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Introducing preschoolers to fiction. Master class for parents in kindergarten “Introducing children to fiction through fairy tales at home

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 culture, 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. Parents 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 dead princess and seven heroes" and "The Tale of Tsar Saltan, of his glorious and mighty son 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 “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 “The Wolf and the Seven Little Goats”, “ At the behest of a pike", "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)

Communionchildren tofiction.

It has long been known that reading experience begins to develop in childhood.

Preschool childhood is very important stage in raising an attentive, sensitive reader, book lover, which helps him to understand the world around him and himself in it, to form moral feelings and assessments, and to develop the perception of the artistic word.

This is the age at which the ability to perceive a work of art through hearing, vision, touch, and imagination is most clearly manifested; sincerely, from the fullness of the soul, to sympathize, to be indignant, to rejoice.

Any preschooler is a reader. Even if he doesn’t know how to read, but only listens to an adult reading. But he chooses what he will listen to, he perceives what he hears, and hears what interests him. However, reading sensitivity does not arise on its own. It depends on what exactly, how often and in what way children are read.

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 preschool children are taken into account). Children's literature contributes to the development of a child's aesthetic consciousness and the formation of his worldview.

In a circle children's reading 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).

Folk poetry is the greatest achievement of the national culture of every people. High artistic perfection and accessibility to the perception of a preschool child have made folklore an important means of education, familiarization with folk culture, native language The program includes songs, nursery rhymes, chants, calendar children's folklore, tongue twisters, riddles.

The pedagogical value of fairy tales is extremely great. For children preschool age read and tell stories about animals. In fairy tales different nations and from different times there are images of a rustic-stupid wolf, a cowardly braggart hare, a bumpkin bear, a crafty flirtatious fox, a warlike rooster, etc.

Magic fairy tales are loved by older preschoolers. They unobtrusively teach the child to evaluate the deeds and actions of people in the light of the correct concepts of what is good and what is bad. Based on folk tales, literary fairy tales arose. They often intertwine elements of fairy tales about animals, everyday life and fairy tales.

Introducing children to poetry begins with early age from folklore and poets A. Barto, K. Chukovsky and others. Older children are introduced to the perception of serious high poetry - poems by A. Pushkin, F. Tyutchev, A. Pleshcheev, A. Maykov, I. Bunin, S. Yesenin and many other wonderful Russian poets. The program lists widely include stories of various topics. In some they reveal moral problems, and in others - environmental, in others - the “exploits” of children, inventors and dreamers, famously winning the right to independence.

So, the children's reading circle is aimed at developing interest in books among preschoolers, gradually replenishing their literary baggage, enriching their literary experience, which manifests itself in interest works of a certain genre or specific topic, in the need to consider illustrated books.

Let us consider the features of work to introduce children to fiction in different age groups.

(Teachers talk about the work done in their group.)

CONSULTATION FOR TEACHERS

"PEDAGOGICAL PROJECT TO INVOLV CHILDREN IN CHILDREN'S FICTION."

Tasks

Introduce children to this topic of fiction.

Deepen children's knowledge about your chosen topic.

To form in children an emotional and imaginative perception of works through artistic descriptions of images.

To cultivate the ability to enjoy the artistic word, the appropriateness of its use in one’s own speech (sayings, riddles, metaphors, folk sayings, onomatopoeia). Learn to feel and understand the figurative language of the works you read.

Through works, help children evaluate the deeds and actions of people in the light of correct concepts of what is good and what is bad, fostering good feelings and interest in works of art. Cultivate the ability to be surprised by beauty

Teach children to negotiate, share, help, provide support in their work, and show interest in the completed task.

Expand parents' understanding of children's literature.

Involve parents in family reading of children's works of fiction.

The project consists of 3 stages:

Stage 1 - preparatory (one week). Based on the interests of the children,

Questioning parents, discussing the goals and objectives of the project with children, creating the conditions necessary for the implementation of the project.

Stage II - main (1 month). Implementation of the main activities in the project areas. Presentation.

Stage III - final (one week). Includes the collection and processing of methodological and practical materials, the correlation of the delivered and predicted results with the obtained ones, and the synthesis of project materials.

Given the implementation of this project, the following results can be assumed.

1. Creating the necessary conditions in the group to familiarize children with the chosen topic

a) creating a library

b) selection of music library

c) creating a corner for educational games;

d) design of albums of drawings

e) implementation of the project itself in the form of a composition (craft).

2. The attitude of 80% of children to the book is not only as entertainment, but as a source of educational interests.

3. Active participation of approximately 80% of parents in the implementation of the project.

4. The ability of 25% of children to express ideas and assumptions.

5. Creation of a system of work to familiarize children with children's fiction.

Efficiency assessment based on the results of work is carried out in three areas: children, parents, teachers.

Assessment of children's interest and their success in general is monitored through observation and analysis of children's activities, activities, and conversations with children.

Assessment of parents' interest and participation in the project occurs through their participation in events, assistance in the implementation of the project ( homework with children, assistance in decorating a book corner on a topic chosen by the group).

Assessment of the activation of teacher activities is monitored by the quality of work with children within the framework of the project

EquipmentAndmaterials:

  1. Consultations for parents
  2. Summary based on your group’s questionnaires
  3. Drawings based on works (at home with parents, in the garden with teachers, with specialists - psychologist, speech therapist)
  4. Photo material in the group (activities with children, work in the book corner, 5-6 photographs)
  5. Photo exhibition “Mom, Dad, Me - a reading family” in my group.
  6. Book corner on this topic.
  7. 1 summary of a comprehensive lesson.
  8. The project itself (in scope), + filling out the table “Planning and organizing activities for the implementation of a project to introduce children to fiction.”
  9. Final lesson (in the form of a quiz, leisure time, you can team up with another group, involve additional education teachers)
  10. A folder with the work done for the methodological office.

Questionnaire for parents on the topic:

"INVOKING CHILDREN TO CHILDREN'S FICTION."

  1. Do you introduce your child to reading children's literature, if yes, then how?________________________________

_____________________________________________________

  1. Who reads books to a child?

Mom____ Dad___ others____

  1. Where do you get children's books?

At home library____ At the children's library____

Buy____ Other_____

  1. How often do you read to your child?

1-2 times a week_____ every day____ more often____

  1. Who chooses more often what to read to a child?

Child____ Adult____

  1. What topics do you read most often, and why?

Fairy tales about animals _____

Poetry (about animals, seasons, children, etc.)_____

Children's stories (about animals, about children, about nature)________

Folklore genre (songs, nursery rhymes, proverbs, etc.)_______

Because____________________________________________

  1. Which writers do you prefer to read to children?

Domestic____ Foreign______

  1. Do you discuss what you read with your child, and if so, for what purpose?

Not really_____

Target_________________________________________________

  1. What is your child’s favorite work or what was the last thing you read (are you reading)? _____________________________________________________

P.S. Please check the box next to the answer you have chosen.

THANK YOU FOR PARTICIPATING IN THE PROJECT.

“Planning and organizing activities to implement a project to introduce children to fiction.”

IStage

Event

Goals

Questioning parents

Find out whether parents read books to their children. What do they prefer to read?

Library selection

To develop children's interest in children. thin literature

Campaign “Give a book to a kindergarten” (on this topic)

Replenish the group’s library with books on the chosen topic, continue to create a desire among parents and children to take part in group events

Decorating the parent's corner

Educate parents

Selection visual aids, demonstration material for classes

Create conditions for displaying works

IIStage

Event

Goals

Examination of books, illustrations of works

Develop children's interest in books

Decorating a book corner

Create conditions for the implementation of the project. Develop an interest in books

Reading works on selected topics

Arouse and maintain children's interest in fiction.

To teach to understand the idea of ​​a work, to develop the ability to evaluate the actions of the characters (for children of the upper age group), to perform actions, to dramatize (for children of the younger age group)

Productive activity (specify what)

Leisure activities on this topic (specify)

Dramatization games

Homework

Corrective work. Psycho-gymnastics, mood

Support the emotional and psychological state of children

Making up various options continuations of works (for high school age)

To develop children's creative activity in the process of coming up with various options for continuing works. Develop communication skills.

Competitions, exhibitions (specify)

Album art

Create an album on this topic

Circle what you did.

It has long been known that reading experience begins to develop in childhood. Preschool childhood is a very important stage in raising an attentive, sensitive reader who loves books, which helps him to understand the world around him and himself in it, form moral feelings and assessments, and develop the perception of the artistic word.

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Introducing children to fiction.

It has long been known that reading experience begins to develop in childhood. Preschool childhood is a very important stage in raising an attentive, sensitive reader who loves books, which helps him to understand the world around him and himself in it, form moral feelings and assessments, and develop the perception of the artistic word.

This is the age at which the ability to perceive a work of art through hearing, vision, touch, and imagination is most clearly manifested; sincerely, from the fullness of the soul, to sympathize, to be indignant, to rejoice.

Any preschooler is a reader. Even if he doesn’t know how to read, but only listens to an adult reading. But he chooses what he will listen to, he perceives what he hears, and hears what interests him. However, reading sensitivity does not arise on its own. It depends on what exactly, how often and in what way children are read.

Children's literature, as part of general literature, is the art of words. Its features are determined by the educational objectives and age of the children (the interests, preferences and cognitive capabilities of preschool children 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 of oral creativity of the Russian people and peoples of the world;

Classic children's literature (domestic and foreign);

Contemporary literature (Russian and foreign).

Folk poetry is the greatest achievement national culture every people. High artistic perfection and accessibility to the perception of a preschool child have made folklore an important means of education, familiarization with folk culture and native language. The program includes songs, nursery rhymes, chants, calendar children's folklore, tongue twisters, and riddles.

The pedagogical value of fairy tales is extremely great. Preschool children are read and told stories about animals. In fairy tales of different peoples and different times, there are images of a rustic-stupid wolf, a cowardly braggart hare, a bumpkin bear, a crafty flirtatious fox, a warlike rooster, etc.

Magic fairy tales are loved by older preschoolers. They unobtrusively teach the child to evaluate the deeds and actions of people in the light of the correct concepts of what is good and what is bad. Based on folk tales, literary fairy tales arose. They often intertwine elements of fairy tales about animals, everyday life and fairy tales.

Introducing children to poetry begins at an early age with folklore and the poets A. Barto, K. Chukovsky and others. Older children are introduced to the perception of serious high poetry - the poems of A. Pushkin, F. Tyutchev, A. Pleshcheev, A. Maykov, I. . Bunin, S. Yesenin and many other wonderful Russian poets. The program lists widely represent stories of various topics. Some reveal moral problems, others - environmental ones, and others - the “exploits” of children, inventors and dreamers, famously winning the right to independence.

So, the children's reading circle is aimed at developing interest in books among preschoolers, at gradually replenishing their literary baggage, enriching literary experience, which manifests itself in interest in works of a certain genre or specific topic, in the need to look at illustrated books.


Organization: MBDOU CRR "Kindergarten No. 193"

Locality: Altai region, Barnaul

Article “Introducing preschool children to fiction.”

Shelkova L.V., Starodumova L.A.

(Barnaul, Russia,

MBDOU CRR "Kindergarten No. 193",

mbdou. kid barnaul- obr. ru)

Fiction plays special role in raising children, expanding their understanding of living reality, helping the child learn about life, shaping his attitude towards the environment, educating him spiritually and morally. Learning to empathize with heroes works of art, children begin to notice the mood of loved ones and people around them, which awakens in them humane feelings - the ability to show participation, kindness, mercy, a sense of justice.

Today, the problem of introducing preschoolers to fiction is especially relevant, since it is impossible not to note a decrease in children’s interest in reading. Therefore, it is advisable to introduce a child to books, to reading already in the preschool period, in accordance with federal state educational standards, otherwise it will be difficult to raise a reader in the future, which will negatively affect not only the development of a particular child, but also the spiritual and moral potential of society as a whole. .

Study this issue Many works are devoted, for example, the importance of introducing children to the beauty of their native word, the development of a culture of speech was pointed out by teachers, psychologists, linguists K.D. Ushinsky, E.I. Tikheeva, E.A. Flerina, L.S. Vygotsky, S. L. Rubinstein, A. V. Zaporozhets, A. A. Leontyev, F. A. Sokhini.

Children's books are considered as a means of mental, moral and aesthetic education. Children's poet I. Tokmakova calls children's literature the fundamental basis of education. According to V.A. Sukhomlinsky, “reading books is the path along which a skillful, intelligent, thinking teacher finds the way to a child’s heart.”

The problem of introducing preschool children to fiction is relevant, since, having entered the third millennium, society came into contact with the problem of obtaining information from publicly available sources. In this case, it is children who suffer first of all, losing touch with family reading.

Through reading fiction, a child learns the past, present and future of the world, learns to analyze. So that the knowledge of fiction becomes a school for the development of feelings, emotions and moral actions, systematic influence on the child from others and adults is necessary.

Therefore, the task of preschool teachers, first of all, is to structure the work in such a way that the book is present in various areas of the child’s activity, children have the opportunity to interact with books every day, and can develop their literary interests.

In this regard, in our kindergarten For three years, experimental work was successfully carried out on the topic “Development of interest and love for books in preschool children.” For experimental work, we took large works of art: with children 5-6 years old we studied A.A. Milne’s “Winnie the Pooh and everything, everything, everything”, A.M. Volkova “The Wizard of the Emerald City”, with children 6-7 years old - N.N. Nosov “The Adventures of Dunno and His Friends”, “Bogatyrs of the Russian Land” - a study of epics.

Basic ideas of the experiment.The development of interest and love for books, the successful use of fiction as a means of educating and developing a child, is possible provided that the teacher proceeds from the aesthetic nature of the word, widely uses expressive reading, methods and techniques that contribute to the development of reconstructive and creative imagination, emotional sphere, independent intellectual and artistic-speech activity of children.

Purpose of the experiment:

1.Development of interest in books in older preschool children. 2.Creating a model for working with a children's book.

Tasks:

1. Analysis of the existing theoretical and practical experience of teachers on the stated topic.

2. Create a methodological set of materials (projects, notes, methodological recommendations etc.)

  1. To develop a model of work for older preschool children with a children's book.

4. Introduce older preschool children to great literary works through different types of activities:

  • speech – word (epithets, comparisons, rhythm, metaphor);
  • theatrical - movements, gestures, voice, facial expressions, intonation;
  • visual - drawing, comparison method paintings With literary texts.;
  • musical - melody, rhythm, intonation.
  • gaming - didactic games.

5. To form independent artistic and speech activity of children of senior preschool age (through enrichment of the subject-development environment, “book corners”, play activities)

6.Summarize the work experience of preschool teachers in the form teaching materials.

Object of study: educational process of familiarizing senior preschool children with fiction

age.

Subject of research:development in children of senior preschool age

interest in the book.

Hypothesis:

The development of interest in children is relevant in the process of formation information culture personality, but the disparate methods and techniques implemented in practice do not contribute to the motivation of preschoolers to read large literary works. The development of interest in books among older preschoolers will be successful if:

The educational process will be filled with a variety of methods and techniques for working with literary texts;

A developing subject environment has been created that orients preschoolers towards the formation of a child’s reading culture;

Organized joint activities Preschool educational institutions and society for organizing literary education of children (preschool educational institution - BSPU - gymnasium No. 42 - libraries);

The interaction between the preschool educational institution and the family is organized in the formation of a reading culture and literary taste in children.

Experiment stages:

Stage 1 Preparatory (6 months)

Development and adjustment of local acts for managing the experiment;

Adjustment job descriptions and instructions on health and safety of EOD participants;

Development step-by-step plan OED;

Making adjustments to the development program and annual plan of the preschool educational institution;

Filling out an application for EED to the education committee;

Compiling a fund of reference manuals, information materials on the problem of experiment (including electronic media and the Internet);

Generalization of the work experience of preschool teachers

Stage 2. Operation of the experimental site (2 years)

Organization of experimental work in accordance with the long-term plan, program of integrated projects;

Creating conditions for professional growth and creative activity of teachers (workshops, exhibitions, presentations, literary

living rooms);

Development of teaching materials, didactic and methodological support for the experiment;

Organization open events, exhibitions of products of pedagogical and children's activities;

Determining the effectiveness of the work done (final diagnostics)

Stage 3. Generalizing (6 months)

Processing data, describing results, correlating them with goals and objectives;

Preparation of written reports;

Preparation of reports, speeches for scientific and practical conferences, methodological associations of teachers, etc.;

Preparation of materials for publication in the magazines “Preschool Education”, “Preschool Education Management”, “Obruch”, newspapers “ Preschool education"etc.;

Edition methodological manuals on the topic of experiment, proven long-term plans, proprietary programs, etc.

Principles for implementing experimental activities:

- the principle of integration, which allows you to combine aspects of solving the problems of introducing children to reading fiction different types activities (cognitive-research, visual, artistic-speech, theatrical, musical-aesthetic activities), as well as in accordance with the Federal State Educational Standard to the conditions for the implementation of the basic general education program of preschool education;

The principle of the activity approach, which forms cognitive activity preschoolers, children's practical and creative abilities, develops imaginative thinking, observation, independence, has a positive effect on expanding the horizons of children through the inclusion of children in cognitive and research activities;

The principle of consistency in the process of introducing preschoolers to literary works based on two-way interaction between teachers and parents;

The principle of relying on the leading activity is realized in the organic connection of the game with other types of activity;

Accounting principle age characteristics and concentricity allows you to consider various problems at an accessible level, and then return to previously studied material at a new, higher level;

Development principle personal qualities the child is aimed at developing a respectful, positive attitude towards the book;

The principle of cooperation and co-creation presupposes the unity of an adult and a child as equal partners, providing the opportunity for self-development of each, dialogical interaction, the predominance of empathy in interpersonal relationships;

The principle of continuity in the interaction between kindergarten and family and as a condition for building a unified educational space and ensuring the development of the child.

Conditions for implementing the basic principles of work:

1. Organization of the book corner “Book Island”.

2. Organization of a book repair workshop “Knizhkina Hospital”.

3. Creation of a theater corner.

4. Creation of a mini-museum of children's books.

5. Creation of a methodological, didactic and visual base.

6. Development of integrated projects to familiarize with the works and creativity of writers.

7. Development of a program for a children’s reading club together with the “Golden Key” library, the “Book Cradle” club, and the “Visiting a Fairy Tale” child-parent studio.

8. Development of seminar programs for preschool teachers and parents.

9. Development of a model for the work of older preschool children with a children's book.

Forms of interaction with children:

1. Joint activities with the teacher

Classes on speech development and familiarization with fiction and biographies of writers

Classes to familiarize children with their surroundings - objective world(“Where the book came to us”)

Design of thematic exhibitions, dedicated to creativity writers (calendar of significant dates)

Creation of the “Book Hospital” in groups

Classes in the “Book Cradle” circle (once a week)

●making collages in the process directly - educational activities(artistic and productive activity)

●artistic creativity (organization of children's drawing competitions based on works of fiction, sculpting, appliqué, drawing based on works of fiction, making models for large works of art, making homemade books)

●vocabulary creativity (inventing stories, riddles, fairy tales)

●organization of leisure activities (entertainment, theatrical performances, staging)

●examination of reproductions, illustrations

●name day celebration literary work

Literary and musical festivals (opera, musical and gaming entertainment)

Competitions between the “heroes” of a work of art

Excursions and classes at the branch of the city library No. 1.

2.Independent activities of children

Organization of role-playing games, travel games, didactic games

Dramatization of fairy tales,

Artistic creativity (sculpting, drawing, applique)

Forms of interaction with parents

I. Information and analytical

Conducting questionnaires, surveys “About reading in the family”, “Favorite childhood book”, “Cultivating a child’s interest and love for books”

- “Mailbox” (parents post their questions and wishes in writing).

II. Cognitive forms of work (designed to acquaint parents with rational methods and techniques for introducing preschoolers to children's literature, develops practical skills for interacting with children)

Individual consultations, conversations

Parent meetings

Seminars and workshops

- “Open days”

Project activities

Promotions “Give a book”, “Homemade books”

Excursions

Creation of layouts based on works of art.

III. Leisure forms

Children and parents studio “Visiting a fairy tale”

Evenings – entertainment, holidays

Creating family libraries

Drawing and craft competitions

Weekend club “Over a Cup of Tea”.

IV. Visually - informational

Parents Corner

Information for parents: lists of literary works by age, tips “How to organize reading at home,” the “New Children’s Literature” section with a brief annotation to them

Folders - moving

Booklets

Wall newspapers

Information sheets “Raising the future reader.”

Forms of teacher activation:

Traditional: seminars, workshops, consultations, creative groups, pedagogical advice, trainings, business game, advanced training.

- Innovative:project activities, master classes, creation of a bank of innovative ideas, use of quest technologies, case technologies, publishing activities, ICT technologies, literary salon.

Working methods:

Questionnaire

Testing

- SWOT- analysis

Introspection

- "Brainstorm"

Moderation method

Methodical festival.

Results of experimental activities:

1. Level increased speech development and communication skills in children of senior preschool age.

2.Children’s interest in the book and attitude towards it has increased.

3. Teachers know theoretical foundations methods of working with fiction; are able to analyze and evaluate the ideological and artistic content and form of a literary work; know how to organize a variety of artistic activity; master the means of expressive reading.

4.Parents became active helpers, participants in competitions and exhibitions, joint events with children held in kindergarten. They read many works to children, discuss them, and are regular visitors to the library.

5. A methodological set has been created (integrated projects, long-term plans, methodological recommendations, lesson notes, teaching aids etc.).

6. A developing subject-spatial environment has been created in accordance with the characteristics of the reading interests of preschool children.

7. The work of the children’s club “Golden Key” was organized in cooperation with society.

8.The work of the “Book Cradle” circle was organized.

9. A children’s and parent’s studio “Visiting a Fairy Tale” has been created.

10. A model of working with a children's book has been created.

References:

  1. Arushanova Origins of dialogue: scenarios of activating communication /A. Arushanova // Preschool education. – 2003.- No. 10 – P. 73 – 80.
  2. Gritsenko Z.A. Tell the children a fairy tale...: methods of introducing children to reading/ - M.: Linka-Press, 2003.-176p.
  3. Kuzmenkova E., Rysina G. Education of the future reader: literary - artistic development children 3-5 years old/ - M.: Chistye Prudy, 2005.-32p.
  4. Miklyaeva N.V., Mishina T.S. Interaction between the teacher and the family in organizing home reading: a method. allowance/ - M.: Iris-press. 2005. – 80 p.
  5. Ushinsky K.D. Selected pedagogical works / K.D. Ushinsky - M.: Education, 1978. - 488 p.
  6. Flerina E.A. Aesthetic education of a preschooler / U.A. Fleurina. – M.: APN RSFSR, 1961.- 334 p.

Introducing children to fiction

It has already been noted that fiction is a powerful means of mental, moral and aesthetic education. However, in the program, a work of fiction is considered as an intrinsic value, and material on introducing children to fiction is allocated in a separate section.

IN middle group You should continue to read familiar and new works to your children every day: in class and outside of them (before going for a walk, on a walk, before bed, etc.).

A four-year-old child is already a “consumer” of all kinds of information, a dreamer and a master of amazing conclusions and generalizations, an inquisitive listener.

The literary repertoire for children of this age is distinguished by a variety of genres, themes, and plots. Still significant place are occupied by works of small folklore forms. The songs and nursery rhymes became more voluminous, their language more complex: “Grandfather wanted to cook fish soup...”, “The little lambs are cool...”, “Laziness is a burden...”, etc. The program repertoire includes chants (“Go, spring, go, red”), counting rhymes, riddles, and tongue twisters. Children do not know how to solve riddles, but they diligently remember and pronounce them, feeling knowledgeable and competent.

Children can choose a leader using a counting rhyme (this is a new age acquisition) only with the participation of an adult. The child, together with the teacher, slowly pronounces the text, and the teacher, in time with each word played, lightly touches the next player with his hand.

The ability to pronounce tongue twisters is just beginning to develop. Failures do not yet upset children, but amuse them, because it is impossible to reproduce a tongue twister without getting lost or distorting its words.

Fairy tales have become more voluminous and complex. At this age, children have access to fairy tales about animals that act as bearers of certain qualities: the fox is smart, cunning and artistic; The hare boasted and imagined. But these qualities also characterize people: “The fairy tale is a lie, but there is a hint in it!”

Gradually, children begin to understand that a fairy tale not only entertains, but also teaches, instructs, and convinces that evil is punished, and we must fight for the truth. It is known that children perceive a fairy tale as reality. That is why it has a huge influence on the formation of morality.

For reading and telling to children, both Russian folk tales about animals (processed by M. Bulatov, O. Kapitsa, I. Karnaukhova, V. Dal, I. Sokolov-Mikitov, etc.) and foreign ones (“The Three Little Pigs”, English; Bremen Town Musicians"(from the fairy tales of the Brothers Grimm, German); “Spikelet”, Ukrainian; “Sly Fox”, Koryak; “Grass tail”, Eskimo, etc.).

Among the program works there are fables by L. Tolstoy (based on Aesop).

They occupy a worthy repertoire niche literary tales domestic and foreign authors: “Sparrow” by M. Gorky, “The Tale of Komar Komarovich...” by D. Mamin-Sibiryak, “Flint”, “Steady tin soldier» X.K. Andersen, etc.

There are many in the repertoire interesting stories: about animals (V. Veresaev “Brother”; S. Voronin “Warlike Jaco”; E. Charushin “Little Foxes”, “Sparrow”) and about children (M. Zoshchenko “Exemplary Child”; L. Panteleev “On the Sea”; S. Georgiev “Grandma’s kindergarten”, etc.).

It is specially planned to introduce preschoolers to stories about little people (gnome, brownie), similar to the children themselves, but less independent and knowledgeable, and therefore in need of the sympathy of smart and resourceful children (A. Balint “Gnome Gnomych and Raisin”; N. Nosov “ The Adventures of Dunno and His Friends").

The program list includes many poems: about nature and the seasons, about animals, children’s adventures and experiences. Poems for memorization are highlighted. (The teacher can choose them, taking into account the children’s capabilities and personal preferences.)

Educators are offered a wide selection of works of fiction to read in class, everyday life, for performances and celebrations.

Readers have been specially prepared for the program. (Book for reading in kindergarten and at home. Reader: 4–5 years old / Compiled by V.V. Gerbova, N.P. Ilchuk and others - M.: Onyx-XXI century, 2005.) And by the Moscow publishing house "Vest" TDA" published phonograph books with the best program works performed by famous actors theaters and cinema with excellent musical accompaniment.

While working with children 4–5 years old special attention One should pay attention to the task of developing their ability to empathize when perceiving a literary work and personal attitude towards it. This is facilitated by the teacher’s accurate and expressive reading of the work. But before introducing children to a work, the teacher must analyze it.

Conventionally, three aspects of the analysis can be distinguished.

Language. This analysis involves selecting words, phrases, and dialogues from the text, the repetition of which will help ensure that the language of fiction becomes accessible to the child’s speech.

Performing. The teacher should practice expressive reading of the work.

Children react emotionally to the events described, but this does not mean that they understand everything correctly. So, many of them believe that the hare in the Brothers Grimm fairy tale “The Hare and the Hedgehog” is better than the hedgehog. The hedgehog is a deceiver, and this is bad. Answers to the question: “Didn’t the hare punish himself and shouldn’t we educate rude and ignorant people?” – were very different. But the opinion about the suffering hare changes as soon as the teacher once again reads out the beginning of the fairy tale, where the arrogant hare mocks the hedgehog.

If there is any disagreement between children, the text should be consulted. It is necessary to teach preschoolers to reflect and revise the initially expressed point of view, trying to argue for it.

It is known that the fifth year of life is an extremely favorable age for the development of linguistic sense. One of the conditions for its formation is an analysis of works accessible to the child from the point of view of imagery and expressiveness of speech.

During the reading process, the teacher should highlight the most vivid figuratively words and phrases. However, in order for them to become the property of children’s speech, it is necessary to provide them with the opportunity to pronounce, pronounce them. For example, the teacher begins a phrase, and the children finish: “The girls and the Snow Maiden came to the forest. The flowers have become... ( gather), wreaths… ( weave), songs… ( sing), round dances... ( drive). Only one Snow Maiden... ( still not fun)". (“Snow Maiden”, Russian folk tale, version by A.N. Tolstoy.) Or: “ Dark forest What… ( with a hat) covered himself... ( wonderful) and fell asleep under it... ( quietly, undisturbed)". (I. Surikov. “Winter.”)

Such an analysis teaches children, while listening to a work, not only to follow the course of events, but also to rejoice interesting words and expressions. “Read,” they ask, after listening to K. Chukovsky’s “Fedorino’s Grief,” “like a goat’s eyes bulging, only there’s a different word” (“spread out”).

Physical education breaks also help children understand and feel the imagery of language. For example: “This Zhikharka is truly resourceful,” the teacher admires. - Figured out how to outsmart the fox. She curled up into a ring on the shovel, hid her paws, and covered herself with her tail.” The teacher invites the children to show (on the carpet) how the fox curled up into a ring and hid its paws.

Children are usually impressed by what they listened to and want the work to be read to them again, but due to lack of time, the teacher is forced to limit himself to selective reading, so from the beginning of the year it is advisable to involve preschoolers in selecting passages for repeated reading. At the beginning of the year, children usually name the character (“Read about the good little bunny”), but over time they are already able to formulate the essence of the passage (“Repeat about how Aibolit almost died on the way”). Choosing a passage is a difficult but extremely rewarding activity for children. She helps them understand the work read by the teacher. This gives the teacher the opportunity to analyze how it is perceived and comprehended.

In the middle group, small dynamic poems, often with humorous content, are offered for memorization. And yet, in order to remember the poem and understand how to read it more expressively, children need explanations from the teacher. They must be combined with exercises in individual recitation of certain lines of a poem that express a logically complete thought. Under no circumstances should you memorize poetry in chorus.

A step-by-step analysis of a poem in combination with exercises for memorization and expressive reading of logically completed passages following one another takes time, but it is precisely this kind of work that allows children to increase their mental activity and ensures comprehension of the text. And most importantly, children perceive recitation exercises as a pleasant pastime.

Usually, a child, reading a poem in its entirety during a memorization lesson, loses the expressiveness (intonation) that he was able to achieve when reciting passages. This is natural, because he is forced to simultaneously solve several problems: remember what follows what; pronounce words without distorting or replacing them; read expressively. Until the child remembers the text, the expressiveness of reading will suffer, therefore, both in class and outside of them, it is necessary to repeat the poem, returning to it several times throughout the year.

In order to please children and check whether they have forgotten familiar fairy tales, stories, poems, literary quizzes (literary kaleidoscopes) are held.

In all age groups, you should periodically check how well children know software works. When conducting cross-sectional work, you should avoid questions such as: “What fairy tales (stories) do you know? Name them”, “What poems do you remember?” It is advisable, focusing on the list of works for a particular age group, take a sample of 5-6 works of different genres and remind the children of the beginning of the work or an excerpt from it. If a child knows a fairy tale (story), he will remember its name (in his version) and content. If we are talking about a poem, then the adult should start reading it himself, and then invite the child to continue reciting it.

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