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 implementation of this task is knowledge age characteristics perceptions of preschool children, 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 immediate personal experience. If the narrative does not evoke any visual ideas in them and is not familiar from personal experience, then, for example, Kolobok may be more incomprehensible to them than the golden egg from the fairy tale “Ryaba the 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 literary work children of primary preschool age are determined tasks:
1. Enrich life experience children with the knowledge and impressions necessary to understand a literary work.
2. Help correlate existing childhood experience 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 in the plot. They can isolate the main thing in a sequence of actions. However, the hidden intentions of the heroes are not yet clear to children.
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 determine their emotional attitude towards the hero and motivate 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 literary experience 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. Knowledge of 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".

Speech at the methodological association of educators "Features of the perception of fiction by preschoolers"

1. Features of the perception of fiction in children at different stages of development.

2. Perception of fiction at different stages of preschool development.

How do children understand a literary work in younger group?(3-4 years old) What goals for speech development do we set at this age?

How do children in the middle group perceive a literary work? What educators should pay attention to when analyzing work of art? What are the tasks of speech development at this age?

What task is set for teachers when introducing children to senior group with a literary work? What are children of this age capable of?

What tasks are set in the preparatory school group? How are speech development tasks aimed at older preschool children? What you should pay attention to special attention?

4. Algorithm for familiarizing preschool children with fiction.

1.As you know, modern children increasingly spend time computer games By watching television, the influence of television images on children gradually increases. Books are read less and less often. Today, the relevance of solving this problem is obvious, because reading is associated not only with literacy and education. It forms ideals, broadens one’s horizons, and enriches a person’s inner world. The process of perceiving literature can be considered as mental activity, the essence of which is to create artistic images invented by the author

Children love to be read to. It is from the parents that the baby hears the first poems and fairy tales, and if parents do not ignore reading even to the little ones, then with a very high probability the book will soon become best friend child. Why?

Because the book: expands the child’s understanding of the world; introduces everything that surrounds the child: nature, objects, etc.

Influences the formation of preferences and reading tastes of the child

Develops thinking - both logical and imaginative

Expands vocabulary, memory, imagination and fantasy

Teaches you how to write sentences correctly.

Children to whom their parents read aloud regularly begin to understand the structure of a literary work (where the beginning is, how the plot unfolds, where the end comes). Thanks to reading, a child learns to listen - and this is important. By getting acquainted with books, the child learns his native language better.

When listening to a literary work, a child inherits various behavior patterns through the book: for example, how to become a good friend, how to achieve a goal, or how to resolve a conflict. The role of parents here is to help compare situations from fairy tales with situations that can happen in real life.

2. Junior group (3-4 years old)

At this age, understanding a literary work is closely related to direct personal experience. Children perceive the plot in fragments and establish the simplest connections, primarily the sequence of events. At the center of perception of a literary work is the hero. Pupils of the younger group are interested in what he looks like, his actions, actions, but they do not yet see the emotions and hidden motives of his actions. Preschoolers cannot independently recreate the image of a hero in their imagination, so they need illustrations. By actively cooperating with the hero, children try to intervene in events (interrupt reading, hit the image, etc.) By mastering the content of the fairy tale, children learn to convey words different heroes. For example, after listening to the fairy tales “The Wolf and the Little Goats”, “The Cat, the Rooster and the Fox”, you can invite the children to repeat the song characters. Folk tales, songs, nursery rhymes, provide images of rhythmic speech. They are introduced to the colorfulness and imagery of their native language.

Familiarization with fairy tales in the younger group is associated with tasks speech development:

Upbringing sound culture speeches;

Formation grammatical structure speeches;

Enrichment, expansion vocabulary;

Development of coherent speech.

All of the above skills can be developed using different games and exercises carried out after reading stories and fairy tales.

Middle group(4-5 years old) Preschoolers of this age easily establish simple, consistent causal connections in the plot, see the so-called open motives of the hero’s actions. The hidden motives associated with internal experiences are not yet clear to them. When characterizing a character, children highlight one, most striking feature. The emotional attitude towards the heroes is determined primarily by the assessment of their actions, which is more stable and objective than before.

After telling fairy tales, it is necessary to teach children to answer questions related to the content of the work, and the simplest ones - regarding artistic form. Only such an analysis makes it possible to perceive a literary work in the unity of its content and form. A correct analysis of a literary text makes literary speech the property of the child himself, and subsequently it will become consciously included in his speech, especially in such types of activities as independent storytelling. Note: consider a fairy tale.

Senior group (5-6 years old) The main task is to cultivate in children of senior preschool age the ability to notice when perceiving the content of literary and artistic works means of expression.

Children of the older group are able to more deeply comprehend the content of a literary work and understand some of the features artistic form expressing the content. They can distinguish between genres of literary works and some of their specific features.

After reading a fairy tale, it is necessary to analyze it in such a way that children can understand and feel its deep ideological content and the artistic merits of the fairy tale genre, so that poetic images fairy tales were remembered for a long time and loved by children.

Reading poems poses the task of feeling the beauty and melodiousness of the poem, and understanding its content more deeply.

When introducing children to the genre of a story, it is necessary to carry out an analysis of the work, which reveals the social significance of the phenomenon being described, the relationships of the characters, and pays attention to what words the author uses to characterize them. Questions asked to children after reading the story should determine their understanding of the main content and the ability to evaluate the actions and deeds of the characters.

In the preparatory group for school the tasks are set:

To cultivate in children a love of books and the ability to feel an artistic image;

Develop a poetic ear, intonational expressiveness of reading;

Help to feel and understand the figurative language of fairy tales, stories, poems.

It is necessary to carry out such an analysis of literary works of all genres, in which children learn to distinguish between genres of works of art and understand their specific features.

In behavior literary hero children see various, sometimes contradictory actions, and in his experiences they identify more complex feelings (shame, embarrassment, fear for another). They are aware of the hidden motives of their actions.

In this regard, the emotional attitude towards the characters becomes more complicated; it no longer depends on a single, even the most striking act, which presupposes the ability to consider events from the author’s point of view.

The impact of fiction on the mental and aesthetic development of a child is well known. Its role is also great in the development of the speech of a preschooler.

3. Formation in children of an understanding of the semantic side of the word.

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 Russian literary language.

The development of figurative speech must be considered in several directions: as work on children’s mastery of all aspects of speech (phonetic, lexical, grammatical), the perception of various genres of literary and folklore works and as the formation of linguistic design of an independent coherent utterance.

A preschooler initially understands a word only in its basic, direct meaning. With age, the child begins to understand the semantic shades of the word, becomes familiar with its polysemy, and learns to understand the figurative essence artistic speech, figurative meaning of phraseological units, riddles, proverbs.

An indicator of the richness of speech is not only a sufficient amount of active vocabulary, but also the variety of phrases used, syntactic structures, as well as the sound (expressive) design of a coherent utterance. In this regard, the connection between each speech task and the development of speech imagery can be traced.

Thus, lexical work aimed at understanding the semantic richness of a word helps the child find the exact word in the construction of a statement, and the appropriateness of using a word can emphasize its figurativeness.

In the formation of the grammatical structure of speech in terms of imagery special meaning acquire: possession of stock grammatical means, the ability to feel the structural place of the word form in a sentence and in the whole utterance.

Syntactic structure is considered the main fabric of a speech utterance. In this sense, the variety of syntactic structures makes the child’s speech expressive.

The development of figurative speech is an important part of developing a culture of speech in in a broad sense of this word, which is understood as compliance with the norms of literary language, the ability to convey one’s thoughts, feelings, ideas in accordance with the purpose and purpose of the statement meaningfully, grammatically correct, accurately and expressively.

Speech becomes figurative, direct and lively if the child develops an interest in linguistic richness and develops the ability to use a wide variety of expressive means in his speech (application).

4. Preparation for the perception of a work of art.

To arouse children’s interest in the content and awaken associations with similar events in which they themselves took part, the teacher conducts an introductory conversation (no more than 2-3 minutes).

It is very important at the very beginning to attract attention with a bright picture, a short poem, a song, a riddle, etc. But sometimes children are simply told the title of the work, the name of the author, and the theme.

Primary reading.

When reading, the teacher must peek at the children from time to time. It's best to do this between sentences or paragraphs. This visual contact is of great importance for children to understand the thoughts and feelings of the teacher.

During the reading or storytelling process, you should not ask questions or make comments - this distracts preschoolers. If they are not attentive enough, the reader must increase the emotionality of the performance.

Sensory text analysis .

You can ask the question: “Did you like the story?” or “Which of the characters did you like?” Next, analyze the language of the work. Then the instruction is given: “I will read the story to you again, and you listen carefully.”

Secondary reading.

Full analysis a work of art.

First of all, this is an analysis of structure and content. In this part of the lesson, you can conduct a conversation, as well as use a variety of techniques to facilitate the perception of a work of art.

The final part.

Shouldn't take more than 1-2 minutes. This is a summary: the teacher once again draws the children’s attention to the title of the work, its genre features; mentions what the kids liked. In addition, it notes the activity of children, their attention, and the manifestation of a friendly attitude towards the statements of their peers.

IN psychological literature There are different approaches to defining perception. So, L.D. Stolyarenko considers perception as “a psychological process of reflecting objects and phenomena of reality in the totality of their various properties and parts with direct influence on the senses.” S.L. Rubinstein understands perception as “a sensory reflection of an object or phenomenon of objective reality that affects our senses.” The properties of perception are: meaningfulness, generality, objectivity, integrity, structure, selectivity, constancy. Perception is leading cognitive process preschool age. Its formation ensures the successful accumulation of new knowledge, rapid development new activity, adaptation to a new environment, full physical and mental development.

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 role of fiction in the comprehensive education of children is revealed in the works of N.V. Gavrish, N.S. Karpinskaya, L.V. Tanina, E.I. Tikheyeva, O.S. Ushakova.

According to N.V. Gavrish, “perceiving the work by ear, the child, through the form presented by the performer, focusing on intonation, gestures, and facial expressions, penetrates into the content of the work.” N.S. Karpinskaya notes that the full perception of a work of art is not limited to its understanding. It is “a complex process that certainly includes the emergence of one or another relationship, both to the work itself and to the reality that is depicted in it.”

S.L. Rubinstein distinguishes two types of attitude towards the artistic world of a work. “The first type of relationship - emotional-imaginative - represents the child’s direct emotional reaction to the images at the center of the work. The second - intellectual-evaluative - depends on the child’s everyday and reading experience, in which there are elements of analysis.”

The age dynamics of understanding a work of art can be presented as a certain path from empathy for a specific character, sympathy for him to an understanding of the author’s position and further to a generalized perception art world and awareness of your attitude towards it, to comprehend the influence of the work on your personal attitudes. Because literary text allows for the possibility of different interpretations; in the methodology it is customary to talk not about correct, but about full perception.

M.P. Voyushina understands full perception as “the reader’s ability to empathize with the characters and 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 determine the author’s position, to master the idea of ​​the work, then is to find a response in your soul to the problems posed by the author.”

In the works of L.S. Vygotsky, L.M. Gurovich, T.D. Zinkevich-Evstigneeva, N.S. Karpinskaya, E. Kuzmenkova, O.I. Nikiforova and other scientists explore the peculiarities of the perception of fiction by preschool children. For example, the perception of fiction is considered by L.S. Vygotsky as “an active volitional process that presupposes not passive content, but activity, which is embodied in internal assistance, empathy with the characters, in the imaginary transference of events to oneself, “mental action”, resulting in the effect of personal presence, personal participation in events.”

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.

From the point of view of M.M. Alekseeva and V.I. Yashina “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.

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 application , and a natural consequence of the whole 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 a real children's language.”

MM. Alekseeva showed that “with appropriate pedagogical work, it is already possible to arouse interest in the fate of the hero of the story in a pre-school child, 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.

O.I. Nikiforova identifies three stages in the development of perception of a work of art: “direct perception, reconstruction and experience of images (based on the work of imagination); understanding ideological content works (based on thinking); the influence of fiction on the reader’s personality (through feelings and consciousness).”

A child’s artistic perception develops and improves throughout preschool age. L.M. Gurovich, based on a generalization of scientific data and his own research, examines the age-related characteristics of preschoolers’ perception of a literary work, highlighting two periods in their aesthetic development: “from two to five years, when art, including the art of words, becomes valuable in itself for the child.”

Development process artistic perception very noticeable in preschool age. Understand what a work of art represents typical features phenomena, a child can already be 4-5 years old. O. Vasilishina, E. Konovalova note such a feature of a child’s artistic perception as “activity, deep empathy for the heroes of the works.” Older preschoolers acquire the ability to mentally act in imaginary circumstances, as if to take the place of the hero. For example, together with the heroes of a fairy tale, children experience a feeling of fear in tense dramatic moments, a feeling of relief, and satisfaction when justice triumphs. Magical Russians are becoming the most favorite among children of senior preschool age. folk tales with their wonderful fiction, fantastic nature, developed plot action, full of conflicts, obstacles, dramatic situations, various motives (treachery, miraculous help, opposition to evil and good forces, etc.), with bright, strong characters heroes.

A work of art attracts a child not only with its bright figurative form, but also with its semantic content. N.G. Smolnikova proves that “senior preschoolers, perceiving a work, can give conscious, motivated assessment characters, using in their judgments the criteria of human behavior in society that they have developed under the influence of upbringing.” Direct empathy for the characters, the ability to follow the development of the plot, comparison of the events described in the work with those that he had to observe in life, help the child to relatively quickly and correctly understand realistic stories, fairy tales, and by the end of preschool age - shapeshifters, fables. The insufficient level of development of abstract thinking makes it difficult for children to perceive genres such as fables, proverbs, riddles, and necessitates the help of an adult.

Yu. Tyunnikov rightly notes: “Children of senior preschool age, under the influence of the targeted guidance of educators, are able to see the unity of the content of a work and its artistic form, find figurative words and expressions in it, feel the rhythm and rhyme of the poem, even remember the figurative means used by other poets.” By perceiving poetic images, children receive aesthetic pleasure. Poems affect the child with the power and charm of rhythm and melody; Children are attracted to the world of sounds.

Small children continue to be actively used in working with older preschoolers. folklore genres. Sentences have long been used in education as pedagogical techniques in order to emotionally color the significance of a particular moment in a child’s life. Proverbs and sayings are understandable to a child of senior preschool age. But a saying belongs to the speech of an adult; children can hardly use it and are only introduced to this form of folklore. However, individual proverbs addressed to children can instill in them some rules of behavior.

V.V. Gerbova notes that “senior preschool age is qualitatively new stage in the literary development of preschool children". Unlike the previous period, when the perception of literature was still inseparable from other types of activity, and above all from play, children move on to the stages of their own artistic attitude to art, to literature in particular. The art of words reflects reality through artistic images, shows the most typical, comprehending and generalizing real life facts. This helps the child learn about life and shapes his attitude towards the environment. Thus, fiction is an important means of instilling a culture of behavior in older preschoolers.

However, for the competent use of fiction in instilling a culture of behavior in children of senior preschool age. The means of G. Babin and E. Beloborodov are understood as “objects of material and spiritual culture that are used in solving pedagogical problems.” One of the tasks in shaping the personality of an older preschooler is to cultivate a culture of behavior. The means of instilling a culture of behavior include a developmental environment, games, and fiction.

The role of reading fiction is great. Listening to the work, the child gets acquainted with the surrounding life, nature, the work of people, with peers, their joys, and sometimes failures. Artistic word affects not only the consciousness, but also the feelings and actions of the child. A word can inspire a child, make him want to become better, do something good, help him understand human relationships, and get acquainted with norms of behavior.

Fiction influences the child’s feelings and mind, develops his sensitivity and emotionality. According to E.I. Tikheeva, “art captures various aspects of the human psyche: imagination, feelings, will, develops his consciousness and self-awareness, and shapes his worldview.” 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).

When selecting literature for children, you need to remember that the moral impact of a literary work on a child depends, first of all, on his artistic value. L.A. Vvedenskaya makes two main demands on children's literature: ethical and aesthetic. On the ethical orientation of children's literature L.A. Vvedenskaya says that “a work of art should touch the child’s soul so that he develops empathy and sympathy for the hero.” The teacher selects works of art depending on the specific educational tasks facing him. The content of a work of art depends on the educational tasks, which are decided by the teacher both in and outside of class.

Author of the “Program of education and training in kindergarten» M.A. Vasilyeva talks about the importance of thematic distribution of works for reading to children in class and outside of class. “This will allow the teacher to carry out work on instilling a culture of behavior in children in a targeted and comprehensive manner.” In this case, it is necessary to use repeated reading, which deepens the feelings and ideas of children. It is not at all necessary to read a lot of works of fiction to children, but it is important that they are all highly artistic and deep in thought.

The problem of selecting books to read and tell to preschoolers is revealed in the works of L.M. Gurovich, N.S. Karpinskaya, L.B. Fesyukova and others. They developed several criteria:

• - ideological orientation of the book (for example, the moral character of the hero);
• - high artistic skill, literary value. The criterion of artistry is the unity of the content of the work and its form;
• - accessibility of a literary work, suitability for age and psychological characteristics children. When selecting books, the characteristics of attention, memory, thinking, the range of interests of children, and their life experience are taken into account;
• - plot entertaining, simplicity and clarity of composition;
• - specific pedagogical tasks.

A child, due to little life experience, cannot always see the main thing in the content of a book. Therefore M.M. Alekseeva, L.M. Gurovich, V.I. Yashin point out the importance of having an ethical conversation about what you read. “When preparing for a conversation, the teacher must think about what aspect of cultural behavior he is going to reveal to children with the help of this work of art, and select questions in accordance with this.” It is not advisable to ask children too many questions, as this prevents them from understanding main idea work of fiction, reduces the impression of reading. Questions should stimulate preschoolers’ interest in the actions, motives of the characters’ behavior, their inner world, their experiences. These questions should help the child understand the image, express his attitude towards it (if assessing the image is difficult, additional questions are offered to make this task easier); they should help the teacher understand state of mind pupil while reading; identify children’s ability to compare and generalize what they read; stimulate discussion among children in connection with what they read. The ideas children receive from works of art are transferred into their life experience gradually, systematically. Fiction contributes to the development of emotional attitude to the actions of the heroes, and then of the people around them, to their own actions.

Thus, conversations on the content of works of fiction contribute to the formation in children of moral motives of cultural behavior, which later guide them in their actions. From the point of view of I. Zimina, “it is children’s literature that allows preschoolers to reveal the complexity of relationships between people, the diversity of human characters, the characteristics of certain experiences, and clearly presents examples of cultural behavior that children can use as role models.”

The role of reading fiction is great. Listening to the work, the child gets acquainted with the surrounding life, nature, the work of people, with peers, their joys, and sometimes failures. The artistic word affects not only the consciousness, but also the feelings and actions of the child. A word can inspire a child, make him want to become better, do something good, help him understand human relationships, and get acquainted with norms of behavior. 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 his perception of a work of art: “gradually he learns to take the position of the hero, mentally assist him, rejoice at his successes and be upset by his failures.” Formation in preschool age of this internal activities allows the child not only to understand phenomena that he does not directly perceive, but also to relate from a distance to events in which he did not directly participate, which is crucial for subsequent mental development.

Thus, the following conclusions can be drawn.

The problem of perception of literary works of different genres by preschool children is complex and multifaceted. The child goes through a long journey from naive participation in the events depicted to more complex forms of aesthetic perception. We can highlight the features of the perception of literary works by children of senior preschool age:

• - the ability to empathize, allowing the child to give a moral assessment to various actions of characters, and then real people;
• - increased emotionality and spontaneity of text perception, which affects the development of imagination. Preschool age is the most favorable for the development of imagination, since the child very easily enters into imaginary situations suggested to him in the book. He quickly develops likes and dislikes towards “good” and “bad” heroes;
• - increased curiosity, acuity of perception;
• - focusing on the hero of a literary work and his actions. Children have access to simple, active motives for actions, they verbally express their attitude towards the characters, they are impressed by the bright, figurative language, and poetry of the work.