1 slide
This project carried out for several years in the Municipal Preschool Educational Institution Child Development Center, kindergarten No. 4 “Golden Key”.
We present to your attention a project on “Introducing children to fiction using children's book graphics."
This project was developed with the goal of helping a child fall in love with a book, so that he becomes its captive for life.
2 slide
To implement the project, first of all, in our kindergarten, we began work by defining the main goals and objectives:
- instill interest and love for books and reading;
- develop children's creative abilities and imagination;
- develop interest in book graphics;
- cultivate interest in teamwork in the process of creating a book.
In our work, we rely on the experience of teachers in the Rostov region, using regional technologies.
3 slide
To implement these directions, it was necessary to create a subject-development environment:
Mini children's libraries, where there are educational games and visual material(works by illustrators I.Ya. Bilibin, V.V. Lebedev, V.M. Konashevich, E.I. Charushin, E.M. Rachev). Works of art were selected taking into account age and the program implemented at the preschool educational institution.
4 slide
Free readings are held daily in our garden. Also in specially organized classes, starting from the second junior group.
5-7 slide
Systematically within kindergarten Literary leisure activities, holidays, entertainment, reading competitions and children's drawings and crafts are held. Also, children and teachers of our kindergarten participate in regional and all-Russian competitions.
8 slide
Based on books read, get organized theatrical performances, puppet theaters, and simply playing out the plot with the participation of both children and teachers.
Slide 9
The kindergarten works closely with the city library. Library staff organize literary meetings for children, theatrical performances and book festivals.
10 slide
Introducing a child to books is impossible without the participation of the family. We use various forms of working with parents:
- thematic parent meetings ( “Child in the information space”, “Child and book”, etc.);
- exhibition of children's drawings “Illustration for my favorite book” designed in collaboration with parents;
- moving folders created “Organization of children's reading in a family setting”, “What is read to children in a group”, “Teach with us”, etc.
- Together with teachers and parents, children “release” homemade books.
11 slide
To support the children’s desire to create, the “Creating a New Book” project was developed: using the illustrations created by the children, we together compose a new fairy tale.
12 slide
Parents are systematically surveyed on topics « A book is an opportunity to communicate with an adult” and “The role of books in the family.” The questionnaires were developed by kindergarten staff.
Slide 13
“Healthy Book Day” is also held in the kindergarten together with parents and children. Children younger age take part in such events together with their parents. Older children “treat” books independently and under the guidance of a teacher.
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Posted on http://www.allbest.ru/
Theoretical foundations for introducing preschool children to fiction
Introduction
Conclusion
Literature
Introduction
Fiction serves as a powerful, effective means of mental, moral and aesthetic education of children; it has a huge impact on the development and enrichment of a child’s speech. IN poetic images Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It enriches emotions, cultivates imagination and gives the child excellent examples of the Russian literary language. These examples differ in their impact: in stories, children learn conciseness and precision of words; the poems capture the musicality, melodiousness, and rhythm of Russian speech; folk tales reveal to them the accuracy and expressiveness of the language, show how rich their native speech is in humor, lively and figurative expressions, and 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 the Academy of Pedagogical Sciences of the RSFSR, 1948. . The importance of introducing children to the beauty of their native word and developing a culture of speech was pointed out by teachers, psychologists, and linguists (K.D. Ushinsky, E.I. Tikheyeva, E.A. Flerina, L.S. Vygotsky, S.L. Rubinshtein, A. V. Zaporozhets, F.A. Sokhin, A.A. Leontiev, etc.
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 by expanding the child’s knowledge of the world around him, it influences the child’s personality and develops the ability to subtly feel the form and rhythm of the native language.
Fiction accompanies a person from the first years of life.
The purpose of this work is to consider the peculiarities of introducing preschool children to fiction.
The set goal led to the solution of the following tasks:
1. Study 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 study is the introduction of preschool children to fiction.
The subject of the study 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 set 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 and enjoys the richness of its artistic achievements; another sees it as fun for little ones, not enough for deep attention; the third has no idea at all that such literature exists.
The development of children's literature is associated with the appearance of books for educational purposes. Their authors considered the artistic word placed next to the educational material as a stimulus for learning and mastering everyday rules (A.T. Bolotov, I.I. Dmitriev, M.V. Lomonosova, A.P. Sumarokova, Ya.B. Knyazhnina , M.H. Muravyova, M.M.
Children's literature, the history of which dates back to the end of the 15th century, has long been established as having the right to be an intrinsically valuable form of verbal artistic creativity, playing a priority role in the development and upbringing of a child.
Children's literature XV - XVII centuries. developed in response to social and state demands, 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 dialogue between the author and the little reader, the first drawing with secular content. The first secular printed book, the ABC of Ivan Fedorov, was also intended for children.
Based on the results of scientific research of that period, we can conclude that the first methodological article was written by Moscow freethinkers Fyodor Kuritsyn at the turn of the 15th - 16th centuries. and it was dedicated to grammar. In it, F. Kuritsyn talked not about how to teach, but about why children need to be taught.
The first person to tackle the issues of methods of working with children's books was the translator of Latin grammar for Russian children, Dmitry Gerasimov. In the preface to the book, which was called “Donatus” (named after the author, the 15th-century Roman linguist Aelius Donatus), he outlined the necessary information that a child must have in order to get an idea of the book and develop a desire to read and study it. First of all, this is information about the author, which was innovative 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 teacher, student and parents in teaching and raising children, in acquiring philological knowledge, and in eradicating ignorance.
Connection philological text and the methods of working with it is explained by the fact that children's literature was not yet an independent art form. But it is precisely this connection that will affect 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, the importance of children's literature and children's reading.
In the 17th century Writers, teachers, statesmen, people dealt with issues of children's reading 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 Youths” - another set of edifications and rules for children.
The middle of the 17th century was scarce in children's books. A certain rise began only in the last third of the century, during the reign of Catherine II. The enlightened empress was well versed in European philosophy and literature of her time, she herself wrote about five thousand various works, including pedagogical articles and children's fairy tales. Catherine the Second did a lot to develop 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 outstanding figures of Catherine's 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 a person’s class, and in every possible way expanded children’s ideas about the world around them.
In the last third of the 17th century. The study of children's reading issues is intensifying. Educator and public figure I.I. Betskoy, working on various treatises regulating the activities of educational institutions, specifies methods and techniques for working with children according to age, gives individual advice on the formation of a reading circle and aesthetic development younger generation. He does not recommend using “ghosts from monsters” in communication with children over the age of five, as they “darken” 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 five years old can be taught to read, but only “so that their eyes become accustomed to the knowledge of letters,” but 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 about the text and apply “everything they read or hear to themselves and to the special circumstances in which they are found or can continue to be found.” In this way, children will learn to extract experience from what they read, to think about it1 about raising and instructing children,” 1783.
One of the first in the domestic methodology for children's reading was N.I. Novikov took up issues of forming a circle of children's reading, both theoretical and practical. He believed that children should read not only educational literature. Wanting to expand the range of children's reading and take it beyond 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 content in life. In accordance with this program, noble ideals were instilled in the works of Russian and translated literature published on the pages of the magazine: a person was valued only because of his personal merits, all violence was condemned (“Damon and Pythias”, “Generosity in a low state”, “Correspondence” father and son about village life”, “About imitation of parents”, etc.).
The most important achievement of children's literature of the first half of the 19th century century we must consider the acquisition of our own language, born of the living elements colloquial speech, ennobled by the highest taste of 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 followed the path of “big” literature and pedagogy. The guiding principles for culture were the ideals of enlightened humanism, democracy and patriotism.
The emergence of theory and criticism of children's literature can be considered a huge achievement - in the articles of the leading critic of the first half of the 19th century, V. Belinsky. They proved that children's literature exists high art, to which strict criteria of nationality, humanism, and imagery are applied, that a children's book should serve not only as a subject of entertainment or education, but as an important means of spiritual development of the child. He proclaimed the slogan of literature for young readers - “Bypassing the mind, through the heart.” He indicated the signs by which pseudo-literature is recognized and described the harm it causes to a child. He laid the foundations for children's reading as a relatively independent area of pedagogical knowledge, which received further development in the second half of the 19th century.
TO mid-19th V. Through the works of V. Belinsky, N. Chernyshevsky, N. Dobrolyubov, a method of introducing a child to books began to take shape, a special Russian school of reading, the main provisions of which were taking into account the age characteristics of the reader, attention to the child’s perception of the work, an analysis of literary text feasible for children, a careful selection of books for children's reading.
Children's literature for preschoolers began to actively stand out only towards the end of the 19th century. The specifics of this literature were substantiated in the article by L.N. Tolstoy “Who should learn to write from whom, the peasant children from us or us from the peasant children?” . L. Tolstoy believed that children should be offered “the largest and most varied selection of serious topics.” The subsequent development of literature 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 relationships and relationships within the children's team.
In the 1940s - 1950s. the tradition of social and moral analysis works of children's literature and their selection for children's reading. The aesthetic value of the texts did not matter.
In the 1920s - 1930s. emerged, and in the 1950s - 1960s. The tendency to develop methods for introducing children to reading outside of foreign experience in this area has become established.
By the mid-1970s. extensive experience has been accumulated in studying the perception of literature by preschoolers of various age groups, which made it possible for L.M. Gurovich raise the question about theoretical foundations methods of introducing preschoolers to fiction.
Thus, we see that children's fiction as an educational field is still completely young.
2. Age periodization of preschool children and psychophysiological features of their introduction to 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. Some people may have a predominant concrete, imaginative perception of the world, which internally appears in the richness and diversity of their imagination. Such individuals are said to have an artistic type of thinking. It is assumed that it is physiologically associated with dominance of the right hemisphere of the brain. Others have a greater tendency to operate with abstract symbols and concepts (people with a dominant left hemisphere of the brain).
The peculiarities of the creative imagination of preschool children are associated with the fact that in preschool age the child’s body continues to improve: the growth rate of children from 3 to 5 years old slows down somewhat compared to the previous age period, but at the age of 5 to 8 years it increases again. Simultaneously with general growth and increase in body weight, processes of anatomical changes and functional development of all the main tissues and organs of the child occur. Gradual ossification of the skeleton occurs, muscle mass increases, and the performance of the child’s body increases. But along with this, rapid fatigue and exhaustion are noted. nerve cells. By the age of 6-7 years, the child successfully masters complex species movements..
A preschool child continues to improve functional activity cerebral cortex. High sensitivity nervous system determine brightness, sharpness of perception, and children's impressionability, which is why in the education and training of preschoolers the selection of impressions and knowledge (this is mainly elementary knowledge about the life around them) becomes so important.
In preschool age, with targeted education, methods of visual, auditory, tactile perception, visual and imaginative thinking, volitional, emotional and motivational processes.
By mastering cognitive processes, children become capable of elementary analysis and synthesis, classification, and begin to make judgments about the objects and phenomena around them. In general, preschool age is characterized by inquisitiveness and 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 various types of activities. Under the influence of adults, the activity of a preschooler becomes voluntary and controlled, which is very important for instilling attentiveness during training sessions and work.
The formation of a preschooler’s personality is expressed in the formation of his character. Great importance has 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, while learning in the classroom, a preschooler develops strong-willed character traits. Formation moral consciousness characterized by the emergence of a sense of duty, justice, dignity and other social feelings. The preschooler begins to understand the meaning of the requirements placed on him. Experiences when committing good and bad deeds are caused not only by the attitude of an adult, but also by one’s own judgment, moral attitude to them. Children exhibit deeper feelings of embarrassment, shame and, conversely, joy and satisfaction from the consciousness of fulfilled social requirements.
A preschooler has age-related prerequisites for the development of abilities. This gives grounds to change and complicate the content of training, to vary the ratio of gaming, verbal, visual and practical methods education and training, use all the opportunities available in preschool childhood for the comprehensive education 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-typical age traits, but also individual psychological characteristics, qualities and properties of the child. The basis of individual personality traits is the type of nervous system, on which the strength of the basic nervous processes, their mobility, and balance depend. A certain alloy of properties gives rise to individual style activities, behavior. The basis of individual inclinations to certain types of activities are the anatomical and physiological characteristics of the analyzing systems. Thus, natural inclinations are the conditions for the development of abilities. The development of inclinations depends entirely on living conditions and upbringing. The uniqueness of each child is expressed in the level and scope of anatomical and physiological inclinations and abilities. This necessitates an individual and differentiated approach to the upbringing and education of children.
Along with natural anatomical and physiological individual properties, each person develops a life activity that is unique in its originality. Upbringing and social environment form an individual personality, which is manifested in the direction of abilities, needs, goals, feelings, will and character. Taking these features into account in upbringing and teaching requires an individual approach to children. Each child has individual characteristics of both physical and personal development, and it is necessary to take these characteristics into account in the process of raising and educating the child.
Thus, a preschool child continues to improve the functional activity of the cerebral cortex, develop the abilities of visual, auditory, tactile perception, visual-effective and figurative thinking, volitional, emotional and motivational processes.
Preschoolers already at 3-4 years of age are distinguished by high cognitive activity, strive to expand their horizons, to break out of the framework of the environment that surrounds them. Their main assistant in this is the book. They are already ready to communicate with her: they react emotionally to what they hear, catch and distinguish various intonations, recognize their loved ones literary heroes, empathize with them. They most actively perceive small genres of folklore (rhyme songs, jokes), songs of a playful nature, fairy tales, and poems. It is advisable to introduce children to poetic texts during classes in kindergarten and at home, as well as during walks, dressing, washing, and feeding. At the same time, children, together with an adult, act out the plots of poetic works, listen to onomatopoeia, consonances, and rhymes.
The reading interests of older preschoolers are more diverse: they like books about animals, natural phenomena, children, descriptions of play and everyday situations. The main value of this age is high emotional responsiveness to the literary word, the ability to empathize, follow the development of the plot with excitement, and wait for a happy ending, which is why we are talking about the possibility and necessity of developing literary taste from an early preschool age. This is especially relevant for our reality, when store shelves and kiosks are littered with bright, catchily 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 child’s spiritual world and does not develop emotionally charged, figurative speech.
After L. Tolstoy, the specifics of children's literature were discussed more than once, and by today a number of features have been identified, 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 this is where the main difficulty facing a children’s writer lies: to talk about abstract, “not childish” things specifically, “in a childish way.”
In addition, writers and researchers pointed out the specificity of the text children's work, where, according to Rogachev, “there is a constant exchange of aesthetics and didactics.” Often enough children's text has a playful character. The writer plays with words, thoughts, sounds. He tries to speak as a child would say, to guess the flow of his thoughts, to express his idea of the world. A.K. Pokrovskaya noted that books for young children have their own artistic media images of reality. Among such techniques one should name animism and anthropomorphism, and alogism of the real. Authors writing for little ones 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 characteristic only of what is characteristic of the reader. They are accessible to the little listener, close to him in spirit, and express his needs and capabilities. The first type is a small hero, equal in age and height to the reader, but “daring”, strong, rushing to the rescue. 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 and has no analogues. The fourth type is the why hero.
Let us determine 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 emotionality of reading comprehension. 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 you read. Therefore, along with emotionality, it is necessary to cultivate rationality of perception.
Another feature of a preschool reader is the desire to imitate. He reads mainly those books that his peers and the teacher like, and is guided by their opinions. Therefore, children need to develop independent perception.
The described age characteristics allow us to identify negative stereotypes of the preschool reader that need to be overcome, and positive ones that need to be formed. Four groups of such stereotypes can be named.
The first is stereotypes of attitude towards the reading process. Among them there are negative ones: the attitude towards reading solely as entertainment, relaxation, pleasure or, conversely, a duty. In contrast to them, it is necessary to form positive stereotypes: treating reading as a serious activity that requires the work of thought, as a useful activity, enriching the spiritual world of a person, allowing him to satisfy cognitive interests.
The second group is stereotypes of reader interests and preferences. There are also: the stereotype of a limited reader, when a child listens only to fairy tales and does not like poetry, etc.; an omnivorous reader who reads all books indiscriminately, including adults; a conformist reader who reads only those books that his peers read. By overcoming these stereotypes, we form a positive stereotype of a discerning reader - he does not read all the books in a row, but chooses those that are useful.
The third group is stereotypes of reading comprehension. Among them, preschoolers are characterized by the negative stereotype of the “naive realist”: the child perceives what he reads as reality and identifies himself with the hero of the book. What's wrong with this stereotype? Firstly, 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, but the child will not be ready for this.) Secondly, the stereotype of a naive realist does not allow him to critically evaluate what he has read. It requires correction aimed at forming positive stereotypes of a reader-interlocutor (conducting a dialogue with a writer, the author of a television program), a reader-critic, thoughtful, interested, enriching the author’s plan with his own findings. We must teach preschoolers not to reincarnate, but to try on what they read for themselves and compare.
And finally, the fourth group - stereotypes of reading assessment. Often, preschoolers either do not evaluate what they read at all, or evaluate it uncritically, relying only on emotions or the 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 words. Its features are determined by educational goals and the age of the children (the interests, preferences and cognitive capabilities of preschoolers are taken into account). Children's literature contributes to the development of a child's aesthetic consciousness and the formation of his worldview.
Children's reading circle includes:
Works oral creativity the Russian people and the peoples of the world;
Classic children's literature (domestic and foreign);
Contemporary literature (Russian and foreign).
1 junior group(2 - 3 years). Program "Childhood"
Objectives: - to arouse interest in the illustrations and the desire to look at the book together with the teacher and independently; - acquaintance with folk songs and nursery rhymes; - acquaintance with short and understandable author's poems for children.
The main forms of working with children: - showing illustrations, - demonstrating pictures (subject, subject) using a flannelgraph; - before reading a nursery rhyme, a didactic game related to its content is played; - 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, ditties). In many life situations this or that work turns out to be in place. By using poetic text children call the sun - a bucket, if it suddenly hid and did not show up at all today. At breakfast (afternoon snack) remind the kids of the nursery rhyme “Grass Ant”. On the way to a walk, to the text of the corresponding nursery rhyme, children show how big legs walk (t-o-p, t-o-p) and small legs run (top, stomp, stomp). 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 bedtime, “Baiu-bai, bayu-bai” (Russian folk song).
If the child has climbed onto your lap, it’s time to “ride” him on a horse (“I’m going, I’m going to see my woman, my grandfather...”, Russian folk song).
Nursery rhymes are distinguished by a wealth of shapes and sizes. The content of some does not need explanation; for the correct perception of others, the demonstration of relevant objects, actions, and explanations is required. Familiarization with the latter requires preliminary work. So, before reading the nursery rhyme “Ay, kachi-kachi...” together with the children, look at and compare rolls and bagels (natural), look at the picture showing the oven. Before reading the nursery rhyme “Our ducks in the morning...”, you can organize an outdoor game “Don’t wake the turkey.”
After the first reading, repeat the nursery rhyme 3-4 more times. The following options are possible:
Use the same techniques and the same visual material as during the first reading;
When reading a nursery rhyme, do not resort to visualization;
You can use new visual material or modify the old one, vary the 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. Fairy tales in verse. At every opportunity, ask children to reproduce the action of the character. Children, for example, show how in the aforementioned fairy tale by S. Marshak a kitten “in the corner behind the chest washes its paw with its tongue”; how he skips and runs after a rolling pencil; trying to get a pencil that had rolled under the cabinet.
3. Fairy tales. Tell young children Russian folk tales in the most accessible format for them. For a full perception of the text, drawings and conversation with children about their content are very important. Looking at the drawing in which a huge bull stands next to a tiny bunny, promising to drive the fox out of the house and shamefully retreating, the children understand that it is not the one who is great who is strong, but the one who is brave.
The first acquaintance with a fairy tale is telling it to everyone. The tale should not be told again on this day. Tell the children the same fairy tale after 2 - 3 days. Children already know the content of the fairy tale and willingly finish certain owls and phrases. Now you can show them a performance using tabletop theater figures.
By the end of the year, together with the music director and parents, you can stage a simple performance.
4. Looking at illustrated books. Using pictures, communicate with the child, tell and show, ask the child to find someone in the picture and admire his observation skills.
2nd younger group (3 - 4 years old).
Objectives: - to arouse interest in the illustrations and the desire to look at the book together with the teacher and independently; - acquaintance with folk songs and nursery rhymes; - acquaintance with short and understandable author's poems for children; - daily reading of folk songs, nursery rhymes, folk and original fairy tales, poems, stories by Russian and foreign authors.
Main directions of work with children. Beginning academic year, we need to repeat with the children what we were introduced to earlier. At every opportunity, read folk songs, nursery rhymes, and poems to children; tell folk tales.
Forms of organization become more complex:
1. Reading by roles. The work is read to the children several times, and their attempt to read with the teacher is encouraged. As soon as the children remember the text, reading is organized by roles.
2. Outdoor and round dance games. Folk songs set listeners up for certain actions, calling on them to help someone, save someone, run away from someone, catch someone, etc.
3. Reading poetry.- Poems for children, small in volume and understandable in content, are often addressed to a specific child, as evidenced by his name in the text. By replacing this name with one of those present, the child receives a very unusual and pleasant gift for him.
If a 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 gathers again and the same poem is read to them.
If the child remembers the poem, the teacher invites him to “give” the poem to his peers present.
Memorizing new poems and songs, children gradually forget the old ones. Therefore, from time to time, in appropriate cases, the teacher should recall old poems.
4. Fables. Having introduced children to a fable, you should read it again after 2-3 days, then after a week, and then read it throughout the year on every suitable occasion.
5. Folk tales. Fairy tales are not told to children, but read, because they are quite large 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 there is no need to rush to change the repertoire. You need to read a fairy tale for 3-4 days, then take a break and repeat the fairy tale after a week or two, after a month, after two months.
Middle group (4 - 5 years old)
Objectives: - Exercise children in retelling literary works (entirely, in parts, using elements of dramatization); - Continue to develop an interest in books and viewing them; - Introduce works of different genres; - Learn poems and read them expressively; - Expand and consolidate norms in real life speech etiquette based on children’s assimilation of ethical norms and rules.
Main directions: read daily. The list of program literary works includes poems, stories and original fairy tales, the heroes of which, in their human manifestations, are close and understandable to the child, teach him to be kind, strong, fair and generous.
1. Humorous works. These works cure laziness, stubbornness, whims, and selfishness better than any moral teaching.
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, expressiveness of language; they contain ideal combinations of hard-to-pronounce sounds and well-thought-out sounding combinations of words. It is important that children not only know and remember the counting rhymes, but also use them independently in the game.
4. Fairy tales(Russian folk tales, fairy tales of the peoples of the world, literary fairy tales): - Introduce children to new fairy tales; - Tell stories they already know; - Dramatize short passages from fairy tales, encouraging children to try to play roles rather than just pronounce words; - Write endings to fairy tales, in particular to the works of J. Rodari. (“Tales with Three Endings”); - Children's attempts to compose fairy tales are welcomed, their creativity is treated with care, and they do not refuse help.
5. Draw children’s attention to the figurative side of the work of art. The age of 4-5 years is the time for a special attitude towards beauty, in particular the beauty of the tongue. 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, the child must be given the right to choose. In order for poems to be remembered, the child needs to hear and speak them repeatedly. Reciting poems in order to remember is not a convincing motive for a child; a game needs to be organized. Invite children to convey the content of the poem using expressive gestures. Many poetic works It is good to read the roles, especially those that introduce children to the rules of good manners.
Senior group (5 - 6 years old).
Objectives: 1.Improve the aesthetic perception of works of art. Draw children's attention 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. Improve children’s artistic and speech performing skills when reading poems and dramatizing works. 4. Foster in the child the need to look at a book and talk about its contents. Show children the main differences between a fairy tale, a story, and a poem.
Main areas 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 organizing 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 type of activity that currently particularly attracts them: looking at books, dramatization, puppet shows, reading works in person, reading together with children a fairly large poem or a fairy tale in verse, telling poetry with gestures.
Preparatory group (from 6 to 7 years old).
1. Continue to develop children's interest in fiction.
2. Improve the aesthetic perception of works of art: develop the ability to show selfless joy, emotional excitement when meeting a kind and beautiful world; experience compassion and empathy for the characters of books, mentally feeling yourself next to them or identifying yourself with your favorite character.
3. Draw children’s attention 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. Improve children’s artistic and speech performance skills when reading poems, dramatizations and performances (emotional 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. Foster in the child the need to look at the book and illustrations. Help children see the main differences between a fairy tale, story, poem.
Main areas of work with children:
2. Do not forget about the need to re-read works. A fairy tale (story) once heard, even if it left a mark on the child’s soul, will quickly get lost in the flow of other information that is no less interesting to 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, the expressiveness, imagery and beauty of literary language; help the child navigate the world of works of art; identify children's likes and preferences.
4. Once a week, the afternoon should be devoted to fiction in order to satisfy children’s need for free communication about fiction and self-realization in games, dramatizations and performances based on literary works.
5. Regularly make books available for children to look at.
6. Be interested in what thoughts the child had in the process of independently examining it.
Forms of organization: - read fairy tales, stories, poems to older preschoolers every day, children independently examine books; - activity with children. With their help, all tasks of introducing preschoolers to 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 currently particularly attracts them: looking at books, dramatization, puppet performances, reading works in person, joint reading of a fairly large poem or fairy tale in verse by the teacher with the children, telling poetry with gestures.
Means, methods and techniques of working with children: - exhibitions of fiction in the book corner; - replenish preschoolers’ knowledge with counting rhymes, tongue twisters, and fables; - reading fairy tales, short stories, stories; - reading and memorizing poetry. Capture the beauty and expressiveness of language. To memorize, children should be offered small dynamic works, including dialogues, memorization is carried out once a month. The text is read to children 1-3 times; It is explained how to read certain lines and to train children in expressive reading of these lines. Many poems are based on dialogues, so they are easy to read in roles or together with the teacher, and many poems can also be sung. Start the poem, and the children finish individual words and phrases. Each child finishes what he remembers; - participation in dramatizations and performances.
preschooler fiction
In this course work we saw that the formation of children's fiction began at the end of the 15th century; earlier it was part of adult literature, and as a separate preschool discipline it began to emerge towards the end of the 19th century. The specifics of this literature were substantiated in the article by L.N. Tolstoy “Who should learn to write from whom, the peasant children from us or us from the peasant children?” .
Children's fiction as an educational field is still quite young, and previously it was part of adult literature.
Introducing children to fiction is different for each preschool age. Children of any age should, if possible, read every day (new and familiar works).
With the help of a book, a child discovers the world in all its interconnections and interdependencies, begins to understand more and better the lives of people, experiencing and living what they read.
The children's reading circle is aimed at developing interest in books and gradually replenishing their literary baggage.
Conclusion
Fiction accompanies a person from the first years of his life. Its effect on the mental and aesthetic development of a child is well known. Its role is also great in the development of speech in preschool children. Coherent speech shows how much the child masters 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 opens 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. It has enormous educational, cognitive and aesthetic significance, since by expanding the child’s ideas about the world around him, it influences the child’s personality and develops the ability to feel the form and rhythm of the native language.
Fiction broadens your horizons, introduces you to the rich world of images that reflect life, instills a love of 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, and develops speech.
According to the famous 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 provide. And indeed, literary texts - if selected correctly - can cover, if not all, then most of the educational and upbringing 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 incentive for the deployment of other forms of joint activity between an adult and children (productive, cognitive-research, play), uniting them in a holistic educational process.
Using works of art as ready-made cultural material, the teacher and parents act as guides for children into the worlds created by the book, and at the same time do not remain indifferent performers, but, as partners, together they are surprised, admired, upset, anticipate possible conflicts - empathize characters in the events that happen to them.
In other words, reading fiction acts as one of the forms of joint partnership between an adult and children. Unlike other forms - productive, cognitive-research, play - it cannot be continued by preschoolers independently and go into their free activity due to the fact that most of them do not know how to read fluently 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 greatest extent to the development and education of the child.
Cultivating an interest in reading books should not be limited to any one aspect, as is often done: e.g. creative perception artistic works are formed only in classes on speech development. Such education should be carried out not only and not so much in classes, but in free life, and above all in the family.
Literature
1. Arzamastseva I.N., Nikolaeva S.A. Children's literature: Tutorial for students of secondary pedagogical educational institutions. - 2nd ed., rev. - M.: Publishing Center "Academy", 1997.
2. Bakhtin M.M. Questions of literature and aesthetics. - M.: Fiction, 1975.
3. Belinsky V.G. Full collection cit.: in 13 volumes - M, 1955. - T. I, IV. - T.1., T.2.
4. Blonsky P.P. Selected pedagogical and psychological works in 2 volumes / ed. A. Petrovsky. - M.: Pedagogy, 1979.
5. Bozhovich L.I. Personality and its formation in childhood. - M.: Education, 1968.
6. Burmistrova L.V., Lazarenko O.I., Yastrebova A.V. Humanitarian education, spiritual, moral and patriotic education of preschoolers and junior schoolchildren using the Russian language and national culture. - M.: Moscow innovation network “Pushkinskoye Slovo”, 2006.
7. Developmental and educational psychology / Ed. A.V. Petrovsky. - M., 1979.
8. Volynkin V.I. Artistic and aesthetic education and development of preschool children: textbook. allowance / V.I. Volynkin. - Rostov n/d.: Phoenix, 2007.
9. Vygotsky L.S. Thinking and speech: Psychological research. - M. - L., 1956.
10. Vygotsky L.S. Thinking and speech: Sob. op. in 6 volumes - T. 2. Problems of general psychology / Ed. V.V. Davydova. - M.: Pedagogy, 1982.
11. Gerbova V.V. Introducing children to fiction: program and guidelines. - M.: Mosaika-Sintez, 2005.
12. Grigoriev A.P. Literary criticism. - M.: Khud. lit., 1967.
13. Gritsenko Z.A. Tell your children a fairy tale... Methods for introducing children to reading. - M.: Linka-Press, 2003.
14. Gritsenko Z.A. Children's literature. Methods of introducing children to reading: textbook. aid for students fak. doshk. higher education ped. textbook establishments. - M.: Publishing house. Center "Academy", 2004.
15. Gurovich L. M. On the theoretical foundations of the methodology for introducing preschoolers to fiction // Herzen Readings. Preschool education: Scientific reports. - L., 1976.
17. For the little ones: a reader / comp. V. Lunin. - M.: AST-PRESS, 2001.
18. Egorov S.F., Lykov S.V., Volobueva L.M. Introduction to the history of preschool pedagogy: textbook. aid for students higher ped. textbook institutions / ed. S.F. Egorova. - M.: Publishing house. Center "Academy", 2001.
19. Zyabkina V.V., Miklyaeva N.V. and others. Development of abilities by means of familiarizing preschoolers with fiction: method. manual / ed. N.V. Miklyaeva. - M.: UC “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. M.: Znanie, 1979.
23. Kokonova I.M. Seminars and practical classes on preschool pedagogy: Proc. manual for pedagogical students. Institute for specialties "Pedagogy and psychology of preschool children." - M.: Education, 1989.
24. Kondrykinskaya L.A., Vostrukhina T.N. Fiction in the development of creative abilities of older preschool children. - M.: Publishing house “Scriptorium 2003”, 2006.
25. Korotkova N. Fiction in educational work with children of senior preschool age // Preschool education. - 2001. - No. 8.
26. Lyublinskaya A.A. Essays on the psychological development of a child. / Lyublinskaya A.A. - M.:, 1965.
27. Molodova L.P. Conversations with children about morality and ecology: a method. manual for teachers and educators of junior schoolchildren. - Mn.: Asar LLC, 2002.
28. Mudrik A.V. Communication as a factor in schoolchildren’s education. - M.: Pedagogy, 1984.
29. Mukhina B.S. Child psychology: Textbook. for ped. Institute / Ed. L.A. Wenger. - M.: Education, 1985.
30. The first word: a reader for children / comp. Cl. Lukashevich. - Sergiev Posad: Holy Trinity Lavra of Sergius, 2003.
31. Petrova V.I., Stulnik T.D. Moral education in kindergarten: program and methodological recommendations. - M.: Mosaika-Sintez, 2006.
32. Problems Preschool education XXI century // Materials of the scientific-practical conference dedicated to the 110th anniversary of the birth of E.A. Flerina. - M., 2000.
33. Romanyuta V.N. You and your friends. Teaching children to communicate: a manual for primary school teachers, psychologists, educators and parents. - M.: ARKTI, 2004.
34. Stoyunin V.Ya. About teaching Russian literature. - M.: Pedagogy, 1978.
35. Sukhomlinsky V.A. About education / comp. and ed. entry essays by S. Soloveichik. Ed. 5th. - M.: Politizdat, 1985.
36. Tolstoy L.N. About art and literature. (Prepared texts, introductory article and notes by K.N. Lomunov). - M.: Sov. Writer, 1958. - T. 2.
37. Tyunikov Yu., Maznichenko M. Raising a preschooler as a reader and viewer // Preschool education. - 2005. - No. 9.
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.
40. Reader for children of senior preschool age: book. for a kindergarten teacher garden / comp. Z.Ya. Rez, L.M. Gurovich, L.B. Beregovaya; edited by IN AND. Loginova. - M.: Education, 1990.
41. Reading to children: a book for reading in national kindergartens of the RSFSR: a manual for educators / author-comp. Z.G. Sakhipova, A.Sh. Asadullin; edited by Z.G. Sakhipova. - L.: Enlightenment. Leningr. Department, 1987.
Similar documents
The role of fiction in the education of feelings and the development of children's speech. Features of the development of preschoolers' vocabulary, methods of its enrichment and activation. Development of the vocabulary of 6–7 year old children in the process of using fiction, its dynamics.
thesis, added 05/25/2010
Social basis lies; the process of instilling truthfulness in preschoolers. Formation of honesty and truthfulness in children of senior preschool age through fiction. Methodology for examining preschool children to identify the causes of children's lies.
course work, added 02/06/2015
The main purposes of using fiction in history lessons. The place of fiction in a history lesson and the principles of its selection. Classification of works of fiction. Methodology for using fiction.
course work, added 06/24/2004
The essence and content of patriotism, the directions of its formation. Features and methods used in the process of patriotic education of children of senior preschool age, the use of children's literature in this process, the development of recommendations.
course work, added 12/06/2015
Development of coherent speech in ontogenesis. Description of children with general underdevelopment speech. Literary works recommended for preschool children. Features of work on the correction of disorders of coherent speech using children's fiction.
thesis, added 10/14/2017
The role of fiction in natural history work with preschoolers. Principles for selecting natural history literature for children. Using works of Russian and Belarusian poets and writers in working with preschoolers. Introducing children to nature.
course work, added 08/23/2013
Age characteristics perception of time by 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
Moral education in psychological and pedagogical literature. Determining the role of children's fiction in the process of moral education. Methodology for the formation of moral feelings in older preschoolers through fiction.
course work, added 05/13/2012
Dynamics of perception during preschool childhood. Analysis of preschool children's perception of fiction. Peculiarities of perception of fairy tales by preschool children. Experimental identification of the peculiarities of perception of preschool children.
course work, added 11/08/2014
Analysis of the pedagogical potential of fiction and its significance in the conditions of modern reality. Studying the features of the influence of fiction on children of different ages. Negative Impact literature of low quality.
Master class for parents of preschool educational institutions “Introducing children to fiction through fairy tales at home”
Master class participants: Parents.
Master class duration: 10 minutes
Target: Involve parents in children reading fiction through fairy tales at home.
Tasks:
- Develop emotional connections with the child, positive communication, the ability to find common interests and activities.
- Introducing preschoolers to fiction and reading.
Planned results: Parents will be more likely to read fiction to their children at home.
Equipment: No
Handout: sheets with the content of a fairy tale, glasses of water, straws, plastic spoons, plastic bags, balloons, tree branches, rustling bags, books, wooden sticks..
Progress of the master class:
All participants sit in a semicircle or circle.
Presenter: Hello, dear parents, I’m glad to see you at our master
class. The topic of our master class is “Introducing children to fiction through fairy tales at home”
First, let’s greet each other: the host greets the person sitting next to him
participant: " Good evening» greeting is conveyed by a handshake, hug or
other acceptable gesture. We shared with you our warmth and good
mood
1. Theoretical part of the master class.
Today we will talk about how to introduce children to fiction.
Our time is a time of great achievements in science and technology, a time of wonderful discoveries. But of all the miracles created by man, M. Gorky considered the book the most complex and great. The book contains the vast spiritual world of humanity. Fiction helps a child already in early age explore the world around him. It develops the child’s thinking and imagination, provides beautiful images of the Russian literary language, enriching his emotions. Its educational, cognitive and aesthetic significance is enormous. However, nowadays society has come into contact with the problem of obtaining information from publicly available sources (television and computers), thus, this type of activity such as reading is actually reduced to a minimum. In this case, children suffer first of all, because due to the lack of psycho-emotional communication with adults and peers, children develop false ideas about communication between people as such. Therefore, teachers and parents are faced with the task of how to introduce preschoolers to fiction and reading. Children who received the “book vaccination” in early childhood are incomparably better prepared for school. They know how to listen, focus on a certain type of activity, and speak well. (L.N. Zelentsova) There are many forms of work to develop children’s interest in fiction and reading. When we started working on this topic, we were faced with questions: Where to start? Do parents and children born in the 21st century need a book? Of course! Most parents do not read to their children at home; some read occasionally. But without the help of adults, a child cannot enter the wonderful world of books.
We use small works of art in classes, during routine moments outside of class, during morning exercises, and especially actively during the period of children’s adaptation to the new conditions of kindergarten. Fairy tales help us with this. When a child misses home, misses his mother, or is unable to communicate with other children, we switch his attention to a bright, colorful book and accompany his viewing of the illustrations by moving his fingers, reading...
We recommend that you use the fairy tale “Spring” by Tatyana Domarenok-Kudryavtseva to read works at home.
2. Practical part.
Host: now let's turn into actors. I will tell you a fairy tale and show it to you, and you will repeat it with me.
One day, a little spring was born in the forest. As soon as he broke out of the ground into the white light and saw the bright sun, blue sky, trees and grass, he was so happy that he jumped high up and sang his favorite song:
I'm a cheerful fontanel
And loud as a stream!
I'll give everyone some water
And birds and animals!
And it began to purr
(Water in a glass and a straw)
At this time, a small long-legged Foal was running along the path not far from Rodnichok along with his mother horse. He swung his tail and tapped his hooves, just like an adult horse. (Plastic spoons) The foal heard Rodnichka’s song, went up to him (plastic spoons), drank some spring water and joyfully hurried after his mother (spoons). A hedgehog was hurrying past him to get a drink of water. He made his way through the bushes and dry leaves (the rustling of the bag). Suddenly there was a crash and noise (branches breaking). It was a bear walking. The hedgehog got scared and wanted to run away. But the bear was kind and only came to drink water. Two shots were heard in the distance (burst the balloon). The birds (books) fluttered and flew, the animals became wary. A frightened hare jumped out of the bushes (knock wooden chopsticks). He drank some water and calmed down. The animals listened. No more sounds were heard. And they happily went back to their burrows. And little Rodnichka felt so pleased that everyone liked his spring water, that since then he has been singing his cheerful song. Without getting tired day and night (murling water). And whoever walks or flies past will definitely hear its ringing murmur and come up to drink and wash with spring water. Such a cheerful and kind Rodnichok was born one day.
3. Final part.
Reflection:
– Was the topic of our master class interesting to you?
- Have you found out how you can interest children in reading works of fiction?
Host: In conclusion, I suggest you play the wishing game. Each participant
wishes his neighbor on the left something good (a toy and words are passed
wishes). All your wishes will definitely come true.
I think you had a fun and useful time today, learned something useful for yourself and will take advantage of our advice.
Thank you all for your attention and success in raising our children.
Like the level of the reading public
N.A. Rubakin
.
The purpose of the work
tasks
These tasks forms of working with children:
3 Organized classes.
certain conditions:
To solve this problem you need:
"cooperation".
Nothing characterizes the degree of development of society better than
Degree of public culture,
Like the level of the reading public
At this historical moment.
N.A. Rubakin
The turn of the 20th and 21st centuries was marked by a reading crisis on a global scale. A generation of “on-screen” children has grown up with no interest in reading. The book as a carrier of spirituality has ceased to influence the young reader. We have begun to reap the fruits of this today: a low level of development of speech, imagination, perception, communication skills, and moral principles in general.
The axiom in this problem is that we have no power and do not have the right to deprive children of what progress has brought, just as we do not have the right not to notice and deny everything that the electronic world conceals within itself.
Today the whole world is faced with the problem of maintaining interest in books, in reading as a process and leading human activity. Audio and video technology, which provides ready-made auditory and visual images and influences people in a special way, has weakened interest in the book and the desire to work with it: after all, a book requires systematic reading and effort of thought. Therefore, modern children prefer watching TV and computer games to books. But fiction plays a big role in personal development person. Entering a person’s life in early childhood, literature gradually creates a circle of his moral judgments and ideas. 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 also enormous, because by expanding the child’s knowledge of the world around him, it influences his personality and develops the ability to subtly sense the imagery and rhythm of his native speech.
A book should enter a child’s world as early as possible, enrich his world, make it interesting, full of unusual discoveries. All subsequent acquaintance with the enormous literary heritage will be based on the foundation that is laid in preschool age.
The process of communication between a preschool child and a book is the process of developing a personality in him. A book should enter a child’s world as early as possible, enrich this world, make it interesting, full of extraordinary discoveries. A child should love a book, reach out to it, and perceive communication with it as a holiday. A preschool child is a kind of reader. The word “reader” in relation to preschool age is conditional. In reality, it is the listener whose encounter with the book is entirely determined by the adult, from the choice of text to read to the duration of the interaction with the book. Taste, interest in a work, its interpretation, the ability to navigate the circle of children's reading, the creation of a reading system - all this is in the power of an adult. It largely depends on the adult whether the child will become a real, enthusiastic reader, or whether a meeting with a book in preschool will be a random, meaningless episode in his life. The system of working with children in kindergarten includes goals, objectives, forms, methods of any area of work with children .
The purpose of the work for introducing children to reading in kindergarten is: 1 Teach children to listen to reading
2 Learn deeply, comprehend the text
3 To educate a literate reader When achieving this goal, decisions are made tasks mental, aesthetic, moral education preschool children. Mental education is the development of perception, thinking, and speech development. Aesthetic education is the development of children's creative abilities. Reading especially fairy tales forms a child’s moral baggage. “Whoever did not have a fairy tale in childhood grows up to be a dry, prickly person, and people hurt themselves like a stone lying on the road and are pricked like a sow thistle leaf” - this is a statement by I. Tokmakova.
These tasks are solved through various forms of working with children:
1 Daily reading of fairy tales, stories, poems.
2 Independent review of books.
3 Organized classes.
4 Free communication between the teacher and children based on fiction.
5 Cooperation with parents on this issue. The process of daily reading should take at least 30 minutes a day (depending on age). The goal of daily reading is for children to deeply comprehend the text. Daily reading involves selecting works. The best option is to combine them based on genre and alternating stories, fairy tales, and poems. 1st week - reading folk and original fairy tales; dramatization of works or excerpts from fairy tales; viewing illustrated editions of fairy tales. 2 - week - reading poems; 3 - week - reading stories and novels; looking at illustrations for individual works; 4 - week - a journey through the pages of a “thick book” (in older preschool age) After the book is read, the children’s attention is fixed on its content, the teacher shows illustrations to it. Depending on the age of the children, the teacher changes the methods of viewing artistic illustrations. In the first and second younger groups, viewing techniques are aimed at the child recognizing characters and things: -Find out who it is? -Show me where, who or what? In the middle group - correlating text phrases with pictures: -Find a picture for these words. - What words go with this picture? In the older group - leading the child to evaluate the color of the drawn objects, the expressiveness of the hero's gesture, the arrangement of the figures: -Why do you like this picture? In the preparatory group for school - comparison of illustrations by different illustrators for the same work. The main goal of viewing illustrations in all age groups is to provoke children into conversation. When looking at books early years It is necessary to teach children to treat a book as the greatest value, to hold it correctly in their hands, to leaf through it correctly, to know its place on the bookshelf, to remember that a book has an author and a title. Organized classes to introduce children of different age groups to fiction are organized in different ways.
In order to carry out various forms of work to introduce children to books, kindergartens must create certain conditions:
1 Availability of age-appropriate library stock of fiction.
2 Availability of a portrait fund of children's writers
3 Availability grammar dictionaries for educators.
4 Organizing group book corners.
In each age group kindergartens set up unique information centers - book corners. As a rule, these books are richly illustrated and in good condition. The composition of books in group book corners is updated from time to time, either completely or partially, not only because the books wear out, but also because the process of raising children requires their constant thematic updating. Children take books from the book corner according to their desire and taste, but then they must put them back in their place. In older preschool age, there should be a duty of children who issue and receive books and are responsible for their safety. If a tattered book is discovered, the teacher of the junior and middle groups repairs it himself, preferably in the presence of the children. In older groups, children are also involved in repairing books. Thematic book exhibitions are periodically organized in book corners.
We know that fiction serves as a powerful means of mental, moral and aesthetic perception. It has a huge impact on the development and enrichment of a child’s speech.
Preschool children are listeners, not readers, and therefore adults have a great responsibility to convey to children every piece of art as a form of art, to reveal its intention, to charge listeners emotional attitude To literary characters; their actions and feelings.
The reading process is collaboration mind and soul. But I was faced with the fact that parents, due to their busy lives, have no time to read to their children or answer their questions. Communication with preschoolers in the family is underestimated by parents and is replaced by watching TV shows and the Internet. Therefore, I decided to help parents in the literary development of the child, in shaping the child’s reading taste and attitude towards the book as a cultural phenomenon.
To solve this problem you need:
- Be a partner in solving these problems.
In the group, I began to introduce children to educational literature - this contributes to the development of the child’s intelligence and mental activity, since 5 years is the age of “why”. In the book corner there were not only program works, but also books from children from home, cut-out books (the cover follows the outline of the main character), and panorama books (with moving figures), which the children themselves manipulate while narrating the work. Here I placed fairy tales, poems, and albums with illustrations. She organized various performances, showing fairy tales in the theater corner, and children played board and printed games.
A plan for working with the book for the year was also developed, as well as recommendations for parents on organizing home reading:
As a result of this work, we got a good result: the children listened to literary texts with interest, tried to understand the character of the characters and convey it in dramatizations and small performances. They began to play more often in the theater corner, inventing their own plots and their own heroes. Speech became more expressive and complete.
Continuing my work, I set myself new tasks:
Children began to become more deeply acquainted with folk art, great attention began to be given attention moral concepts: truth and lies, courage and cowardice, good and evil, generosity and greed.
Reading a book and talking about it are inextricably linked with the development of speech.
This means you need to pay attention to:
From conversations with children, I found out that children strive for literature, they like to listen to works, poems, and even invent their own stories. As you know, children are dreamers and these inventions give rise to the beginning of creative thought and creative activity.
New didactic games have appeared on the shelves, requiring mental abilities, in the theater corner - new attributes for fairy tales invented by children.
Much attention was paid to speech breathing, expressiveness, volume of spoken dialogues, and the ability to convey the characters’ characters through intonation and movement.
Children have a desire to find out for themselves what concerns them. Their speech changed noticeably; they looked at and discussed books together, even argued about what they had read. More time began to be devoted to reading literature, and at the same time to the development of children’s speech.
One of the methods of working with children in the process of becoming familiar with fiction is the modeling method. When introducing children to fairy tales, short stories, and poems, the teacher models objects—the main characters—which allows them to increase interest in the work, understand its content, and the sequence of events in fairy tales. Thus, when introducing children to Russian folk tales, the “Magic Circles” model is used. After the teacher tells a fairy tale using a tabletop or finger theater, children are invited to repeat the fairy tale. After repeating the fairy tale, the teacher invites the children to sit at the table. Each child is given a piece of paper with circles drawn according to the number of characters in the fairy tale. He invites you to look at them and play wizards, turning the mugs into fairy tale heroes. The teacher recalls the content of the fairy tale and its characters, discussing their images with the children. Children take these models home and use them to tell a story to their parents. Also, to model a fairy tale, we use geometric shapes. Children are invited to choose the appropriate one for each character. geometric figure. In older preschool age, the models become more complex.
And also in my work I use design method, which opens up great opportunities in organizing joint cognitive and search activities of all participants in the educational process: children, teachers and parents. Project activities are based on a special style of interaction between all participants in the educational process, denoted by the word "cooperation". Everyone cooperates: the teacher with parents and children, the children with each other, with parents and the teacher.
Cognitive and research activities- this is an activity in which the child’s activity is manifested, directly aimed at mastering the world around him, its things, connections between the phenomena of the surrounding world, their ordering and systematization.
But when working with children, we cannot help but contact parents. Therefore, work was carried out with parents to introduce children to fiction.
Along with compiling long-term plan work with parents, a survey was conducted to identify parents’ attitudes towards literary development.
Mandatory inclusion of parents in the organization and holding of literary quizzes and holidays. Involving parents in the design of the book-related information space in the group (book exhibitions, annotations, recommendations on what to read to children). Providing information about books that are read to children in class.
Nothing characterizes the degree of development of society better than
Degree of public culture,
Like the level of the reading public
At this historical moment.
N.A. Rubakin
The turn of the 20th and 21st centuries was marked by a reading crisis on a global scale. A generation of “on-screen” children has grown up with no interest in reading. The book as a carrier of spirituality has ceased to influence the young reader. We have begun to reap the fruits of this today: a low level of development of speech, imagination, perception, communication skills, and moral principles in general.
The axiom in this problem is that we have no power and do not have the right to deprive children of what progress has brought, just as we do not have the right not to notice and deny everything that the electronic world conceals within itself.
Today the whole world is faced with the problem of maintaining interest in books, in reading as a process and leading human activity. Audio and video technology, which provides ready-made auditory and visual images and influences people in a special way, has weakened interest in the book and the desire to work with it: after all, a book requires systematic reading and effort of thought. Therefore, modern children prefer watching TV and computer games to books. But fiction plays a big role in a person’s personal development. Entering a person’s life in early childhood, literature gradually creates a circle of his moral judgments and ideas. 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 also enormous, because by expanding the child’s knowledge of the world around him, it influences his personality and develops the ability to subtly sense the imagery and rhythm of his native speech.
A book should enter a child’s world as early as possible, enrich his world, make it interesting, full of unusual discoveries. All subsequent acquaintance with the enormous literary heritage will be based on the foundation that is laid in preschool age.
The process of communication between a preschool child and a book is the process of developing a personality in him. A book should enter a child’s world as early as possible, enrich this world, make it interesting, full of extraordinary discoveries. A child should love a book, reach out to it, and perceive communication with it as a holiday. A preschool child is a kind of reader. The word “reader” in relation to preschool age is conditional. In reality, it is the listener whose encounter with the book is entirely determined by the adult, from the choice of text to read to the duration of the interaction with the book. Taste, interest in a work, its interpretation, the ability to navigate the circle of children's reading, the creation of a reading system - all this is in the power of an adult. It largely depends on the adult whether the child will become a real, enthusiastic reader, or whether a meeting with a book in preschool will be a random, meaningless episode in his life. The system of working with children in kindergarten includes goals, objectives, forms, methods of any area of work with children .
The purpose of the work for introducing children to reading in kindergarten is: 1 Teach children to listen to reading
2 Learn deeply, comprehend the text
3 To educate a literate reader When achieving this goal, decisions are made tasks mental, aesthetic, moral education of preschool children. Mental education is the development of perception, thinking, and speech development. Aesthetic education is the development of children's creative abilities. Reading especially fairy tales forms a child’s moral baggage. “Whoever did not have a fairy tale in childhood grows up to be a dry, prickly person, and people hurt themselves like a stone lying on the road and are pricked like a sow thistle leaf” - this is a statement by I. Tokmakova.
These tasks are solved through various forms of working with children:
1 Daily reading of fairy tales, stories, poems.
2 Independent review of books.
3 Organized classes.
4 Free communication between the teacher and children based on fiction.
5 Cooperation with parents on this issue. The process of daily reading should take at least 30 minutes a day (depending on age). The goal of daily reading is for children to deeply comprehend the text. Daily reading involves selecting works. The best option is to combine them based on genre and alternating stories, fairy tales, and poems. 1st week - reading folk and original fairy tales; dramatization of works or excerpts from fairy tales; viewing illustrated editions of fairy tales. 2 - week - reading poems; 3 - week - reading stories and novels; examination of illustrations for individual works; 4 - week - a journey through the pages of a “thick book” (in older preschool age) After the book is read, the children’s attention is fixed on its content, the teacher shows illustrations to it. Depending on the age of the children, the teacher changes the methods of viewing artistic illustrations. In the first and second younger groups, viewing techniques are aimed at the child recognizing characters and things: -Find out who it is? -Show me where, who or what? In the middle group - correlating text phrases with pictures: -Find a picture for these words. - What words go with this picture? In the older group - leading the child to evaluate the color of the drawn objects, the expressiveness of the hero's gesture, the arrangement of the figures: -Why do you like this picture? In the preparatory group for school - comparison of illustrations by different illustrators for the same work. The main goal of viewing illustrations in all age groups is to provoke children into conversation. When looking at books from an early age, it is necessary to teach children to treat a book as the greatest value, to hold it correctly in their hands, to leaf through it correctly, to know its place on the bookshelf, to remember that a book has an author and a title. Organized classes to introduce children of different age groups to fiction are organized in different ways.
In order to carry out various forms of work to introduce children to books, kindergartens must create certain conditions:
1 Availability of age-appropriate library stock of fiction.
2 Availability of a portrait fund of children's writers
3 Availability of grammatical dictionaries for teachers.
4 Organizing group book corners.
In each age group of the kindergarten, unique information centers are set up - book corners. As a rule, these books are richly illustrated and in good condition. The composition of books in group book corners is updated from time to time, either completely or partially, not only because the books wear out, but also because the process of raising children requires their constant thematic renewal. Children take books from the book corner according to their desire and taste, but then they must put them back in their place. In older preschool age, there should be a duty of children who issue and receive books and are responsible for their safety. If a tattered book is discovered, the teacher of the junior and middle groups repairs it himself, preferably in the presence of the children. In older groups, children are also involved in repairing books. In bookstores
Project type: research and creative.
Project duration: long-term.
Project participants: children preschool groups, educators, parents of students.
Covered educational areas : communication, cognition, reading fiction, socialization, work, artistic creativity, music, physical education, health, safety.
Relevance of the project: It is known that reading experience begins to develop from early childhood.
By instilling a love for books, we help the child to understand the world around him and himself in it, form moral feelings and assessments, and develop the perception of the literary word.
Unfortunately, there is currently a problem - children do not like to listen to or read fiction, but they are very passionate about computer technology. Therefore, I decided to combine the problem with my hobby by developing a project to introduce children to fiction through reading fairy tales using computer equipment.
Every child’s acquaintance with literature begins with fairy tales, which accompany his entire childhood and remain with him for the rest of his life.
Project goal: to develop a sustainable interest in fiction.
Project objectives:
- introduce the history of fairy tales;
- develop children's listening skills;
- ability to know;
- ability to compare, contrast
- ability to think in words;
- coherent speech;
- thinking;
- attention;
- memory;
- imagination;
- responsiveness and empathy;
- learn to compose fairy tales using Propp's cards;
- use interactive equipment;
- cultivate a love of fairy tales;
- careful handling of books.
Long-term plan for working with children and parents
|
September |
1. Survey of children on the topics “My favorite fairy tale” and “My favorite fairy-tale hero” 2. Questioning of parents “Reading fiction at home” 3. Speech at the teachers' council in order to attract kindergarten teachers and students from their groups to the project. 4. Watch books with fairy tales in a group with children. Conversation on the topic “Careful storage of books.” Carrying out the game “Book Hospital”. |
|
1. Introduction to the history of the creation of fairy tales by “Auntie the Storyteller” 2. Computer presentation “Museum of Russian Fairy Tales in Moscow” 3. Dramatization of the fairy tale “Teremok” Reading fairy tales: Russian folk “Teremok”, “Wolf and Fox”, “Hare and Hedgehog” by the Brothers Grimm, “Little Baba Yaga” by O. Preusler Morning exercises and direct educational activities with heroes (by week): Mouse, Fox, Baba Yaga, Hedgehog |
|
|
1. Parent meeting“The role of fairy tales in a child’s life” 2. Literary lounge “The Work of Alexander Pushkin” 3. Master class on soap making “Rukavichka” Reading fairy tales: Russian folk “The Braggart Hare”, Ukrainian folk “Rukavichka”, “The Tale of the Dead Princess and the Seven Knights” and “The Tale of Tsar Saltan, of his glorious and mighty hero Guidon” A. Pushkin Morning exercises and direct educational activities with heroes (by week): Hare, Bear, Princess, Bogatyr Guidon |
|
|
1. Introduction to book publishing – computer presentation “Book Production” 2. Computer presentation “Museum “Glade of Fairy Tales” in Ukraine” 3. Dramatization of the fairy tale “The Three Little Pigs” Reading fairy tales: Russian folk tales “Turnip”, “Zayushkina’s Hut”, English fairy tale “The Three Little Pigs”, “Thumbelina” by H.-K. Andersen Morning exercises and direct educational activities with characters (by week): Grandmother, Hare, Piglet, Thumbelina |
|
|
1. Literary lounge “Creativity of A. Lindgren” 2. KVN with parents “My favorite fairy tales” 3. Master class on soap making “Masha and the Bear” Reading fairy tales: Russian folk “Little Fox and the Wolf”, “Masha and the Bear”, “Carlson Who Lives on the Roof” and “The Princess Who Doesn’t Want to Play with Dolls” A. Lindgren Morning exercises and direct educational activities with characters (by week): Wolf, Masha, Carlson, Princess |
|
|
1. Computer presentation “Museum of Astrid Lindgren’s Fairy Tales” 2. Physical education “Journey through fairy tales” 3. Dramatization of the fairy tale “The Frog Princess” 4. Making “Baby Books with Fairy Tales” Reading fairy tales: Russian folk tales “Sister Alyonushka and brother Ivanushka”, “The Frog Princess”, “Cat, Rooster and Fox”, “Kolobok” Morning exercises and direct educational activities with characters (by week): Alyonushka, Frog, Rooster, Kolobok |
|
|
1. Literary lounge “Creativity of Pyotr Ershov” 2. Master class on soap making “Feather of the Firebird” 3. Holding a competition and designing an exhibition of joint drawings by children and parents “My favorite fairy-tale hero” Reading fairy tales: Russian folk tales “The Wolf and the Seven Little Goats”, “ By magic", "Koschei the Immortal", "The Little Humpbacked Horse" by P. Ershov Morning exercises and direct educational activities with heroes (by week): Wolf, Emelya, Koschey, Ivan |
|
|
1. Literary lounge “The Work of Charles Perrault” 2. Re-enactment of the fairy tale “Little Red Riding Hood” with the participation of parents Reading fairy tales: Russian folk tale“The Cockerel and the Beanstalk”, “Cinderella”, “Little Red Riding Hood”, “Puss in Boots” by Ch. Perrault Morning exercises and direct educational activities with characters (by week): Rooster, Cinderella, Little Red Riding Hood, Cat |
|
|
1. Awarding the winners of the drawing competition “My favorite fairy-tale hero” 2. Presentation of the project for parents 3. Final event - a project using the interactive board “Journey through Fairy Tales” (Mimio Studio program) |