prepared for it. Therefore, it is necessary to draw children’s attention both to the content of the literary work itself and to its means of expression. Do not forget that interest in reading can be instilled only if the literature corresponds to the interests of the child, his worldview, needs, and spiritual motivations.

Features of preschool children's perception of fiction.

Table 1 shows age-related characteristics of children's perception of fiction.

Table 1 – Features of preschool children’s perception of fiction.

Age (years), group		Age-related characteristics of children's perception of fiction
2-3-4	Junior preschool age	In junior to school age the primary circle of children's reading begins to take shape, it includes poetic and prose genres folklore and literary works. The perception of a literary text by a child of this age is characterized by naivety and intense emotionality. The child's focus is main character, his appearance, actions, and understanding of the hero’s experiences and motives for his actions are difficult.
4-5	Middle preschool age	At the age of 4-5 years, a child becomes acquainted with a wide range of literary works of different types and forms, he develops a meaningful interest in literary texts and in various types of creative activities based on them.
5-6-7	Children's perception of literary text changes qualitatively. They begin to realize the difference between reality and its reflection in the book. This activates the emergence of an intrinsic interest in the book and in listening to literary works.	In the seventh year of life, children experience a deepening and differentiation of reading interests, and preferences appear in the choice of types and genres of literature. Children of this age perceive a work in the unity of its content, semantic and expressive aspects, feel and strive to interpret the beauty of literary speech, project events and images of the heroes of the works onto themselves and relationships with others, strive to explain and express the meaning of the work and their attitude towards it in different ways creative activity. As a result, listening, perceiving and understanding a literary text approaches the level of aesthetic activity itself.

Thus, fiction influences the child’s feelings and mind, develops his sensitivity, emotionality, consciousness and self-awareness, shapes his worldview, and motivates behavior.

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• Introduction
• Conclusion
• Annex 1

Introduction

One of the main causes of problems in modern society is the low level of culture of its members. An important part general culture is a culture of behavior. Norms of behavior determine what is generally accepted and acceptable in the actions of a member of society, and what is not. Uniform and generally accepted rules ensure high level relationships and communication in society.

The culture of behavior is an important part of universal human culture, ethics, morality. Therefore, it is so important to teach a child to distinguish between good and evil everywhere and in everything, to respect others and treat them the way he would like to be treated, to instill in the child a sense of justice. By instilling cultural behavior skills in a child, we contribute to the development of society. Research by V.I. Loginova, M.A. Samorukova, L.F Ostrovskaya, S.V. Peterina, L.M. Gurovich show that one of the most effective means of instilling a culture of behavior in children of senior preschool age is fiction. Fiction influences the child’s feelings and mind, develops his sensitivity, emotionality, consciousness and self-awareness, shapes his worldview, and motivates behavior.

In psychology, the perception of fiction is considered as an active volitional process, which does not involve passive contemplation, but activity, which is embodied in internal assistance, empathy with the characters, in the imaginary transference of “events” to oneself, in mental action, resulting in the effect of personal presence, personal participation. E.A. Fleurina called characteristic feature such perception is the unity of “feeling” and “thinking”.

IN poetic images Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It enriches emotions, cultivates imagination, and gives the child excellent examples of the Russian literary language.

Fiction arouses interest in the personality and inner world of the hero. Having learned to empathize with the heroes of the works, children begin to notice the mood of the people around them. Humane feelings are awakened in children - the ability to show participation, kindness, and protest against injustice. This is the basis on which integrity, honesty, and citizenship are brought up. The child’s feelings develop in the process of mastering the language of those works with which the teacher introduces him.

Artistic word helps to understand the beauty of native speech, it teaches him an aesthetic perception of the environment and at the same time forms his ethical (moral) ideas. According to V.A. Sukhomlinsky, reading books is the path along which a skillful, intelligent, thinking teacher finds the way to a child’s heart.

The educational function of literature is carried out in a special way, inherent only to art - by the force of influence of the artistic image. According to Zaporozhets A.V., aesthetic perception of reality is a complex mental activity that combines both intellectual and emotional-volitional motives. Learning to perceive a work of art in psychology and pedagogy is considered as an active volitional process with an imaginary transference of events to oneself, a “mental” action with the effect of personal participation.

The relevance of the research topic is determined by the fact that fiction is a powerful and effective means of mental, moral and aesthetic education children, having a huge impact on the development and enrichment of their inner world.

fiction preschool perception

Purpose of the study: to identify the characteristics of children’s perception of fiction.

The object of the study is the perception of preschool children.

The subject of the study is the peculiarities of perception of fiction by preschool children.

The hypothesis of the study was the assumption that the perception of fiction can influence the cultural behavior of children when selecting works, taking into account the content of the work and the age-related psychological characteristics of preschoolers.

Research objectives:

1. Select and study scientific psychological and pedagogical literature on the problem under consideration.

2. Analyze the main characteristics of children’s perception and the characteristics of preschool children’s perception of works of art.

3. Conduct an experimental study of the characteristics of preschool children’s perception of fiction.

Research methods: theoretical analysis of psychological, pedagogical and specialized literature; methods of observation and comparison, quantitative and qualitative processing of collected materials.

The methodological basis for the study was the works

L.S. Vygotsky, S.L. Rubinshteina, B.M. Teplova, A.V. Zaporozhets, O.I. Nikiforova, E.A. Flerina, N.S. Karpinskaya, L.M. Gurovich and other scientists.

Practical significance: the results obtained can be used in the work of practical psychologists, educators and parents of children when solving problems of forming the personality of a preschooler.

Research base: MBDOU "Child Development Center kindergarten No. 1 "Rucheyok" Anapa.

Structure of the work: the work consists of an introduction, two chapters, a conclusion, and a list of references from 22 sources.

Chapter 1. Dynamics of perception during preschool childhood

1.1 Perception of preschool children

Perception is a holistic reflection of objects, phenomena, situations and events in their sensually accessible temporal and spatial connections and relationships; the process of forming - through active actions - a subjective image of a holistic object that directly affects the analyzers. Determined by the objectivity of the world of phenomena. Occurs when physical stimuli directly affect the receptor surfaces of the sense organs. Together with the processes of sensation, it provides direct sensory orientation in outside world. Being a necessary stage of cognition, it is always to some extent connected with thinking, memory, and attention.

Elementary forms of perception begin to develop very early, in the first months of a child’s life, as he develops conditioned reflexes to complex stimuli. The differentiation of complex stimuli in children of the first years of life is still very imperfect and differs significantly from the differentiation that occurs at an older age. This is explained by the fact that in children the processes of excitation predominate over inhibition. At the same time, there is a great instability of both processes, their wide irradiation and, as a consequence of this, the inaccuracy and instability of differentiation. Children of preschool and primary school age are characterized by low detail of perceptions and their high emotional intensity. A small child primarily identifies shiny and moving objects, unusual sounds and smells, i.e. everything that causes his emotional and indicative reactions. Due to insufficient experience, he cannot yet distinguish the main and essential features of objects from the secondary ones. The conditioned reflex connections necessary for this arise only as the child interacts with objects during play and activities.

The direct connection of perceptions with actions is a characteristic feature and a necessary condition for the development of perception in children. Seeing a new object, the child reaches out to it, takes it in his hands and, manipulating it, gradually identifies its individual properties and aspects. Hence the enormous importance of a child’s actions with objects for the formation of a correct and increasingly detailed perception of them. Great difficulty for children is the perception of the spatial properties of objects. The connection between visual, kinesthetic and tactile sensations necessary for their perception is formed in children as they become practically familiar with the size and shape of objects and operate with them, and the ability to distinguish distances develops when the child begins to walk independently and move over more or less significant distances. Due to insufficient practice, visual-motor connections in young children are still imperfect. Hence the inaccuracy of their linear and depth gauges. If an adult estimates the length of lines with an accuracy of 1/100 of the length, then children 2-4 years old - with an accuracy of not exceeding 1/20 of the length. Children especially often make mistakes about the size of distant objects, and the perception of perspective in a drawing is achieved only at the end of preschool age and often requires special exercises. Abstract geometric shapes (circle, square, triangle) are associated in the perception of preschoolers with the shape of certain objects (children often call a triangle a “house,” a circle a “wheel,” etc.); and only later when they find out the name geometric shapes, they have general idea about a given form and correctly distinguish it regardless of other characteristics of objects. Even more difficult for a child is the perception of time. In children 2-2.5 years old it is still quite vague and undifferentiated. Correct use by children of concepts such as “yesterday”, “tomorrow”, “earlier”, “later”, etc. in most cases it is observed only for about 4 years; The duration of individual periods of time (an hour, half an hour, 5-10 minutes) is often confused by six- and seven-year-old children.

Significant changes in the development of perception in a child occur under the influence verbal communication with adults. Adults introduce the child to surrounding objects, help to highlight their most important and characteristic aspects, teach how to operate with them, answer numerous questions regarding these items. By learning the names of objects and their individual parts, children learn to generalize and differentiate objects according to the most important features. To a large extent, children's perceptions depend on their previous experiences. The more often a child encounters various objects, the more he learns about them, the more fully he can perceive and in the future more correctly reflect the connections and relationships between them.

The incompleteness of children's experience, in particular, explains the fact that when perceiving little-known things or drawings, young children are often limited to listing and describing individual objects or their parts and find it difficult to explain their meaning as a whole. Psychologists Binet, Stern and some others, who noticed this fact, drew from it the incorrect conclusion that there are strict standards for age-related characteristics of perception, regardless of the content of what is perceived. This is, for example, Binet’s scheme, which establishes three age stages for children’s perception of pictures: from 3 to 7 years old - the stage of listing individual objects, from 7 to 12 years old - the stage of description and from 12 years old - the stage of explanation or interpretation. The artificiality of such schemes is easily revealed if children are presented with pictures with close, familiar content. In this case, even three-year-old children are not limited to simply listing items, but give more or less coherent story, even with an admixture of fictitious, fantastic explanations (S. Rubinstein and Hovsepyan). Thus, the qualitative originality of the content of children's perception is caused, first of all, by the limitations of children's experience, the insufficiency of systems of temporary connections formed in past experience, and the inaccuracy of previously developed differentiations. The patterns of formation of conditioned reflex connections also explain the close connection of children's perception with the actions and movements of the child.

The first years of children's lives are the period of development of basic inter-analyzer conditioned reflex connections (for example, visual-motor, visual-tactile, etc.), the formation of which requires direct movements and actions with objects. At this age, children, while looking at objects, at the same time feel and touch them. Later, when these connections become stronger and more differentiated, direct actions with objects are less necessary, and visual perception becomes a relatively independent process in which the motor component participates in a latent form (mainly eye movements are produced). Both of these stages are always observed, but they cannot be associated with a strictly defined age, since they depend on the living conditions, upbringing and education of the child.

Play is important for the development of perception and observation in preschool and primary school age. In the game, children differentiate the various properties of objects - their color, shape, size, weight, and since all this is associated with the actions and movements of children, the game thereby creates favorable conditions for the interaction of various analyzers and for the creation of a multifaceted understanding of objects. Great importance for the development of perception and observation is drawing and modeling, during which children learn to correctly convey the contours of objects, distinguish shades of colors, etc. In the process of playing, drawing and performing other tasks, children learn to independently observe, compare, and evaluate size, shape, and color. Thus, already in older preschool age, perception becomes more organized and controllable. In the process of schoolwork, in order to develop perception, careful comparisons of objects, their individual aspects, and an indication of the similarities and differences between them are necessary. The independent actions of students with objects and the participation of various analyzers (in particular, not only vision and hearing, but also touch) are of utmost importance. Active, purposeful actions with objects, consistency and systematicity in the accumulation of facts, their careful analysis and generalization - these are the basic requirements for observation, which must be strictly observed by students and teachers. Particular care must be taken to ensure the correctness of observations. At first, schoolchildren’s observations may not be detailed enough (which is natural when first becoming familiar with an object or phenomenon), but observations should never be replaced by distortion of facts and their arbitrary interpretation.

1.2 Perception of fiction by preschool children

The perception of fiction is considered as an active volitional process, which does not involve passive contemplation, but activity, which is embodied in internal assistance, empathy with the characters, in the imaginary transference of “events” to oneself, in mental action, resulting in the effect of personal presence, personal participation.

The perception of fiction by preschool children is not reduced to a passive statement of certain aspects of reality, even very important and significant ones. The child enters into the circumstances depicted, mentally takes part in the actions of the characters, experiences their joys and sorrows. This kind of activity extremely expands the sphere of a child’s spiritual life and is important for his mental and moral development. Listening to works of art along with creative games is of utmost importance for the formation of this new type of internal mental activity, without which no creative activity is possible. A clear plot and a dramatized depiction of events help the child to enter into the circle of imaginary circumstances and begin to mentally cooperate with the heroes of the work.

At one time S.Ya. Marshak wrote in “Great Literature for Little Ones”: “If the book has a clear unfinished plot, if the author is not an indifferent recorder of events, but a supporter of some of his heroes and an opponent of others, if the book has a rhythmic movement, and not a dry, rational sequence, if the conclusion from the book is not a free addition, but a natural consequence of the entire course of facts, and besides all this, the book can be acted out like a play, or turned into an endless epic, inventing new and new continuations for it, this means that the book is written in real children's language language"

L.S. Slavina showed that with appropriate pedagogical work, it is already possible to arouse interest in the fate of the hero of the story in a pre-preschooler, force the child to follow the course of events and experience feelings that are new to him. In a preschooler one can observe only the beginnings of such assistance and empathy for the characters of a work of art. The perception of a work takes on more complex forms in preschoolers. His perception of a work of art is extremely active: the child puts himself in the place of the hero, mentally acts with him, fights his enemies. The activities carried out in this case, especially at the beginning of preschool age, are very close in psychological nature to play. But if in a game the child actually acts in imaginary circumstances, then here both the actions and the circumstances are imaginary.

During preschool age, the development of an attitude towards a work of art goes from the child’s direct naive participation in the depicted events to more complex forms of aesthetic perception, which, for a correct assessment of a phenomenon, require the ability to take a position outside them, looking at them as if from the outside.

So, the preschooler is not egocentric in perceiving a work of art. Gradually, he learns to take the position of a hero, mentally support him, rejoice at his successes and be upset by his failures. The formation of this internal activity in preschool age allows the child not only to understand phenomena that he does not directly perceive, but also to relate from the outside to events in which he did not directly participate, which is crucial for subsequent mental development.

1.3 Peculiarities of perception of fairy tales by preschool children

Speaking about the influence of different types of oral folk art on a person’s life as a whole, one cannot fail to note them special role which they play as children. It is especially necessary to say about the influence of the fairy tale.

To understand the complex and influential role of fairy tales in aesthetic development children, it is necessary to understand the uniqueness of children's worldview, which we can characterize as children's mythology, which brings children closer to primitive man and artists. For children, for primitive man, for a real artist, all nature is alive, full of inner rich life - and this feeling of life in nature has, of course, nothing far-fetched, theoretical, but is directly intuition, a living, convincing education. This feeling of life in nature increasingly needs intellectual design - and fairy tales precisely meet this need of the child. There is another root of fairy tales - this is the work of children's fantasy: being an organ of the emotional sphere, fantasy seeks images to express children's feelings in them, that is, through the study of children's fantasies we can penetrate into the closed world of children's feelings.

Fairy tales play a big role in terms of the harmonious development of personality. What is harmonious development? Harmony is a consistent relationship between all parts of the whole, their interpenetration and mutual transitions. Strengths the child’s personality is, as it were, pulled up by the weak, raising them to higher levels, forcing the entire complex system - the human personality - to function more harmoniously and holistically. People's moral ideas and judgments do not always correspond to their moral feelings and actions. Therefore, it is not enough to just know, understand “in your head” what it means to be moral, and also just speak out in favor of moral actions, you need to educate yourself and your child in such a way as to want and be able to be one, and this is already the area of ​​feelings, experiences, emotions.

Fairy tales help develop responsiveness and kindness in a child, and make the child’s emotional and moral development controlled and purposeful. Why fairy tales? Yes, because art and literature are the richest source and stimulator of feelings, experiences, and precisely higher feelings, specifically human (moral, intellectual, aesthetic). A fairy tale for a child is not just fiction, fantasy, it is a special reality, the reality of the world of feelings. A fairy tale expands the boundaries of ordinary life for a child; only in a fairy tale form do preschoolers encounter such complex phenomena and feelings as life and death, love and hate, anger and compassion, betrayal and deceit, and the like. The form of depiction of these phenomena is special, fabulous, understandable to a child, and the height of the manifestations, the moral meaning, remain genuine, “adults”.

Therefore, the lessons that the fairy tale gives are lifelong lessons for both children and adults. For children, these are incomparable moral lessons; for adults, these are lessons in which the fairy tale reveals its, sometimes unexpected, impact on the child.

Listening to fairy tales, children deeply sympathize with the characters, they have an internal impulse to assist, to help, to protect, but these emotions quickly fade away, since there are no conditions for their realization. True, they are like a battery; they charge the soul with moral energy. It is very important to create conditions, a field of active activity in which the child’s feelings, experienced by him while reading fiction, would find their application, so that the child could assist and really sympathize. I would like to draw attention to the imagery, depth and symbolism of fairy tales. Parents are often concerned with the question of what to do with scary fairy tales, whether to read them or not to read them to their children. Some experts suggest excluding them altogether from the “reading repertoire” for young children. But our kids do not live under a glass bell; they are not always under the saving protection of their father and mother. They must grow up to be brave, persistent and courageous, otherwise they simply will not be able to defend the principles of goodness and justice. Therefore, they need to be taught early, but gradually and deliberately, perseverance and determination, the ability to overcome their own fears. Yes, children themselves strive for this - “folklore” and horror stories, which children of senior preschool and primary school age write and retell to each other.

A child brought up on a folk tale senses the limits that the imagination should not exceed in art, and at the same time, the preschooler begins to develop realistic criteria for aesthetic assessments.

In a fairy tale, especially a fairy tale, much is allowed. The characters can find themselves in the most extraordinary situations; animals and even inanimate objects speak and act like people, and perform all sorts of tricks. But all these imaginary circumstances are needed only for objects to reveal their true, characteristic properties. If the typical properties of objects and the nature of the actions performed with them are violated, the child declares that the fairy tale is wrong, that this does not happen. Here, that side of aesthetic perception is revealed that is important for the development of a child’s cognitive activity, since a work of art not only introduces him to new phenomena, expands the range of his ideas, but also allows him to highlight what is essential and characteristic in the subject.

A realistic approach to fairy-tale fiction is developed in a child at a certain stage of development and only as a result of upbringing. Observations by T.I. Titarenko showed that children, without having the relevant experience, are often ready to agree with any fiction. Only in middle preschool age does a child begin to confidently judge the merits of a fairy tale, based on the plausibility of the events depicted in it. Older preschoolers become so entrenched in this realistic position that they begin to love all sorts of “shifters.” By laughing at them, the child discovers and deepens his correct understanding of the surrounding reality.

Preschool child loves good fairy tale: the thoughts and feelings evoked by it do not fade away for a long time, they manifest themselves in subsequent actions, stories, games, and children’s drawings.

What attracts a child to a fairy tale? As A.N. rightly points out. Leontyev, for a correct understanding of certain private mental processes, it is necessary to take into account the nature of the motives that prompt the child to act, the reason for which he performs this operation. These issues are very little covered in traditional psychology. From the point of view, for example, of psychoanalysts, a child’s interest in a fairy tale is due to dark, asocial desires, which, due to the prohibition of adults, cannot manifest themselves in real life and therefore seek satisfaction in the world of fantastic constructions. K. Bühler believes that in a fairy tale, a child is attracted by a thirst for the unusual, unnatural, a primitive desire for sensation and miracle.

These kinds of theories are in conflict with reality. The enormous influence of properly organized aesthetic perception on spiritual development the child is that this perception not only leads to the acquisition of individual knowledge and skills, to the formation of individual mental processes, but also changes the general attitude towards reality, contributes to the emergence of new, higher motives for the child’s activity.

In preschool age, activity becomes more complex: what it is aimed at and what it is performed for are no longer identical, as they were in early childhood.

New motives of activity, formed in the general course of development of the child as a result of his upbringing, for the first time make possible a real understanding of works of art, penetration into their ideological content. In turn, the perception of a work of art affects further development these motives. Of course, a small child is captivated by the colorful descriptions or the amusingness of the external situations in which they find themselves. characters, but very early on he also begins to be occupied by the internal, semantic side of the narrative. Gradually, the ideological content of a work of art is revealed to him.

A work of art captivates a preschooler not only with its external side, but also with its internal, semantic content.

If younger children are not sufficiently aware of the motives of their attitude towards the character and simply declare that this one is good and that one is bad, then older children already justify their assessments, pointing out the social significance of this or that action. Here there is a conscious assessment of not only external actions, but also the internal qualities of a person, an assessment based on high socially significant motives.

To understand something, a preschool child needs to act in relation to the cognizable object. The only form of activity available to a preschooler is real, actual action. To get to know the subject, Small child must pick it up, fiddle with it, put it in his mouth. For a preschooler, in addition to practical contact with reality, internal activity of the imagination also becomes possible. He can act not only really, but also mentally, not only in directly perceived circumstances, but also in imaginary ones.

Playing and listening to fairy tales create favorable conditions for the emergence and development of the internal activity of the child’s imagination. Here there are, as it were, transitional forms from real, actual action with an object to thinking about it. When a child begins to master this form of activity, new possibilities open up for his knowledge. He can comprehend and experience a number of events in which he did not directly participate, but which he followed through an artistic narrative. Other provisions that do not reach the child’s consciousness, being presented to him in a dry and rational form, are understood by him and deeply touch him when they are clothed in artistic image. A.P. showed this phenomenon remarkably well. Chekhov in the story "At Home". The moral meaning of an act, if it is expressed not in the form of abstract reasoning, but in the form of real, concrete actions, becomes accessible to the child very early. “The educational significance of works of art,” as B.M. Teplov rightly notes, “is, first of all, that they provide an opportunity to enter “inside life,” to experience a piece of life reflected in the light of a certain worldview. And the most important thing is that In the process of this experience, certain relationships and moral assessments are created that have incomparably greater coercive power than assessments simply communicated and assimilated."

Chapter 2. Experimental identification of features of the perception of fiction by preschool children

2.1 Experimental sample, base and theoretical justification of the experiment

The experimental work was carried out at the MBDOU "Child Development Center - Kindergarten No. 1" Anapa with children of senior preschool age in the amount of 15 people for a week. The theoretical concept of the experimental part of the work was the connection between the perception of fiction and the education of a child’s culture of behavior, i.e. the idea that fiction should be one of the most important means of education. That is why in all developmental programs for children preschool institutions is given great attention working with fiction. Using fiction as a means of cultivating a culture of behavior, the teacher must pay special attention to the selection of works, methods of reading and conducting conversations on works of fiction in order to develop humane feelings and ethical ideas in children, and to transfer these ideas into the lives and activities of children (to what extent are feelings reflected? children awakened by art, in their activities, in their communication with people around them).

The purpose of the ascertaining experiment was to identify the level of development of behavioral culture skills in children of senior preschool age.

We set the following tasks:

Conduct a conversation with teachers;

Have a conversation with the children;

Conduct a survey of parents;

Observe the behavior of children in a preschool educational institution;

To develop criteria for the level of development of cultural behavior skills in children of senior preschool age.

2.2 Conducting the experiment and analyzing the results obtained

To solve these problems, we conducted a conversation with teachers and children, surveyed parents, observed children’s behavior, and analyzed methodological recommendations on issues of developing a culture of behavior in preschool children.

When conducting a conversation with educators, we sought to find out whether they use fiction in their work to instill a culture of behavior in children.

In a conversation with teachers, we found out that they consider it important and necessary to work on instilling a culture of behavior in children in kindergarten. Fiction is considered one of the main means of instilling a culture of behavior. They easily gave examples of fairy tales, stories, and sayings used to instill a culture of behavior (for example, “ Magic word" Oseeva, "The Adventures of Dunno and His Friends" by Nosov, etc.).

Thus, based on the conversation, we can conclude that educators understand the meaning and importance of instilling a culture of behavior in preschoolers and use works of fiction in their work.

We conducted a survey of parents. Data analysis shows that parents understand behavioral culture narrowly - mainly as the ability to behave in public places. Work is underway to foster a culture of behavior in the family, but parents use a limited range of means. In particular, no one mentioned personal example as a means of instilling a culture of behavior. All parents read works of fiction to their children, but some do not realize their importance for instilling a culture of behavior in children.

A conversation with children showed that all children consider themselves cultured. However, in their opinion, to be cultured means to say hello when meeting, to be polite in dealing with elders. Only one child said that cultured person, this is the one who speaks politely with both adults and peers, looks neat, knows how to behave in public places, at the table. That is, children do not fully understand the concept of “cultural” and we should continue to work in this direction.

We also observed the behavior of children, namely their communication culture, activity culture, cultural and hygienic skills and relationship culture.

By cultural and hygienic skills we mean actions related to maintaining cleanliness and order. We will roughly divide them into four types: personal hygiene skills, food culture skills, caring skills for things, and skills for maintaining order and cleanliness in the environment.

Observation showed that most children wash their hands on their own, without a teacher’s reminder, after a walk or before eating. At the table, the children sit carefully, do not make noise, only two children talk during meals and turn to other children. After a walk, not all children neatly fold their clothes; most children do this only after a reminder from the teacher, and Katya Ch. refuses to tidy up her closet. Many children do not handle books, things, toys with care, throw them away, and do not put them back in their place. Only after repeated requests from the teacher do children restore order in the group room, in the kindergarten area.

By culture of communication we understand the totality of formed socially significant qualities of a person that determine the way of his existence and the ability to make changes in reality.

All children, without exception, greet and say goodbye to adults and use polite forms of address, such as “please” and “thank you”. However, half of children do not use these peer communication skills. Some children do not consider it necessary to greet children in the group or address them politely. It should be noted that children address each other by name and do not call each other names.

We observed the culture of activity during classes, in games, and in carrying out work assignments.

Children getting ready for class necessary equipment- take out pens, notepads, etc., clean the workplace after class. However, most children do this reluctantly, obeying the teacher’s demands. Matvey Sh., Vlad K. and Matvey A. are happy to help the teacher clean up the group after classes, for example, wash cups and brushes after drawing, clean boards from plasticine, etc. Children have a craving for interesting, meaningful activities. They know how to select game material in accordance with the game plan.

Observing the culture of relationships, we found out the following. Children do not always obey the teacher's demands. Matvey A. and Anya P. often interrupt the teacher and interfere in the conversation of adults. In play, children are able to negotiate joint actions and resolve conflict situations, often without the participation of a teacher. Children do not fight if controversial issues arise; many discuss the situation and come to a common opinion, only sometimes resorting to the help of an adult to resolve the conflict.

Low level - the child knows how to keep in order the place where he works, studies, plays, but he does not have the habit of finishing the work he has started; he does not always treat toys, things, books with care. The child has no interest in meaningful activities. The child often neglects hygiene rules. When communicating with adults and peers, he behaves at ease and does not always use appropriate lexicon and standards of circulation. Does not know how to constructively resolve conflicts without taking into account the interests of a peer. Does not know how to negotiate joint actions. Refuses to come to the aid of an adult or another child.

Average level - children have a pronounced habit of finishing what they start; treat toys, things, books with care. Children are already consciously interested in something new and are more active in classes. In the process of communicating with adults, children are based on respect, friendly contact, and cooperation, but this is not always manifested in communication with peers. Children are more independent, they have a good vocabulary, which helps them express their thoughts and emotions. They always try to comply with hygiene requirements: they monitor the neatness, maintenance of the face, hands, body, hairstyle, clothes, shoes, etc. Children try to resolve the conflict by listening to the opinion of the other child, but continuing to insist on their own. Children are not always able to agree on joint actions; they prefer that others accept their point of view, but sometimes they give in. Help other children or adults at the request of the teacher, without showing independent initiative.

When identifying the level of development of cultural and hygienic skills, we paid attention to whether children are neatly dressed, whether they wash their hands and do this on their own or at the teacher’s reminder. We observed whether children treated books, things, and toys with care.

When determining the level of communication culture, we observed how the child behaves during a conversation, what forms of address he uses, and whether he knows how to listen to his interlocutor.

When determining the level of development of a culture of activity, we paid attention to how the child organizes his workplace, time, whether he cleans up after himself, and what types of activities he prefers to engage in.

When identifying the level of culture of relationships, we first of all paid attention to how the child interacts with other children and adults, agrees on joint actions, resolves conflict situations, and whether he complies with the norms of cultural behavior.

To identify the level of development of cultural behavior skills in each child, a scale was introduced in points from 1 to 5:

1 - low level;

2-3 - average level;

4-5 - high level.

The results are presented in Table 1.

Analysis of the table results showed that 46% of children have a high level of development of cultural behavior skills, 46% have an average level, and only 1 child (which is 6% of the number of children) has a low level.

The table also shows that children have the best developed culture of relationships with peers, and the least developed culture of activity.

Thus, the results of the experimental work allowed us to indirectly identify the features and level of completeness of preschool children’s perception of fiction.

Conclusion

Children should derive aesthetic, and especially moral (ethical) ideas from works of art.

K.D. Ushinsky said that a child does not only learn conventional sounds when studying his native language, but drinks spiritual life and strength from the native breast of his native language. One must completely trust the educational capabilities of a literary text.

The perception of a work of art is complex mental process. It presupposes the ability to recognize and understand what is depicted; but this is only a cognitive act. A necessary condition for artistic perception is the emotional coloring of what is perceived, the expression of the attitude towards it (B.M. Teplov, P.M. Yakobson, A.V. Zaporozhets, etc.).

A.V. Zaporozhets noted: “... perception does not come down to a passive statement of certain aspects of reality, even very important and significant ones. It requires that the perceiver somehow enter into the depicted circumstances and mentally take part in the actions.”

The value judgments of preschool children are still primitive, but they indicate the emergence of the ability not only to feel the beautiful, but also to appreciate it. When perceiving works of art, it is important not only the general attitude towards the entire work, but also the nature of the attitude, the child’s assessment of individual characters.

A child’s acquaintance with fiction begins with oral folk art - nursery rhymes, songs, then he begins to listen to fairy tales. Deep humanity, extremely precise moral orientation, lively humor, figurative language are the features of these folklore miniature works. Finally, the child is read original fairy tales, stories accessible to him.

The people are unsurpassed teachers of children's speech. In no other works, except folk ones, is there such a pedagogically ideal arrangement of difficult-to-pronounce sounds, such a thoughtful combination of a series of words that barely differ from each other in sound (“if there was a blunt-lipped bull, a blunt-lipped bull, the bull would have a stupid lip”). Subtle humor of nursery rhymes, teasers, counting rhymes - effective remedy pedagogical influence, a good “cure” for stubbornness, whims, and selfishness.

A journey into the world of a fairy tale develops the imagination of children, and encourages them to write. Children brought up on the best literary examples in the spirit of humanity show themselves to be fair in their stories and fairy tales, protecting the offended and weak, and punishing the evil.

For children of early and early preschool age, the teacher mainly reads by heart (rhymes, poems, stories, fairy tales). Only told prose works(fairy tales, short stories, stories). Therefore, an important part of professional training is memorizing works of fiction intended for reading to children, developing expressive reading skills - a way to convey the full range of emotions, developing and improving the child’s feelings.

It is important to form in children a correct assessment of the characters in a work of art. Conversations can provide effective assistance in this regard, especially using problematic questions. They lead the child to understand the “second” previously hidden from them, true face characters, the motives of their behavior, to an independent reassessment of them (in the case of an initial inadequate assessment).

E.A. Fleurina noted the naivety of children's perceptions - children do not like a bad ending, the hero must be lucky, kids do not want even a stupid mouse to be eaten by a cat. Artistic perception develops and improves throughout preschool age.

A preschooler's perception of works of art will be deeper if he learns to see the elementary means of expression used by the author to characterize the depicted reality (color, color combinations, shape, composition, etc.).

The goal of literary education for preschoolers, according to S.Ya. Marshak in the formation of the future of a great and talented writer, a cultured, educated person. The tasks and content of the introduction are determined on the basis of knowledge of the characteristics of perception and understanding of works of literature and are presented in the kindergarten program.

The results obtained in the practical part of the work will help educators and parents adjust the direction of pedagogical influence on children in an experimental preschool institution.

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Annex 1

Table 1. Results of the ascertaining experiment to identify the level of development of cultural behavior skills in children of senior preschool age

F.I. child	Cultural and hygienic skills	Communication culture	Activity culture	Relationship culture	Average score
		with adults			with adults
Matvey A.
Matvey Sh.
Marcel K.
Psychological and pedagogical problems of using innovative technologies in working with preschool children. Peculiarities of color perception by children of senior preschool age. Development of creative abilities and color perception of preschoolers. course work, added 03/04/2011 Fairy tale as a genre of fiction, its classification. Age-related characteristics of the perception of a fairy tale and its developmental significance. An empirical study of the level of perception of a fairy tale and its influence on the development of imagination in preschool children. thesis, added 10/31/2014 Problem moral education preschoolers. Peculiarities of children's perception of works of fiction. The educational role of fairy tales. Formation of friendly relationships in children of primary preschool age through this genre. course work, added 02/20/2014 Age-related characteristics of time perception in preschool children. The concept of children's literature and its genres. The concept of time and its properties. Possibilities of using children's literature in the formation of temporary ideas in preschool children. thesis, added 10/05/2012 Psychological and pedagogical characteristics of the development of preschool children. Stages of development of perception of a work of art. Features of children's perception of the content of the book. Principles of illustrating books depending on the age of readers. course work, added 06/03/2014 Pedagogical work on speech development with children suffering from dysarthria. Psychological and pedagogical rationale for this problem. The connection between phonemic perception and pronunciation, the creation of optimal conditions for their development in preschool children. test, added 11/16/2009 Analysis of psychological and pedagogical literature on the topic of perception. Artistic perception that moves towards the idea laid down by the author of the work. The process of development of artistic perception of preschool children and the creativity of Irkutsk artists. thesis, added 02/15/2011 Familiarization with age characteristics perceptions of children of senior preschool age. Research and characterization of the dynamics of development of color perception in children of senior preschool age. Development of tasks for the development of color perception. thesis, added 12/18/2017 Possibilities of using fiction in the process of mathematical development of preschool children. Features of preschool children's perception of literary texts. Pedagogical recommendations for the process of developing quantitative concepts. course work, added 02/13/2011 Psychological characteristics development of interpersonal perception in older preschool age. The influence of pedagogical communication style on the perception of the teacher’s personality by older preschoolers. Diagnostics of the characteristics of the perception of the teacher’s personality.