Children's fiction as a means of developing theatrical activities in children of senior preschool age. Fiction as a means of correction and development of the personality of convicts

Work performed by: teacher of Municipal Educational Institution Secondary School No. 2 D/s "Polyanka" , Rogozhina M.V., Tver

topic: Fiction as a means of enriching the speech culture of preschool children

Introduction

1. The role of fiction in the speech development of children
2. Speech development tasks for preschoolers
3. Methods of reading and telling a work of fiction in the classroom
4. The structure of classes to familiarize children with the genres of prose and poetry
5. Methods of preliminary and final conversations with children on the content of a work of art
6. Features of the method of familiarization with fiction in different age groups

Introduction

The importance of fiction in raising children is determined by its social, as well as educational role in the life of our entire people.

Fiction is a powerful, effective means of mental, moral and aesthetic education children, influencing the development and enrichment of speech. It enriches emotions, fosters imagination, and gives the child excellent examples of Russian language. literary language.

These examples differ in their impact: in stories, children learn conciseness and precision of words; in poetry they capture the musical melodiousness and rhythm of Russian speech, in folk tales the lightness and expressiveness of the language, the richness of speech with humor, lively and figurative expressions, and comparisons are revealed to children. Fiction arouses interest in the personality and inner world of the hero. Humane feelings are awakened in children - the ability to show participation, kindness, and protest against injustice.

Kindergarten is the first link in the public education system. To become highly educated, a person must master all the riches of his native language. Therefore, one of the most important tasks of a kindergarten is the formation of correct oral speech of children based on their mastery of the literary language of their people.

The development of speech must be closely linked with the development of the child’s thinking. Mastering a language and its grammatical structure gives children the opportunity to freely reason, ask questions, draw conclusions, and reflect various connections between objects and phenomena.

The most important prerequisite for solving speech problems in kindergarten is the correct organization of the environment in which children would have a desire to speak, name their surroundings, and engage in verbal communication.

E. I. Tikheeva wrote about one of the general tasks of children’s speech development: "First of all, and most importantly, we must take care to ensure that by all means, with the support of the word, we contribute to the formation in the minds of children of rich and lasting internal content, to promote accurate thinking, the emergence and strengthening of significant thoughts, ideas and the creative ability to combine them. In the absence of all this, language loses its value and meaning. The essence of a word is made up of its content and form. The harmonious unity of both determines the value of the word." .

Object of work – fiction in kindergarten.

Subject - features of classes on familiarization with fiction in kindergarten.

The goal is to study and analyze the features of classes on familiarization with fiction in kindergarten.

Tasks:

• analyze the role of fiction in the speech development of children
• study the methodology of reading and telling a work of fiction in the classroom
• consider the structure of classes to familiarize children with the genres of prose and poetry
• study the methodology of preliminary and final conversations with children on the content of a work of art

Analyze the features of the method of familiarization with fiction in different age groups.

1. The role of fiction in the speech development of children

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.

Fiction opens and explains to the child the life of society and nature, the world 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, develops the child, and develops the ability to subtly sense the form and rhythms of the native language.

Fiction accompanies a person from the first years of his life.

A literary work appears before the child in the unity of content and artistic form. The perception of a literary work will be complete only if the child is prepared for it. And for this it is necessary to draw children’s attention not only to the content, but also to the expressive means of language of a fairy tale, story, poem and other works of fiction.

Gradually, children develop an inventive attitude towards literary works and an artistic taste is formed.

At older preschool age, preschoolers are able to understand the idea, content and expressive means of language, and realize the beautiful meaning of words and phrases. All subsequent acquaintance with the vast literary heritage will be based on the foundation that we lay in preschool childhood.

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. The researchers drew attention to the characteristic features of preschoolers’ understanding of the content and artistic form of literary works. This is, first of all, concrete thinking, a little life experience, and a direct relationship to reality. Therefore, it is emphasized that only at a certain stage of development and only as a result of purposeful perception is it possible to form aesthetic perception, and on this basis - the development of children's artistic creativity.

Speech culture is a multifaceted phenomenon, its main result is the ability to speak in accordance with the norms of the literary language; this concept includes all the elements that contribute to the accurate, clear and emotional transmission of thoughts and feelings in the process of communication. Correctness and communicative appropriateness of speech are considered the main stages of mastering a 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), perception of various genres of literary and folklore works and as the formation of linguistic design of an independent coherent utterance.

Works of fiction and oral folk art, including small literary forms, are the most important sources for the development of expressiveness of children's speech.

The most important sources for the development of expressiveness of children's speech are works of fiction and oral folk art, including small folklore forms (proverbs, sayings, riddles, nursery rhymes, counting rhymes, phraseological units).

The educational, cognitive and aesthetic significance of folklore is enormous, since, by expanding knowledge about the surrounding reality, it develops the ability to subtly sense the artistic form, melody and rhythm of the native language.

In the younger group, familiarization with fiction is carried out with the help of literary works of different genres. At this age, it is necessary to teach children to listen to fairy tales, stories, poems, and also to follow the development of action in a fairy tale and sympathize with the positive characters.

Younger preschoolers are especially attracted poetic works, characterized by clear rhyme, rhythm, and musicality. When reading repeatedly, children begin to memorize the text, assimilate the meaning of the poem and develop a sense of rhyme and rhythm. The child’s speech is enriched by words and expressions he remembers.

In the middle group, children continue to familiarize themselves with fiction. The teacher fixes the children's attention not only on the content of the literary work, but also on some features of the language. After reading a work, it is very important to correctly formulate questions to help children isolate the main thing - the actions of the main characters, their relationships and actions. A correctly posed question forces a child to think, reflect, come to the right conclusions and at the same time notice and feel the artistic form of the work.

IN senior group Children are taught to notice expressive means when perceiving the content of literary works. Older children are able to more deeply comprehend the content of a literary work and realize some of the features of the artistic form that expresses the content. They can distinguish between genres of literary works and some specific features of each genre.

Familiarization with fiction includes a holistic analysis of the work, as well as the implementation of creative tasks, which has a beneficial effect on the development of children's poetic ear, sense of language and verbal creativity.

2. Methods of reading and telling a work of fiction in the classroom

The methodology for working with books in kindergarten has been studied and disclosed in monographs, methodological and teaching aids. I would like to briefly dwell on methods of familiarization with fiction. They are:

1. Reading by the teacher from a book or by heart. This is a literal rendering of the text. The reader, preserving the author’s language, conveys all the shades of the writer’s thoughts and influences the mind and feelings of the listeners. A significant part of literary works is read from a book.
2. Teacher's story. This is a relatively free text transmission (words can be rearranged, replaced, interpreted). Storytelling provides great opportunities to attract children's attention.
3. Staging. This method can be considered as a means of secondary familiarization with works of art.
4. Learning by heart. Choosing a method for transferring the work (reading or telling) depends on the genre of the work and the age of the listeners.

Traditionally, in the methodology of speech development, it is customary to distinguish two forms of working with books in kindergarten: reading and telling fiction and memorizing poems in class, and using literary works and works of oral folk art outside of class, in different types of activities.

Methods of artistic reading and storytelling in the classroom.

Types of classes:

1. reading and telling one sentence.
2. reading several works united by a common theme (reading poems and stories about spring, about the life of animals) or unity of images (two tales about a fox). You can combine works of the same genre (two stories with moral content) or several genres (riddle, story, poem). These classes combine new and already familiar material.
3. Combining works belonging to different types of art:

a) reading a literary work and looking at reproductions of a painting by a famous artist;

b) reading (better than a poetic work) combined with music.

4. Reading and storytelling using visual material:

a) reading and storytelling with toys (re-telling the tale "Swan geese" accompanied by a display of toys and actions with them);

b) table theater (cardboard or plywood, for example, according to a fairy tale "Three Bears" ) ;

c) puppet and shadow theater, flannelgraph;

d) slides, filmstrips, movies, TV shows.

5. Reading as part of a speech development lesson:

a) it can be logically related to the content of the lesson (during a conversation about reading poetry, asking riddles);

b) reading can be an independent part of the lesson (re-reading poems or stories as reinforcement of material).

In the teaching methodology, issues such as preparation for the lesson and methodological requirements for it, conversation about what has been read, repeated reading, and the use of illustrations should be highlighted.

Preparation for the lesson includes the following points:

• reasonable choice of work in accordance with developed criteria (artistic level and educational value), taking into account the age of the children, the current educational work with children and the time of year, as well as the choice of methods for working with the book
• determination of program content - literary and educational tasks

Preparing the teacher to read the work. You need to read the work so that children understand the main content, idea and emotionally experience what they heard (felt it).

For this purpose, it is necessary to conduct a literary analysis of a literary text: to understand the main intention of the author, the character of the characters, their relationships, and the motives of their actions.

Next comes work on the expressiveness of the transfer: mastering the means of emotional and figurative expressiveness (basic tone, intonation); placement of logical stresses, pauses; developing correct pronunciation and good diction.

Preliminary work includes preparing children. First of all, preparation for the perception of a literary text, for understanding its content and form. To this end, you can intensify the personal experience of children, enrich their ideas by organizing observations, excursions, viewing paintings and illustrations.

Explanation of unfamiliar words is a mandatory technique that ensures a full perception of the work. It is necessary to explain the meaning of those words, without understanding which the main meaning of the text, the nature of the images, and the actions of the characters become unclear. The explanation options are different: substituting another word while reading prose, selecting synonyms; the use of words or phrases by the teacher before reading, while introducing children to the picture; asking children about the meaning of a word, etc.

The methodology for conducting artistic reading and storytelling classes and its structure depend on the type of lesson, the content of the literary material and the age of the children. The structure of a typical lesson can be divided into three parts. In the first part, an introduction to the work takes place; the main goal is to provide children with a correct and vivid perception through artistic expression. In the second part, a conversation is held about what has been read in order to clarify the content and literary and artistic form, means artistic expression. In the third part, repeated reading of the text is organized in order to consolidate the emotional impression and deepen the perception.

Conducting a lesson requires creating a calm environment, clear organization of children, and an appropriate emotional atmosphere.

Reading may be preceded by a short introductory conversation, preparing children for perception, connecting their experience, current events with the theme of the work.

Such a conversation may include - short story about the writer, a reminder of his other books, already familiar to children. If children have been prepared by previous work to perceive a book, you can arouse their interest with the help of a riddle, a poem, or a picture. Next you need to name the work, its genre (story, fairy tale, poem), author's name.

Expressive reading, the interest of the teacher himself, his emotional contact with children increase the degree of impact of the literary word. While reading, children should not be distracted from perceiving the text with questions or disciplinary remarks; raising or lowering the voice or pausing is enough.

At the end of the lesson, it is possible to re-read the work (if it's short) and examination of illustrations that deepen the understanding of the text, clarify it, and more fully reveal artistic images.

The method of using illustrations depends on the content and form of the book, and on the age of the children. The basic principle is that the display of illustrations should not disrupt the holistic perception of the text.

A picture book can be given a few days before reading to stimulate interest in the text, or the pictures are examined in an organized manner after reading. If the book is divided into small chapters, illustrations are considered after each part. And only when reading a book of an educational nature, a picture is used at any time to visually explain the text. This will not break the unity of impression.

One of the techniques that deepens understanding of content and expressive means is repeated reading. Small works are repeated after the initial reading, large ones require some time to comprehend. Further, it is possible to read only individual, most significant parts. It is advisable to re-read all this material after some period of time. Reading poems, nursery rhymes, short stories repeats more often.

Children love to listen to familiar stories and fairy tales over and over again. When repeating, it is necessary to accurately reproduce the original text. Familiar works can be included in other speech development activities, literature and entertainment.

Thus, when introducing preschoolers to fiction, various methods are used to form a full-fledged perception of the work by children:

• expressive reading by the teacher
• conversation about reading
• re-reading
• looking at illustrations

Explanation of unfamiliar words.

Great importance has reading books with moral content. Through artistic images, they develop courage, a sense of pride and admiration for the heroism of people, empathy, responsiveness, and a caring attitude towards loved ones. Reading these books is necessarily accompanied by conversation. Children learn to evaluate the actions of characters and their motives. The teacher helps children understand their relationship to the characters and achieves an understanding of the main goal. When the questions are asked correctly, the child has a desire to imitate the moral actions of the heroes. The conversation should be about the actions of the characters, and not about the behavior of the children of the group. The work itself will have the power of an artistic image big impact than any moralizing.

3. The structure of classes to familiarize children with the genres of prose and poetry

As mentioned earlier, in special classes the teacher can read or tell stories to children. He can read by heart or from a book. One of the objectives of the classes is to teach children to listen to a reader or storyteller. Only by learning to listen to someone else’s speech do children gain the ability to remember its content and form, and learn the norms of literary speech.

For children of early and early preschool age, the teacher mainly reads by heart (rhymes, short poems, stories, fairy tales); To children of middle and senior preschool age, he already reads quite significant poetic and prose fairy tales, short stories, and novellas from the book.

Only told prose works- fairy tales, stories, stories. Learning by heart by the teacher works of art, intended for reading to children and the development of expressive reading skills is an important part of the teacher’s professional training.

A lesson to familiarize children of different age levels with a work of art is organized by the teacher in different ways. The teacher works with young children individually or in groups of 2–6 people; a group of children of primary preschool age should be divided in half to listen to the teacher read or tell a story; in the middle and senior groups they study simultaneously with all children at the usual place for classes.

Before the lesson, the teacher prepares all the visual material that he intends to use during reading: toys, models, paintings, portraits, sets of books with illustrations for distribution to children, etc.

For reading or storytelling to be educational, it is necessary to follow the same rule that was in effect during pre-speech training for young children, i.e. children should see the teacher’s face, his articulation, facial expressions, and not just hear his voice. A teacher, while reading from a book, must learn to look not only at the text of the book, but also from time to time at the children’s faces, meet their eyes, and monitor how they react to his reading. The ability to look at children while reading is given to the teacher as a result of persistent training; but even the most experienced reader cannot read a work that is new to him "from sight" , without preparation: before class, the teacher performs an intonation analysis of the piece (narration reading") and practice reading aloud.

During one lesson, one new work is read and one or two of those that the children have already heard before. Repeated reading of works in kindergarten is mandatory. Children love to listen to stories, fairy tales and poems they already know and love. The repetition of emotional experiences does not impoverish perception, but leads to better language acquisition and, consequently, to a deeper understanding of events and the actions of the characters. Already in younger age Children have favorite characters, works that are dear to them, and therefore they are pleased with every meeting with these characters.

The basic rule for organizing a reading lesson (telling) for children - emotional elation of the reader and listener. The teacher creates a mood of elation: in front of the children, he carefully handles the book, pronounces the author’s name with respect, and with a few introductory words arouses the children’s interest in what he is going to read or talk about. The colorful cover of a new book, which the teacher shows to the children before they start reading, may also be the reason for their increased attention.

The teacher reads the text of any work of prose or poetry without interrupting himself (comments are allowed only when reading educational books). All words that may be difficult for children to understand should be explained at the beginning of the lesson.

Kids, of course, may not understand everything in the text of the work, but they must certainly be imbued with the feeling expressed in it. You should feel joy, sadness, anger, pity, and then admiration, respect, jokes, ridicule, etc. Simultaneously with the assimilation of feelings expressed in a work of art, children assimilate its language; This is the basic pattern of speech acquisition and the development of linguistic flair or sense of language.

To teach children to listen to a work of art, to help them assimilate its content and emotional mood, the teacher is obliged to read expressively; in addition, he uses additional methodological techniques that develop children’s listening, memorization, and understanding skills. This:

1. re-reading the entire text,
2. re-reading individual parts of it.

Reading may be accompanied by:

1. children's play activities;
2. subject clarity:

a) looking at toys, dummies,

b) looking at illustrations,

c) attracting the attention of listeners with a real object;

3) verbal help:

a) comparison with similar (or the opposite) an incident from the lives of children or from another work of fiction

b) asking search questions after reading,

c) by prompting, when children answer, words-epithets that generally name an essential feature of the image (brave, hardworking, slacker, kind, evil, determined, courageous, etc.).

4. Methodology of preliminary and final conversations with children on the content of a work of art

A conversation about a work is a complex technique, often including a number of simple techniques - verbal and visual. The introductory (preliminary) conversation, before reading, and brief explanatory (final) conversation after reading. However, these techniques should not be made mandatory. Work on a work of art can proceed in other ways.

After reading the story for the first time (poems, etc.) children are usually under strong impression from what they heard, they exchange remarks and ask to read more. The teacher maintains a casual conversation, recalls a number of vivid episodes, then reads the work a second time and examines the illustrations with the children. In junior and middle groups, such work on a new work is often sufficient.

The goals of an explanatory conversation are more varied. Sometimes it is important to focus children’s attention on the moral qualities of the heroes and the motives for their actions.

Conversations should be dominated by questions, the answer to which would require motivation for assessments: why did the guys do the wrong thing by throwing their hats at the ducklings? Why did you like Uncle Styopa? Would you like to have such a friend and why?

In older groups, it is necessary to attract children's attention to the language of the work, include words and phrases from the text in questions, and use selective reading of poetic descriptions and comparisons.

As a rule, it is not necessary to identify the plot or the sequence of actions of the characters during the conversation, since in works for preschoolers they are quite simple. Overly simple, monotonous questions do not stimulate thought and feeling.

The conversation technique must be used especially subtly and tactfully, without destroying the aesthetic impact literary example. An artistic image always speaks better and more convincingly than all its interpretations and explanations. This should warn the teacher against getting carried away with the conversation, against unnecessary explanations and, especially, against moralizing conclusions.

In fiction classes, technical teaching aids are also used. As techniques, they can be used to listen to recordings of an artist performing a work familiar to children. (or fragment), audio recordings of children's reading. The quality of the educational process is improved by showing slides or short filmstrips on the plots of works.

5. Features of the method of familiarization with fiction in different age groups

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. Works of fiction, revealing the inner world of the characters, make children worry, experience both their own joys and the sorrows of the characters.

The kindergarten introduces preschoolers to the best works for children and, on this basis, solves a whole complex of interrelated problems of moral, mental and aesthetic education.

Works of art attract children not only with their bright figurative form, but also with their semantic content. Older preschoolers, perceiving the work, can give a conscious, motivated assessment of the characters. Direct empathy for the characters, the ability to follow the development of the plot, comparison of the events described in the works with those that he had to observe in life, help the child 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.

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.

The tasks of the kindergarten in introducing children to fiction are built taking into account the above age characteristics aesthetic perception.

Currently, in pedagogy, to define speech activity that has a pronounced aesthetic orientation, the term “artistic and speech activity of children” . In terms of its content, this is an activity related to the perception of literary works and their performance, including the development of the initial forms of verbal creativity (inventing stories and fairy tales, riddles, rhyming lines), as well as imagery and expressiveness of speech.

The teacher develops in children the ability to perceive literary work. Listening to the story (poem, etc.), the child must not only assimilate its content, but also experience those feelings and mood that the author wanted to convey. It is also important to teach children to compare what they read (heard) with the facts of life

Conclusion

Mastery of the native language and speech development is one of the most important acquisitions of a child in preschool childhood and is considered in modern preschool education as the general basis for the upbringing and education of children. Research by domestic psychologists and teachers has proven that mastering speech does not just add something to a child’s development, but rebuilds his entire psyche, all his activities, therefore, important importance in the pedagogical process of a preschool institution is given to the speech development of children.

From what is described in the work, we can conclude that the formation of children's speech is impossible without fiction. Preschool children are the most receptive to poetry. Children are especially interested in works in which the main characters are children, animals, works in which play and everyday situations are described.

The impact of fiction on the mental and aesthetic development of a child is well known. 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.

Familiarization with fiction includes a holistic analysis of the work, as well as the implementation of creative tasks, which has a beneficial effect on the development of children's poetic ear, sense of language and verbal creativity.

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. Works of art, revealing the inner world of the characters, make children worry, experience both their own joys and the sorrows of the characters.

The kindergarten introduces preschoolers to the best works for children and, on this basis, solves a whole complex of interrelated problems of moral, mental, and aesthetic education.

Researchers have found that preschoolers are capable of mastering a poetic ear and can understand the main differences between prose and poetry.

The teacher develops in children the ability to perceive a literary work. While listening to a story, a child must not only assimilate its content, but also experience the feelings and moods that the author wanted to convey. It is also important to teach children to compare what they read (heard) with the facts of life.

The teacher needs to awaken in each child an interest in reading and looking at illustrations, teach them how to handle a book correctly, and share their knowledge with friends. It is necessary to ensure that in kindergarten the artistic word is a constant companion of children, sounds in everyday conversation and in festive settings, fills leisure time, coming to life in dramatizations, dramatized games, and films.

If a teacher firmly knows what qualities of speech he should develop in children, he will systematically develop each of them. Knowing the most important tasks for speech development facilitates weekly work planning, since the implementation of each of them can be assigned a permanent place in the daily routine in advance.

The content of each task has its own specifics and requires a thoughtful selection of the most appropriate teaching methods and techniques. Knowing what task is the main one in this speech development lesson, the teacher will purposefully influence the children’s speech, focusing their attention on a certain quality of speech: (for example, correctly change words in the genitive case: there are no bears, chickens, etc.).

Thus, knowledge of the main tasks of speech development is not a formal requirement; it is necessary for the proper organization of work in kindergarten.

Bibliography

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9. Ezikeeva V.A. “Looking at illustrations in a book” System of aesthetic education in kindergarten. M., 1962.
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ON ORGANIZING HOME READING

Returning from kindergarten and doing household chores, parents have more opportunities to prepare their child for a meeting with a new book or talk about a fairy tale or story that has already been read. In this case, reading becomes desirable and expected.

In addition, it is necessary to allocate a certain time in the daily routine so that by this time the baby is tuned in to the perception of the book. There is always 15 - 20 minutes to read to your child. Reading should take place in a calm environment, when nothing distracts the child, and those around him are sympathetic to his activities. "respectfully" .

It’s good if the atmosphere of the family reading ritual enhances perception. Late in the evening, when it is dark outside, it is good to read a fairy tale in a darkened room by the light of a table lamp. The twilight puts you in a fabulous, fantastic mood. A one and a half to two year old child can be focused on a book for 1 - 2 minutes, but older children are read for no more than 15 - 20 minutes, because then attention dissipates. No matter how much a child likes a book, you need to give him a rest. But how joyful a new meeting with the same book will be and how intently he will listen and look at it.

Of course, we are talking about active communication with a book, requiring work of thought and feeling. A child can listen passively for much longer. Enjoying communication and closeness with your loved one, loved one (mom, dad, grandma, grandpa), he then switches off, then listens again.

Remember: a child cannot be a passive listener all the time, so while reading you need to activate his attention!

Let your child repeat the words after you, answer questions, ask them, and look at the illustrations. Children love it very much. You can invite your child to tell a fairy tale together. Thus, by repeating the lines of a poem, children learn to speak using examples of artistic expression, poetry and prose.

Particular attention should be paid to children's love of repeated readings.

Everyone knows that the child is literally "brings home" their loved ones to the point of exhaustion, demanding to read the same work over and over again. Children crave repeated readings in order to experience joyful excitement again and with greater force: they are excited by the plot, the hero, figurative poetic words and expressions, and the music of speech. Repeated readings train memory and develop speech. After repeated readings, the child remembers the book and will be able to show the independence he desires: read poems by heart, retell fairy tales and stories, and make drawings for them.

READING OUT LOUD

There are rules that will make reading aloud attractive to your child:

1. Show your child that reading aloud makes you happy. Don’t mutter under your breath, as if serving a long-tired duty. The child will feel this and will lose all interest in reading.
2. Show your child respect for the book. A child should know that a book is not a toy, not a lid for a doll’s house, not a cart that can be carried around the room, not a coloring book... Teach children to handle the book carefully and carefully. It is advisable to look at the book on the table, pick it up with clean hands, and carefully turn the pages. After viewing or reading, put the book away.
3. Maintain eye contact with your child while reading. An adult, while reading or telling a story, should stand or sit in front of the children so that they can see his face, observe facial expressions, eye expressions, and gestures, since these forms of expression of feelings complement and enhance the impressions of what they read.
4. Read to children slowly, but not monotonously, try to convey the music of rhythmic speech. The rhythm and music of speech enchant the child; he enjoys the melodiousness of the Russian language and the rhythm of poetry. An adult must subtly feel what rhythm and tempo to read, and when to reduce or increase the drama of the situation. During the reading process, children should periodically be given the opportunity to talk about their feelings, but sometimes you can ask them to just listen.
5. Play with your voice: read, sometimes faster, sometimes slower, sometimes loudly, sometimes quietly - depending on the content of the text. When reading poems and fairy tales to kids, try to convey in your voice the character of the characters, as well as a funny or sad situation, but do not overdo it.
6. Shorten the text if it is too long. In this case, there is no need to read everything to the end; the child still ceases to perceive what he heard. Briefly summarize the ending. Of course, for this, parents need to familiarize themselves with the book in advance. If you read to your child at night, make sure the story has a happy ending.
7. Read books whenever your child wants to listen to them. Maybe it’s a little boring for parents, but for him it’s not.
8. Read aloud to your baby every day and make it a family ritual.
9. Don't try to persuade me to listen, but "seduce" his. Helpful trick: Let your child choose the books.
10. From the early childhood the child needs to select his personal library. Take your child to a bookstore or library regularly. You should buy books gradually, choosing what interests children and what they understand. Set aside a corner at home for repairing books. Repair equipment: paper, glue, tape, scissors. Take time and help your child repair books.
11. Read aloud or retell books to your child that you yourself liked as a child. Before reading a book you are unfamiliar with to your child, try reading it yourself to direct your child’s attention in the right direction.
12. Don't interrupt your child from reading or looking at a picture book. Again and again, draw children's attention to the contents of the book and pictures, each time revealing something new. How to achieve this? All attributes of retold or read texts, any visuals, musical works can be varied and replaced with others, simplified or complicated.

I hope that these simple but useful tips will help you achieve the greatest mutual understanding with your children. Happy reading!

Fiction as a means of comprehensive development of a preschooler

Educator: Chibryakova Natalia Pavlovna

“Literature also needs

talented readers,

like writers"

S. Ya. Marshak

« Literature serves as a representative of the mental life of the people."

N. A. Nekrasov

Every year different children come to kindergarten: smart and not so smart, sociable and reserved. But they all have one thing in common - they are surprised and admired less and less, their interests are monotonous: cars, Barbie dolls, some have game consoles. Interest in fiction and the poetic Russian word is receding further into the background.

The process of speech development for a preschool child is complex and multifaceted, and for its successful implementation, a combination of all components that affect the quality and content of speech is necessary. One of these is fiction.

Fiction is an effective means of mental, moral and aesthetic education of children, due to its emotionality and imagery. Literature has a great influence on the development and enrichment of a child’s speech, accompanying a person from the first years of his life. Fiction sets the task of instilling in childrenlove of artistic expression, determines the range of works that need to be told, retold, read, and memorized.

Features of the perception of fiction in the process of speech development by preschoolers are studied in the works of: L.S. Vygotsky, A.V. Zaporozhets, E.A. Flerina, L.M. Gurovich, T.A. Repina, K.D. Ushinsky, E.I. Tikhieva and others. The main result of their research is the identification of links in the mechanism of mastering coherent speech by a child. Speech - appears at the early stage childhood, is intensively improved in preschool, primary school and adolescence. The adults surrounding the child are simply obliged to teach him to speak correctly from infancy, to present beautiful examples of the Russian literary language - this is quite important in preschool age, since the child develops intellectually, he has the ability to imagine, then think, imagine, and with each age These abilities are improved step by step. Of particular importance in this period of time isacquaintance with native literature, with the texts of works of art,which allows children to develop and enrich their speech. This is one of the main conditions for a child to master speech, a condition for its development and improvement.

If a preschool child does not understand and does not feel that reading a good book is very interesting, then at school, when he sits down at a textbook and computer, he will never fall in love with fiction.

Addressing the problem of introducing preschool children to fiction as a means of speech development is due to a number of reasons: firstly, familiarity with literature in the family is used insufficiently or superficially, secondly, the social system has changed, all traditional values ​​have been shaken. Thirdly, educating preschoolers with fiction not only brings them joy, emotional and creative uplift, but also becomesan integral part of the Russian language.

After all, the most effective component in education is still the artistic word. The child learns to apply grammatical skills and abilities in dialogical (answering questions, conversation) and monological (verbal creativity, storytelling) speech, to use the means of artistic expressiveness of the language and its grammatical means. Therefore, children need to be introduced to the world of fiction from an early age, since with growing up the acuity of word perception and the ability to admire the beauty and miracle of human speech are lost.

One of the most important tasks is assigned to the “shoulders” of the kindergarten - the formation of correct oral speech of children based on their mastery of the literary language of their people.

In this regard, it is very important to correctly present a child with this or that literary work. Preschool children are listeners, not readers.

The teacher faces an important task - to convey each work to children as a work of art, to understand and feel it, to be able to analyze the content and form, to reveal its intention, to infect listeners with an emotional attitude towards literary characters. The teacher must master reading and storytelling techniques - clear diction, means of intonation expressiveness and theatrical art. Take a responsible approach to choosing literary works to present to children. A well-known proverb says: “Some books will add intelligence, but others will turn them off.”

The world of reading helps adults saturate children's imagination, sets an example of creativity and a creative attitude towards real world. The book tells about the most important, the most beautiful, it makes a child’s soul more receptive and responsive, so children cannot help but love her, they are always happy to meet her. The desire to listen to a favorite work again and again helps to develop a child’s interest and love for fiction.

“A book is a discovery of the world.” The book, as one of the most accessible means of mass communication, serves as a source of various intellectual and aesthetic information and a channel for transmitting it to the child, helps to choose a certain evaluative, emotional, practically effective attitude of the child to the world around him.

A fiction book gives a child excellent examples of the Russian literary language. These samples are different: the expressive, apt language of folk tales about animals, rich in fabulous “ritualism”; the language of fairy tales by V. M. Garshina, C. Perrot, G. Kh. Andersen; laconic and precise language of children's stories by L.N. Tolstoy; light and transparent poems by A.S. Pushkin and A.A. Fet; figurative language of small descriptions by K.D. Ushinsky; simple and yet rich, with a lot of humor modern language in the works of Marshak, Mikhalkov. These examples are enough to understand the need to understand works of art and understand the positive impact on the development of children's speech.

Work on the use of fiction as a means of speech development shouldbe built on the principles:purposefulness, individualization (you cannot compare the successes of children; each has its own potential), consistency, visibility, accessibility (age, level of preparation of children), morality, integrated approach and strength (consolidation of knowledge).

To achieve the goal of developing speech through fiction, the following are distinguished: tasks:

Fostering love and interest in fiction, developing a caring attitude towards books;

Awakening children's curiosity and selective attitude towards works of art;

Developing the ability to listen to a work and analyze;

Development of creativity, activation of vocabulary, independence in artistic speech and theatrical and gaming activities;

Development of the child’s emotional sphere;

Ability to carefully examine illustrations and relate them to the text;

Monitor and guide the home reading process.

These tasks are solved in all age groups of kindergarten, only their specific content is different, it depends on the age characteristics of the children, and the needs of the modern child are also taken into account.

The professional competence of the teacher is also important - the quality of actions, life experience, which ensures effective problem solving.

As a preschooler develops, his perception, goals, and attitude toward literature change.

Children 3 – 4 years old.

They do not fully understand the experiences and motives of the actions of the main characters; they need help in the ability to isolate the main action of the main characters, their relationships and actions (for this it is important to think through questions for the conversation after reading). At this age, there is a brightly colored emotional attitude towards the characters of the work, a craving for a rhythmically organized style of speech. At 3–4 years old, it is easy for children to recognize connections when events in a story follow one another. It is important to teach children to evaluate the actions of heroes, determine their correct qualities, and select expressions that define their character. Teach children to listen to fairy tales, stories, poems.

Children 4 – 5 years old.

They are able to more deeply comprehend the content of works and understand the features of form. Children can determine their attitude to the negative and positive in a work, and establish cause-and-effect relationships in the plot. It is also important to learn to compare what you hear with the facts of life and answer questions related to the content of the text.

Children 5 – 7 years old.

Here a special role should be given to text analysis.

Children grasp the hidden meaning of the work (subtext) and perceive the text in the unity of content and form.

Children know the portrait of the writer (poet) and should know what he wrote.Distinguish between genres of a work, express your attitude to the actions of the characters, emotional attitude towards them, see the properties of artistic expressiveness in the text, answer questions about the content of the text, be able to retell and read by heart well, participate in dramatizations.

In addition, it is necessary to explain all new words in the work (knight, tow, patrol, etc.) to the child before reading the text.

The introduction of the Federal State Educational Standard allows teachers to vary in their work the forms and methods of introducing children to fiction in the way they consider necessary, since the main goal of the Federal State Educational Standard is integration of education (personal development taking into account their age, individual psychological and physiological abilities).

Acquaintance with fiction cannot be limited to GCD, itshould be implemented at all times in children's livesin kindergarten (play, walk, work, household activities).

When building a system of work on the development of speech in preschoolers, using fiction, it is necessary to create a good speech development environment, taking into account individual and social conditions. This is the compilation and development of long-term planning on the topic, selection of didactic and outdoor games and exercises, lesson notes, visual didactic aids and albums (“Portraits of Writers and Poets”, “Antonyms”, “Seasons”, “Tongue Twisters”, “Riddles” and etc.). As well as the acquisition of literary works of various genres, discs and cassettes for listening, dolls for theatrical activities and different types theater, the creation of a literary center, very interesting is the organization of exhibitions of children's drawings, homemade books and crafts made based on the works they have read. A very important condition in resolving the issue of speech development through the means of fiction is the involvement of parents in the work; they must understand the significance and seriousness of this issue (meetings, consultations, joint exhibitions, memos, booklets, etc.). Carrying out work - with society (with libraries, museums, theaters, etc.)

Thus, we note that the systematic and purposeful use of various kinds of works of art as a means of developing speech, as well as properly organized work, determines the possibility of effective and fruitful development of the speech of preschoolers, helps to replenish the vocabulary, forming the communicative culture of the preschooler, makes the child’s speech more expressive, bright and emotional. Children actively express themselves in different ways artistic activity and are creatively active, they have developed self-awareness, they know how to understand and accept humor and become much friendlier, which is quite important in modern society.

Fiction can be regarded as the most accessible form of art that promotes the development of children's speech.

Municipal budgetary preschool educational institution "Kindergarten No. 1 of a combined type" p. Aikino

Project:

“Fiction as a means of developing the moral personality of an older preschooler.”

Compiled by:

Teacher Solskaya

Irina Vyacheslavovna

1. Relevance…………….…………………………………………..3

2. Goal………………………………………………………………………………..8

3. Tasks…………………………………………………………………………………...8

5. Expected result………………………………………… 9

6. Subject of experimental research……………………… 10

7. Hypothesis………………………………………………………………………………… 10

8. Project implementation methods……………………………………………………10

9. Conditions for the project…………………………………… 11

10. Project implementation stages………………………………………….11

12. Conclusion……………………………………………………………22

Application

Relevance.

“Reading during childhood is, first of all, education

hearts, the touch of human nobility to

hidden corners of a child's soul"

V. Sukhomlinsky.

Currently, Russia is going through one of the difficult historical periods. And the greatest danger facing our society today is not the economic crisis, not the change political system, but in the destruction of personality. Nowadays, material values ​​dominate over spiritual ones, so children have distorted ideas about kindness, mercy, generosity, justice, citizenship and patriotism. The high level of child crime is caused by a general increase in aggressiveness and cruelty in society.

Preschool childhood is a period of assimilation of moral norms and social behavior. When does a child start active life in human society, he faces many problems and difficulties. They are connected not only with the fact that he still knows little about this world, but must and wants to know it. He, this cute “alien,” needs to learn to live among his own kind. And not only to live physically, but to feel good, comfortable among people and develop and improve. And for this it is important to understand how people communicate with each other, what they value, what they blame, what they praise for, and what they scold or even punish for. And in the process of this complex cognition, the child himself becomes a person, with his own worldview, with his own understanding of good and evil, with his own reactions to the actions of others and his own behavior.

The formation of the foundations of a person’s moral qualities begins in preschool childhood. The further moral development of children largely depends on how successfully this process is carried out. Familiarizing preschoolers with art is of great importance in the formation of moral qualities. literature.

The book introduces the child to the complex world of human feelings, relationships, thoughts and actions.

The book is recognized in concrete images to reveal to the child the ideals of justice, kindness, honesty, courage, and compassion.

Able to act from the position of known rules.

Knows how to explain the meaning of words: “caring”, “benevolent”, “responsive”, “generous” using examples from fiction.

Uses figurative words and expressions in speech.

Knows how to behave appropriately when communicating with strangers in problematic situations

Able to control his behavior and actions

The monitoring results led me to the conclusion that children do not always know how to control their behavior and actions and act from the position of known rules. Often, although children know the rules, they do not always follow them in everyday life.

My teaching experience shows that modern parents underestimate the role of reading in the development of a child. But it is reading, telling and retelling works of art that have a huge impact on the intellectual, mental, creative and psychological development of a child. Research has also proven that a feature of preschool children is not only great abilities to perceive, but also a pronounced ability to imitate and express emotions. At the same time, preschool children have insufficiently developed voluntary behavior, they do not know how to control their actions, or understand their moral content - all this also often leads to undesirable actions. These circumstances pose the most primary task for educators to develop moral behavior skills in children, since in the process of gaining experience they develop into moral habits. It is necessary to develop in children a variety of behavioral skills that show respect for adults, a positive attitude towards peers, careful attitude to things, later the skills, which have already turned into habits, become the norm of behavior. For example, the habit of saying hello and goodbye, thanking for a service, putting any thing in its place, behaving culturally in in public places, politely approach people with requests.

In older preschool age, the skills and feelings that develop on the basis of children’s meaningful attitude to the moral content of their actions already become stronger. It is necessary to cultivate conscious behavior in children, subordinate to the norms and interests existing in society. The teacher emphasizes his politeness in dealing with children, respects their activities, does not distract unnecessarily if the child is busy with something useful - this is how children acquire politeness and respect for the adults and peers around them, a positive attitude towards their activities, this is how feelings of affection and camaraderie are born .

And if at a younger age children do not have long-term friendly attachments, then “in older preschool age children make attempts to explain the very concept of “friendship”, begin to evaluate each other by their actions, try to understand the motives of friendship, and show constant affection in friendship.

Both responsiveness and mutual assistance are manifested in different ways. In early preschool age, the child shows sympathy for other children; later, on his own initiative, he responds to the different emotional states of his peers, and attempts to help each other in self-care, in games, in activities, and in everyday life. In middle preschool age, the motives for providing help become more meaningful, and attempts arise to teach each other how to act. In older preschool age, responsiveness and mutual assistance are characterized by selectivity and awareness. Children willingly help children and adults; mutual assistance acts as a labor action.

In older preschool age, public opinion is already formed in the children's group. The rule, supported by a positive assessment from an adult, becomes the correct guideline for behavior for the child. The child learns to evaluate the behavior of his peers and his own behavior, realizes both the necessity and reasonableness of following the rules, and accumulates experience in moral behavior and relationships governed by the same rule. Having mastered a rule, children are able to uphold and defend it, and demand compliance with it from their peers. Public opinion as an educational tool must have the correct moral orientation based on the benevolent and demanding attitude of children towards other children and adequate self-esteem.

The practical significance lies in everyday use our proposed methodology for the formation of moral feelings in older preschoolers through children's fiction.

Organizing activities through children's fiction opens up wide opportunities for teachers to instill moral feelings in children. With targeted influence and guidance from an adult, children develop kind, humane feelings and relationships.

2.Goal.

Cultivating humane feelings in children through reading fiction.

3.Tasks.

1) Select and study methodological literature.

2) Develop long-term planning for the formation of moral qualities in children through reading fiction for children 5-6 and 6-7 years old.

3) Select methods and techniques for developing moral qualities in children;

4) Summarize the results of the research and formulate conclusions.

5) Increase the pedagogical competence of parents.

4. Ensuring project activities.

1. Methodological.

, “Child and Book” (publishing house “Aktsident”, S-P 1996)

M. M Alekseeva, V. I Yashina “Anthology on the theory and methods of speech development in preschool children” pp. 485 – 497 (Moscow 1999)

V. V. Zyabkina “Methodology for organizing children’s reading” (Journal “Pedagogy of Preschool Educational Institution” No. 8 2007, pp. 105-109)

R. S. Bure “Formation of morally valuable behavior in preschool children” (Journal “Pedagogy of Preschool Educational Institution” No. 7 2006, pp. 61-69)

“Conversations with parents about the moral education of preschool children” (Moscow 1987)

2. Material and technical support.

Paper (landscape, color),

Pencils,

Felt pens,

Plasticine,

Scissors.

3.Didactic support.

Visual, illustrative material, selection of fiction, material for artistic creativity, didactic games, word games, costumes, audio recordings.

5. Expected result.

1. Children develop humane feelings and good relationships.

2. The child will show aesthetic taste, a desire for constant communication with books, and a desire to learn to read himself.

3. Name his favorite literary texts, explaining why he liked them.

4. Know the names of three or four writers, name their works, explain why he likes them.

5. Distinguish between the main genres of literary works (poem, fairy tale, story), have an idea of ​​some of their features.

6. Express your attitude to the images of the heroes, the ideas of the work.

7. Perform literary works expressively.

8. Convey images expressively literary heroes in theatrical activities, show creativity, strive for improvisation

6. Subject of research.

The use of works of fiction in the moral education of children of senior preschool age.

7. Hypothesis.

The process of moral education of children of senior preschool age will be more effective if works of fiction are used for this purpose.

8. Project implementation methods:

Visual:

Display (illustrations from books, visual teaching aids)

Consideration;

Verbal:

Explanation,

Story,

Literary word (poems, stories);

Practical:

Repetition,

Independent execution (drawings, applique, modeling).

Gaming:

Didactic games,

Finger games,

Theatrical games

Plot - role-playing,

Movable.

9. Conditions for the implementation of the project.

Availability of children's fiction on the topic of the project;

Motivation of children, their interest.

10. Project implementation stages.

The project is being implemented over two years in the joint activities of teachers, children, parents, preschool specialists, and library staff.

Preparatory stage:

Selection and study of methodological literature;

Compilation long-term plan work for 2 years;

Preparation of visual material;

Work with parents (Questioning of parents “Organization of home reading in the family”, consultation for parents “Teach your child to love books”; joint participation of parents and children in exhibitions; informing parents about the start of the project)

Main stage:

Conducting GCD;

Excursion to the library;

Conducting quizzes;

Dramatization of fairy tales;

Productive activities (drawing, modeling, applique)

Participation in exhibitions;

Working with parents (individual consultations)

The final stage:

Processing and design of project materials

Checking the achievement of goals, objectives, hypotheses;

Carrying out monitoring;

When implementing the program of education and training in kindergarten “From Birth to School”, edited, I use the methodological recommendations “Classes on speech development in the senior group of kindergarten. Lesson notes”, “Classes on speech development in a preparatory group for school. Class notes." I also use techniques, etc. “Book for reading in kindergarten and at home. Reader. 4-5 years”, “Book for reading in kindergarten and at home. Reader. 5-7 years"

The main form of introducing children to fiction is the joint activity of the teacher, children, pre-school specialists, and library staff, during which educational, educational, and developmental tasks are solved.

When introducing children to fiction, I introduce children to different genres works of art: stories, fairy tales, poems, etc.

Over the course of two years, I carried out and compiled 6 projects to introduce children to fiction through folk and original fairy tales and stories. During this time, a number of activities were carried out with the children, including cognitive and research activities, productive activities, as well as close interaction with parents. Thus, to expand children’s knowledge about fairy tales and stories, a series of meetings were held with library staff, where they were introduced to the works of writers, their works, small theatrical performances were held and filmstrips were shown on the topic of the project. Parents took an active part in the implementation of the project.

To enrich the book corner in the kindergarten group, the parents of the students took an active part. The books collected by the parents significantly expanded the group’s library.

As part of the project, exhibitions of drawings by parents and children were held on the topics: “Heroes of Russian folk tales”, “Heroes of Komi folk tales”, “Heroes of N. Nosov’s stories”, “Near Lukomorye there is a green oak”, “Heroes of C. Perrault’s fairy tales” , “The Kingdom of the Snow Queen,” where children, together with their parents, drew and made appliques based on the themes of the exhibition, showing creativity and imagination. Parents took an active part in this work.

During the project, we closely interacted with specialists from the preschool educational institution. Together with the art teacher, we carried out the appliqué “33 heroes” and sculpted heroes based on the poem “Near Lukomorye there is a green oak.” The children presented their works to their parents and took part in an exhibition dedicated to them, held in the regional children's library.

The implementation of the fairy tale project coincided with the New Year's party "Journey through Pushkin's Fairy Tales"

The result of the project based on the fairy tales of Charles Perrault was the joint creation of a fairy tale about Little Red Riding Hood in a new way.

During the “Kingdom of the Snow Queen” project, children listened to a fairy tale via an audio recording and, based on what they listened to, drew the Snow Queen’s castle the way they would like it to be.

So, the pedagogical means of fiction that I use help students understand human relationships and make them friendly.

In my work, I used design and research technologies, person-oriented technology and health conservation.

Organization of work in the senior group.

Target: Developing interest in fiction.

To achieve the goal, the following tasks were solved.

Leading educational areas: “Socialization”, “Reading fiction”.

"Health", " Physical Culture", "Labor", "Safety", "Cognition", "Communication", "Artistic Creativity", "Music"

NGO “Socialization:

Forming the ability to develop a plot based on knowledge gained from reading literary works.

Promoting the creative use in games of ideas about the surrounding life, impressions of works of literature.

Developing interest in folk games.

Development of creative independence, aesthetic taste in conveying an image; clarity of pronunciation.

Development of the ability to feel the beauty and expressiveness of the language of a work, sensitivity to the poetic word.

Replenishing children's literary baggage with fairy tales, stories, and poems.

Developing a sense of humor in children.

Developing the ability to explain the main differences between literary genres.

NGO "Health":

Creating an emotional prosperous climate in the group.

NGO "Physical Culture":

Developing children's interest in outdoor folk games.

NGO "Safety":

NGO "Poznanie":

Consolidating the ability to identify several qualities of objects in the process of perception; highlight characteristic details, beautiful combinations of colors and shades, musical, natural and everyday sounds.

Formation of elementary ideas about the history of mankind through familiarity with legends and fairy tales, games.

OO "Communication":

- Improving speech as a means of communication.

Helping children master expressive language.

Practicing intonation expressiveness of speech.

Development of the ability to meaningfully and expressively retell literary texts

Improving the ability to write short tales on a given topic.

Development of observation skills, the ability to notice the characteristic features of objects and convey them through drawing.

Formation of the ability to convey the plots of folk tales and original works in drawings.

Development of collective creativity. Cultivating the desire to act in concert, to agree on what part of the work will be performed.

NGO "Music":

Enriching children's musical experiences.

Improving skills in playing Russian and Komi folk musical instruments.

OO "Trud":

Expanding children's ideas about the work of adults through literary works.

While reading fairy tales, I talked with the children about positive and negative fairy-tale heroes, about their actions, about adventures and about magical objects that help the heroes.

After reading fairy tales, I held conversations, the purpose of which was to broaden the horizons and conceptual apparatus of children, teach them the ability to independently draw conclusions and conclusions, give reasons for their statements, the desire to find out how much the children understood the idea and meaning of the work, find out their attitude to the actions and actions of the heroes, and attract attention to the means of expressiveness of the work.

Sometimes she invited the children, after reading a fairy tale, to draw what they remembered most. Children draw any fairy-tale characters, magical objects and fairy tales. environment(for example, a castle or Baba Yaga’s hut).

Difficulties for children are caused by the task of “drawing verbally” the heroes of a fairy tale, since children’s speech is not sufficiently developed, it is difficult for them to compose descriptive stories.

After reading N. Nosov’s story “Dreamers,” I played a director’s game with the children. Children learned to be actors, to convey the character of the characters through words, facial expressions and gestures.

We also held exhibitions of books and drawings: “My favorite Russian folk tale”, “Komi folk tales”, “Stories by N. Nosov”. The children brought their favorite books from home, told fairy tales, and, together with their parents, drew their favorite fairy-tale characters.

Purpose of the book exhibition:

Deepen children's literary interests;

Make a specific literary topic relevant for preschoolers.

I studied and used the best practices of teachers working on this topic. Having studied methodological, scientific and popular literature, I thought through and applied in practice a variety of methods and techniques in my work.

To form the moral qualities of a preschooler’s personality, I used the following principles: consistency, clarity, accessibility, taking into account the age and individual characteristics of children

At the initial stage - introductory classes, then complex ones, which ended with productive activities.

Over the course of the year, I introduced the children to a large number of works of children's fiction: I tell fairy tales, show tabletop puppet theaters, and read books with illustrations.

I develop in children the ability to perceive a literary work, as well as some basic skills to analyze the work.

By the end of the year, children are able to identify the main characters (who the story is about) and express their attitude towards them (who they like and why).

In introducing children to fiction, I tried to select works whose heroes can be admired and imitated, which help in the formation of moral feelings in children: camaraderie, honesty, truthfulness, respect for the work of adults, responsibility for one’s actions, the ability to see good and evil, help children develop a love for native land, to native nature.

Over the course of a year, I systematically read and told fairy tales and stories. I accompany the reading of works of art by showing visual material. The books were chosen to be expressive and bright. This allows you to more deeply influence the child’s feelings and promotes memorization of the text. In this case, a smile and a calm, slightly playful tone help. Expressive speech and emotional performance will certainly cause pleasure and joy in the baby.

Play is a powerful tool for educating older children. It’s not for nothing that this age is called the age of play. When working with children, I used collective games-activities, games-dramatizations, games-exercises, games-fairy tales, and role-playing games. A variety of problems were solved with the help of games.

In this regard, I periodically organized games with the children - dramatizations based on literary plots. In any case, when dramatizing a fairy tale, children play out its plot, master ways of playing roles in a dramatization, take on the roles of fairy-tale characters, and act in their image. With the help of children's books, I tried to instill in children moral qualities in communication between peers, in a team.

Thus, we can conclude that the purposeful and systematic use of works of fiction is not only a favorable means that contributes to the moral education of preschoolers.

In order to establish contacts with the family to ensure unity in education moral culture The following forms of work were used:

Group meetings;

Consultations on the topics: “The role of books in the moral education of children”,

Book exhibitions;

Joint creative activity parents and children;

Throughout the year, I conducted individual consultations and conversations with parents. During the conversations, I convinced parents to communicate more, talk, read fairy tales, learn rhymes, nursery rhymes, songs, i.e., pay more attention to their children.

I try to work closely with parents, and this ensures positive results for the comprehensive development of the child’s personality, and I also try to treat every child kindly, because only tolerance, goodwill, and love for children will give positive results.

Summarizing the results, I concluded that introducing a child to literature contributes to moral education. The heroes of the works aroused sympathy for themselves in children, helped them to express themselves in the most simple forms a sense of duty, respect for parents, and the ability to sacrifice one’s desires. All this was a decisive factor ensuring the moral development of preschool children.

Organization of work in the preparatory group.

Target: Formation of the moral and cultural basis of the child’s personality through familiarization with fiction.

Tasks:

Leading educational area:“Socialization”, “Reading fiction”.

Integration of educational areas:“Health”, “Physical Education”, “Socialization”, “Labor”, “Safety”, “Cognition”, “Communication”, “Artistic Creativity”, “Music”.

NGO "Socialization":

Build cooperation skills. Foster feelings of friendship and collectivism. Develop communication skills and the ability to communicate with adults in different situations.

NGO “Reading Fiction”:

To develop children's interest in fiction and educational literature. Develop the ability to feel the beauty and expressiveness of the language of a work, sensitivity to the poetic word.

"Cognition":

Introduce the works of Alexander Sergeevich Pushkin, Charles Perrault, Hans Christian Andersen. Contribute to the accumulation of aesthetic experience by reading and discussing literary works.

OO "Communication":

Foster a culture of speech, teach children to reason, develop the ability to apply their knowledge in conversation, and achieve coherent statements. Enrich and expand children's vocabulary. Develop the ability to read poetry expressively.

NGO "Artistic Creativity":

Development of figurative aesthetic perception, figurative representations, formation of aesthetic judgments.

NGO "Music":

Introduce classical works composers based on fairy tales.

NGO "Health": Creating an emotional, prosperous climate in the group.

OO "Trud":

Fostering a desire to participate in joint work with parents to prepare a costume for the New Year's party dedicated to

NGO "Physical Culture":

Consolidating the ability to independently organize outdoor games and invent your own games.

NGO "Safety":

Continued acquaintance with the rules of safe behavior during outdoor games.

When organizing work with children aged 6-7 years in this area, I used educational technology: gaming, research, modeling. While reading the fairy tale “The Tale of the Fisherman and the Fish,” together with the children we came up with the game “Fish of Wishes.” This game helps to unite children, strengthen friendships, passing a symbolic fish to each other, children wish something good, kind. Thanks to “The Tale of Tsar Saltan,” children were introduced to excerpts from the ballet “Swan Lake.” The New Year's party was also dedicated to fairy tales and poems, where parents sewed costumes for children based on fairy tales (33 heroes, gold fish, sea waves, etc.).

Thanks to the fairy tale “Cinderella” by C. Perrault, we became acquainted with the costumes of the past. The children looked at the illustrations “What We Wore in the Past.”

Thanks to the fairy tale about the Snow Queen, the children and I became acquainted with several more varieties of roses. We had a conversation about people living in the far north.

Literary quizzes “Fairy Tales” were held,

"Tales of C. Perrault" and a fairy tale quiz " The Snow Queen" The children were happy to meet their favorite fairy-tale characters again and listen to audio cassettes with excerpts from the works. This form of activity - competition - aroused great interest among all children.

She suggested that children play dramatization games; works that are well known to children with a dynamic plot, dialogues, and events that can be reproduced are suitable for them. For example, the fairy tale “Little Red Riding Hood”.

The moral education of a preschool child is carried out more successfully the closer the contacts between the kindergarten and the family.

For parents, I conducted a consultation “Teach your child to love books,” where parents received the necessary information on the topic and discussed the most important questions children's reading, shared their experience of reading in the family.

By the senior preschool age, the child has accumulated quite extensive life experience, which helps him to comprehend more complex literary facts. Children are already able to understand events in the book that sometimes did not occur in their own experience. The understanding of a literary hero also becomes more complicated. Although the child’s attention is still mainly attracted by actions and actions. It begins to penetrate into experiences, feelings, thoughts. In this regard, in older preschool age, a more complex hero becomes accessible to perception, whose behavior is sometimes characterized by contradictory actions, moral experiences, and complex motives.

Penetration into the content of the work requires children to exert mental strength: they must mentally imagine and emotionally experience the circumstances and the state of the characters described by the author, understand their actions, experiences, thoughts; establish the causes of events, understand their interweaving; guess about the motives of the characters, the author’s attitude towards events and characters, and much more.

In order to eliminate formalism in knowledge about morality, I include children in a variety of activities related to fiction. Children create their own drawings based on stories and fairy tales.

Children especially like it when they act out roles on their own and dramatize like real actors. Such techniques allow you to remember good books, awaken thought, develop the creative imagination of children.

Having compared the results of the work, she noted the following changes: the level of development of moral consciousness, moral feelings, moral behavior and emotional balance in children has changed. Children learned to show care, sympathy, and mutual assistance towards others. They are able to understand and appreciate a point of view and try to resolve conflicts nonviolently.

The attitude towards the book has also changed: children can name the work and the author based on the illustration or by ear, and ask to read more. This means that it didn’t pass by, but touched the soul.

Conclusion.

Analyzing the children's achievements, we can conclude that the goal of the project has been achieved. Using the technology of project activities in our practice, we can conclude that children have learned to distinguish between genres of literary works, retell excerpts from fairy tales and short stories, and children have developed an interest and need for reading.

This can be seen from monitoring the development of children's skills and abilities.

Senior group.

Preparatory group.

Dynamics of children’s mastery of the OO “Reading Fiction”

Senior group.

Preparatory group.

The dynamics of children’s mastery of the OO “Socialization” in the section “Introduction to elementary norms and rules of relationships with peers and adults (including moral ones).”

Thus, the hypothesis was confirmed. The process of moral education of children of senior preschool age has become more effective when works of fiction are used for this purpose.

I consider the objectives of the project completed, the expected result has been confirmed. The purposeful and systematic use of works of fiction is not only a beneficial means for the development of speech in preschool children, but also contributes to the moral education of children.

The great advantage of art as a means of cultivating humane feelings is its emotional assessment of reality. Art and fiction actively influence the feelings and mind of a child, develop his receptivity and emotionality. Insufficient development of these qualities of the child’s psyche leads to an artificial limitation of his capabilities, to the upbringing of a person who does not feel, does not understand, and blindly follows the learned rules of behavior.

Education with artistic words leads to great changes in the emotional sphere of the child, which contributes to the emergence of a keen response to various life events, changes his attitude towards things, and rebuilds his subjective world. According to B. M. Teplov, art is captivating different sides human psyche: imagination, feelings, will, develops his consciousness and self-awareness, forms a worldview.

When reading a book, a child sees in front of him a certain picture, a specific situation, an image, experiences the events described, and the stronger his experiences, the richer his feelings and ideas about reality. The rule of morality acquires living content in a work of art. / The perception of art is for a child a unique form of cognition of objective reality. The child, as it were, enters into the events of a work of art, becomes, as it were, their participant.

In kindergarten, reading classes often solve only the problems of developing the child’s speech and poetic ear. Such a narrow use of a work of art, which comes down to a mechanical transmission of the content of the text, deprives the child of the opportunity to realize and feel its moral depth. Sometimes in the practice of kindergartens there are mistakes of a different kind, when the high ideological and moral orientation of a work of art is presented as naked moralization, artistic images are interpreted one-sidedly, sometimes vulgarly. This also interferes with the development of the child’s feelings and moral consciousness, and the formation of a correct evaluative attitude towards reality.

Fiction should be used more often as a means of developing humanity, humane personality traits: goodness and justice, a sense of citizenship. In this regard, the teacher should pay special attention to the selection of works, the methodology of reading and conducting conversations on works of art in order to develop humane feelings and ethical ideas in children, to the transfer of these ideas into the lives and activities of children (to what extent are the feelings of children awakened by art reflected, 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 primarily on its artistic value.

Back in the 40s of the XIX century. V. G. Belinsky presented two main requirements for children's literature: ethical and aesthetic. Speaking about the ethical orientation of children's literature, he sharply opposed intrusive moralizing. A work of art should touch the soul of a child so that he develops empathy and sympathy for the hero.

When solving the problems of raising children through art, it is necessary to turn to classical Russian and translated literature, to Soviet literature and poetry. First of all, these are the works of A. S. Pushkin, L. N. Tolstoy, S. T. Aksakov, P. Ershov, N. A. Nekrasov, F. I. Tyutchev, A. A. Fet, A. A. Blok, S. A. Yesenin, from translated authors - C. Dickens, R. Kipling, C. Perrault, the Brothers Grimm, G.-H. Andersen, works Soviet writers: M. Gorky, V. Mayakovsky, S. Marshak, K. Chukovsky, A. Barto, S. Mikhalkov and others.

The teacher selects works of art depending on the specific educational tasks facing him. A.M. Vinogradova offers a rough plan for using works of art for educational purposes when working with children in the pre-school group. She suggests the following literature for use in class.

The thematic distribution of works for reading to children in class and outside of class will allow the teacher to carry out work on educating children’s feelings in a targeted and comprehensive manner. It is not at all necessary to read a lot of works of fiction to children, but it is very important that they are all highly artistic and deep in thought.

Certain difficulties for teachers are caused not only by the selection of works of art, but also by conducting an ethical conversation about what they have read. According to some, such a conversation is not necessary, because a work of art in itself educates. However, the practice of working with children shows that such conversations are necessary.

A work of art certainly contributes to the development of children's feelings and ideas. But unlike an adult reader who has extensive life experience, a child cannot always see the main thing in the content of a book or give it a correct assessment - the book reveals a lot of unknowns to him, and it is difficult for him to figure everything out on his own. Hence the endless questions from children: “Why did everyone call the duckling ugly?”, “Was the ugly duckling really ugly?”, “Why didn’t the Prince marry the Little Mermaid, he kissed her?” etc. Sometimes it’s difficult to answer children’s questions right away; you need to first think about what to answer.

When preparing for a conversation, the teacher must think through the questions that he will ask the child in connection with the book he has read. If a conversation about a book consists of thoughtless questions, edifications and teachings, it will only confuse the child: edifications and lectures will reduce the emotional state, the joy that the child received from a good book. For example, a teacher, having read “The Story of an Unknown Hero” by S. Marshak to the children and wanting to give them an idea of ​​modesty, asks the question: “Children, why did the guy jump onto the tram platform?” “Because he was in a hurry to go home,” the child answers. The wrong question also caused the wrong answer, diverting the children’s attention from the main thing in this work.

We need to talk, first of all, about the feat of a hero who, risking his life, saves a person. You need to ask the children what excited them most, and they will answer: how the guy walked along the ledge, choking in the smoke, how he, covered in bruises, held the girl tightly in his arms. And in order to draw children’s attention to the hero’s modesty, you can ask them: “Why did our hero leave so quickly, and why were firefighters, police, and photographers looking for him?” The children need to be helped to answer this question: they wanted to thank the guy for his brave, courageous act, for his feat, but he was not only brave, but also modest. And he accomplished his feat not for the sake of a reward, but simply to help people.

It is inappropriate to ask children too many questions, as this prevents them from understanding the main idea of ​​a work of art and reduces the impression of what they read. A more detailed system of questions, for example: where does a fairy tale begin? Where did the hero go? What happened to him then? etc., is justified in the case when the teacher is specifically engaged in the development of children’s memory, their speech, and teaches them retelling. When it comes to the development of the moral consciousness of children, the education of humane feelings, other questions are raised that awaken children’s 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 the child’s state of mind while reading; identify children’s ability to compare and generalize what they read; stimulate discussion among children in connection with what they read.

Discussion greatly contributes to the activation of children’s feelings and develops their independent thinking. The child is asked to confirm or refute the opinion of a peer. Works of art that contain conflict situations are selected for discussions. Helping children formulate questions in connection with what they read, the teacher can address them like this: “What would you like to ask me about after listening to this story?” At the same time, he must listen to the children’s questions in order to understand what worries them, what they do not understand, and in what direction their feelings and ideas are developing.

The child’s feelings need to be strengthened and developed. To do this, the teacher selects works of art that are similar in content, for example, the story by V. Oseeva “Why?” and N. Nosov’s story “Karasik”, similar in content. Both stories describe the boys’ difficult emotional experiences related to the fact that, through their fault, in one case the dog, in the other the kitten must suffer undeserved punishment, and with the fact that they deceived their mothers. During the lesson, it is advisable to talk about two works at once, forming in children a comparative assessment of the images and actions of the characters. Gradually, the child will learn to compare not only the actions of literary heroes, but also his own, as well as the actions of his peers. Considering that children are already familiar with N. Nosov’s story “Karasik” and, therefore, should have already realized such a course of events, the content of the questions for them about V. Oseeva’s story “Why?” is changing. Now the teacher finds out the children’s ability to compare and perceive previously received ideas in other situations; In addition, a specific goal is set: to consolidate the feelings and ideas that have arisen in children that transferring one’s guilt to another is unfair and dishonest.

Analyzing V. Oseeva’s story, it is necessary to especially emphasize the mother’s experiences. “Remember, children, how V. Oseeva describes her mother’s experiences?” - the teacher asks and after several short answers from the children he sums up: “Mom, sitting down at the table, thought about something. Her fingers slowly raked the bread crumbs into a pile, rolled them into balls, and her eyes looked somewhere over the table at one point. Mom was so upset that she didn’t even go to bed and fell asleep at the table. And when the boy, barefoot, in only a shirt, rushed to her, lifted her face to tell the truth, he saw: a crumpled wet handkerchief lay under her cheek. What happened to mom?” The children answer: “Mom was crying.” Some more emotional children's eyes become moist and they sigh heavily.

The idea of ​​N. Nosov’s story “Dreamers” echoes both “Karasik” by the same author and “Why?” V. Oseeva; The content of the story “Dreamers” is as follows:

The boy Igor, secretly from his mother, ate half a jar of jam and blamed it all on his little sister Irochka, smearing her sleeping lips with jam. In the morning, mom punished Ira and gave Igor more jam. Igor is contrasted with cheerful and kind boys who make up funny, implausible stories, competing with each other in their “art”. Igor laughs at them: “You’re all lying, but it’s useless, but I lied yesterday, it’s good for me.” The boys, Stasik and Mishutka, refuse to play with him, and when they meet a crying Ira, they calm her down and treat her to ice cream.

Conducting a conversation after reading this story, the teacher continues to develop children's ideas about justice and honesty. At first, the guys find it difficult to correctly assess the actions of the three boys, who all seem to be telling lies. Are they good or bad? The teacher must help them with this, but first find out how the children will evaluate Stasik and Mishutka, on the one hand, liars and dreamers, on the other - kind, fair, who sharply condemned their friend’s act. Despite the fact that emotionally children perceive the images of Stasik and Mishutka absolutely correctly (they laugh and rejoice at every new story they come up with), they are often biased in their assessment (“All the boys are bad, they all lied”), many cannot explain the difference in the nature of both lies. In this case, the teacher asks: “Children, some of you think that all boys are bad, liars, others like Mishutka and Stasik. Who is right? Let's think together. First, tell us about Igor. What is he like? The children answer that Igor is bad, he offended his sister, and her mother punished her. “Would you play with Mishutka and Stasik?” - the teacher then asks. Children: “We would. They are cheerful, funny, kind. They felt sorry for Irina.” “But many of you said that they were bad, liars. What happens? Think!” - the adult suggests. The children are silent in confusion, then one of them will certainly say: “Mishutka and Stasik didn’t lie, they fantasized, made up stories.” “Of course,” the teacher confirms, “have any of you seen the living Kashchei the Immortal or Baba Yaga? No. Only in the movies. But they were also invented, fairy tales were written about them. So Mishutka and Stasik wrote something up, but they didn’t do any harm to anyone, but Igor acted in such a way that his little sister suffered. This is cruel and unfair."

Thus, conversations with children need to be structured in such a way that the ethical idea acquires a specific, vivid, living content for the child.

Then his feelings develop more intensely. That is why it is necessary to talk with children about the condition and experiences of the characters, about the nature of their actions, about conscience, about the complexity of various situations.

Conversations about fairy tales “Fairy” by C. Perrault, “The Ugly Duckling” by G.-H. Andersen, B. Zakhoder’s story “The Gray Star”, etc. help develop in children a sense of goodwill and justice towards those who are unfairly offended and humiliated.

Before a general conversation on these works, the teacher makes the following introduction: “Remember, children, in the fairy tale “Fairy” it is told that the mother loved eldest daughter because she was as ugly as herself, and she didn’t like the younger one for her beauty. In B. Zakhoder’s story “The Gray Star,” an evil boy wants to kill a toad and shouts that she is scary, ugly, and the flowers love her because she helps them live, rejoice, flourish, saving them from harmful insects. In Andersen's fairy tale, the poor duckling is driven, persecuted only because he was not like the others and seemed disgusting to everyone, although he had done no harm to anyone. Is it fair to offend and humiliate someone because someone is beautiful or ugly, poor or rich? Let's think together." This is what the children answer: “They were treated unfairly, but I treat everyone well, because the duckling is not an ugly duckling, it’s a beautiful swan, but gray star she loved flowers and benefited from them. And the youngest daughter was kind. I love them all." As we see, the child is able to fully correctly understand and evaluate the events described, the behavior of the characters, and also express his feelings. Thus, organized conversations help to transfer ethical ideas, received by children in classes, into their lives and activities. To this end, at the end of a conversation about a work of art, you can ask children questions like this: what were you thinking about when you listened to this story? Maybe something similar happened in your life? Tell. And so on.

But the teacher must remember that a direct comparison of the events, characters, characters depicted in a work of art with real events or children is unacceptable if they are assessed negatively. A literary word evokes in children an active emotional relationship to the event, and a child whom all children point out as bad may not only be offended or cry. He develops aggressiveness, anger, and a negative attitude towards his comrades. Such a direct correlation between the depicted and the real is possible only in the process of individual work with the child. It is also necessary that the assessment of children's actions, especially negative ones, be expressed calmly, without irritation or neglect, best of all in the form of a joke.

The ideas children receive from works of art are transferred into their life experience gradually, systematically. But, unfortunately, adults often completely forget about the connection between literature and the lives of children, and about when it is necessary to focus children’s attention on this connection.

For the comprehensive development of feelings, children should be included in various activities related to fiction. For example, children create their own drawings based on fairy tales and stories, organize exhibitions: “My Favorite Book”, “Fairy Tales of A.S. Pushkin”, “Books about Labor”, “K. I. Chukovsky” and others. Teachers select filmstrips for works already familiar to children. In the cinema and theater, children watch films and performances based on literary works. Adults should promote the development of children's games based on stories and fairy tales. Children are especially inspired when they act out roles on their own, just like real actors take part in concerts.

So, the education of humane feelings must be considered in close connection with the general emotional development of the child. The emotional attitude of children to the environment is an indirect indicator of the development of their feelings. Fiction greatly contributes to the emergence in children of an emotional attitude towards the events described, nature, heroes, characters of literary works, towards the people around them, towards reality.

INTRODUCTION

1. The concept of “creativity” and “creative abilities” of children, developmental features in older preschool age

Children's fiction as a means of developing theatrical play

Development of perception

The importance of theatrical play in a child’s life

CONCLUSION

INTRODUCTION

Preschool age is a bright, unique page in the life of every person. It is during this period that the process of socialization begins, the child’s connection with the leading spheres of existence is established: the world of people, nature, the objective world. There is an introduction to culture, to universal human values. The foundation of health is laid. Preschool childhood is the time of initial personality formation, the formation of the foundations of self-awareness and individuality of the child.

It is not difficult to see the peculiarity of theatrical games: they have a ready-made plot, which means the child’s activity is largely predetermined by the text of the play.

A real theatrical game is a rich field for children’s creativity. Developing the creativity of preschoolers is a complex matter, but important and necessary.

Theatrical play is closely related to literary and artistic works. Fiction shapes the idea of ​​beauty, teaches us to feel the word, and it is necessary to enjoy it from an early age.

Children's fiction is one of the most important means of developing theatrical play, because thanks to all well-known genres fiction, the child develops aesthetically, morally, emotionally, his speech, imagination, and perception develop, which is very important for the theater.

The formation of children's creative activity in the process of theatrical activities: the accumulation of artistic and imaginative impressions through the perception of theatrical art, active involvement in artistic and play activities, the search and interpretation of behavior in a role, the creation and evaluation by children of products of joint and individual creativity depends entirely on the teacher.

The object is the process of development of theatrical activity.

The subject is fiction, as a means of developing theatrical play in children of senior preschool age. The purpose of the study is to develop the content of pedagogical activities aimed at developing theatrical play through the means of fiction.

Research objectives:

.Study special literature on the program.

.Study children's fiction as a means of developing theatrical play.

.Study the development of perception.

.To study the importance of theatrical play in a child’s life.

1. The concept of “creativity” and “creative abilities” of children, developmental features in older preschool age

Very often, in everyday consciousness, creative abilities are identified with abilities for various types of artistic activity, with the ability to draw beautifully, write poetry, and write music. What is creativity really?

It is obvious that the concept under consideration is closely related to the concept of “creativity”, “creative activity”. Creative activity should be understood as such human activity, as a result of which something new is created - be it an object of the external world or the construction of thinking, leading to new knowledge about the world, or a feeling reflecting a new attitude to reality.

Upon careful consideration of human behavior and his activities in any field, two main types of activity can be distinguished:

reproductive or reproductive. This type of activity is closely related to our memory and its essence lies in the fact that a person reproduces or repeats previously created and developed methods of behavior and action;

creative activity, the result of which is not the reproduction of impressions or actions that were in his experience, but the creation of new images or actions. This type of activity is based on creativity.

Thus, in the most general form, the definition of creative abilities is as follows. Creative abilities are individual characteristics of a person’s qualities that determine the success of a person’s performance of various types of creative activities.

Since the element of creativity can be present in any type of human activity, it is fair to talk not only about artistic creativity, but also about technical creativity, mathematical creativity, etc.

Children's creativity in theatrical and play activities is manifested in three directions:

as productive creativity (composing your own stories or creative interpretation of a given story);

performing (speech, motor) - acting abilities; design (scenery, costumes, etc.).

These areas can be combined. From a psychological point of view preschool childhood is a favorable period for the development of creative abilities because at this age children are extremely inquisitive, they have a great desire to explore the world around them.

Development of the child's competence in various fields artistic activity, readiness for play - dramatization is carried out in the family, with the support of parents and in the pedagogical process of the preschool educational institution.

Psychological and pedagogical studies indicate that older preschoolers maintain a positive attitude towards the game - dramatization, it remains interesting for them.

These games expand the child's capabilities. In older preschool age, children's physical capabilities increase significantly: movements become more coordinated and plastic, they can experience a certain emotional state for a long time, and are ready to analyze and express it.

Children of the 7th year of life are distinguished by their ability to establish cause-and-effect relationships between events and phenomena, to understand the reasons for the behavior and actions of heroes of literary works; children’s activities in preparing and conducting theatrical performances acquire a more independent and collective character, independently choose the literary basis of the performance, and sometimes compose themselves collective scenario, combining various plots, distribute responsibilities, prepare scenery attributes.

By the age of 5, children are capable of complete transformation, a conscious search for stage means of expressiveness to convey the mood, character, and state of the character, they are able to find connections between words and actions, gestures and intonation, they independently think out and enter into the role, and give it individual features. Personal sensations, emotions, and experiences begin to play a leading role. The child has a desire to direct the performance, to be a director. The main task of the teacher is to activate and develop the individual characteristics and capabilities of each child.

2. Children's fiction as a means of developing theatrical play

preschool theater fiction

Fiction as “the art of words” is one of the types of art that includes the ability to reflect reality through words, evoking visual images in the mind. The word is not the only sign that evokes visual ideas in a person. This is observed both in pictographic writing and in symbolic painting. Fiction, on the other hand, has only words. This is its limitation compared to other forms of art, but this is also its strength, since the word is capable of reflecting not only what can be directly seen and heard, but also experiences, feelings, aspirations, etc. The word has enormous power of generalization , the ability to convey the subtlest movements of the soul, various social processes. Depending on the methods of organizing verbal material, there are two main types of fiction: prose and poetry.

The richest possibilities of the word in reflecting reality and expressing the inner world of a person, his spiritual life make it possible to recreate pictures of ideological clashes, social and political conflicts, including ideological struggle, philosophical views, clashes of characters, moral and political principles, etc. Within each of these Of the varieties of fiction, there are, naturally, smaller divisions, forms, and genres.

The basis for their identification is the content of the vital material they cover. The main genres (genres) of literature are epic, lyricism and drama. The following types correspond to them: essay, story, story, novel - in epic; tragedy, drama, comedy - in drama; song, lyric poem in lyrics.

A word is usually associated in our minds with the idea of ​​the concept it conveys. But in fiction, the word gives rise to an artistic image, that is, a living picture of reality in which real people with their life problems, thoughts, searches and misconceptions come to life before the reader. The great masters of literature made excellent use of the power of words for a truthful, highly artistic reflection of reality.

And here literature for children occupies a special place, as the broadest area of ​​artistic creativity of masters who create for children. Children's literature is a form of art. Its content is the sphere of children's aesthetic attitude to reality. Children's consciousness has a concrete, fantastic form, i.e. acts as the fulfillment of specific desires aimed at the “I”, while the very fulfillment of desires is, as it were, absolutized and has a fantastic character. Children's literature satisfies the aesthetic needs of the child.

Artistic and aesthetic education in communication with literature is, first of all, the education of a creative listener and reader, the development of the literary and creative abilities of children.

With the development of creative listening and reading skills, the child’s overall creative potential also develops.

In children, one can note the figurativeness of perception of reality. The vividness of a preschooler’s imagination is an absolute virtue; One cannot, say, say that a child’s imagination is richer than an adult’s. The vividness of a child's imagination is not coordinated by knowledge of the laws of the surrounding life. Based on this, we can name the main task of the literary and creative development of children: developing the imagination characteristic of children, making it at the same time more meaningful, saturated with knowledge of the laws of the surrounding world, i.e. to educate an intelligent and attentive listener and, then, a reader.

The creative development of a literary work occurs in the process of its perception. With preschoolers, it can be organized as listening to the text of a work read by a teacher, an audio recording, etc. Listening to a literary work being performed makes you pay more attention to the literary text, listen to it attentively, the experiences have a certain collective nature, since the same listeners are sitting nearby, this unites, adjusts feelings, and elevates them.

The level of perception of a literary work, like any other, depends on the level of general development of the child, on his level of reading, interests and needs. An undeveloped interest in literature is manifested in superficiality of perception, attention only to the eventful side of the work, indifference to poetic, artistic elements. For such a reader, the most complex, rich in thought and feeling, the deep basis of the work turns out to be incomprehensible. A cultured reader considers the plot, conflict, plot of the book being read as a means of seeing in a living, figurative form the life of the moral and aesthetic idea that worries the artist and which became the basis of the work.

A child with developed and creative perception approaches listening thoughtfully, attentively, and follows the development of the plot. The depth of each line, its poetry is revealed to him, he is able to understand the movement of the author’s thoughts, distinguishes the author’s attitude towards his characters, and identifies the thoughts and ideas that are closest to the artist’s worldview. Essentially, such a child, as it were, re-creates a literary work in his imagination, acting as if he were a co-creator of the author: in the child’s imagination it is recreated again, takes on the forms of a living spiritual life, and is intensely experienced by him. In the process of perception, the abilities of analytical assessment are revealed, the reader’s orientation toward certain moral and aesthetic ideals is revealed, and by his reading range one can already judge his attitude to life, his character, and certain features of his worldview.

3. Development of perception

Completeness of perception is a necessary condition for adequate and complete perception of a literary work; it is a distant, although achievable, ideal. In the process of developing aesthetic perception, it is necessary to take into account that at each age one must rely on those psychological and cognitive capabilities that were achieved in previous development.

Perception is enriched more actively when its development is based on an achievable goal, when continuity is observed in both the psychological, physiological and spiritual development of the child.

A preschooler, who does not yet have much experience in communicating with fiction, turns to it seriously and consistently for the first time in classes and conversations in kindergarten. Distinctive psychological trait A child’s ability to relate emotionally to the content of a literary work and impulsively takes the side of goodness and justice. These qualities need to be constantly strengthened. When a child begins to become acquainted with the peculiarities of literature as a form of art, begins to feel and understand its figurative character and artistry, the most educationally valuable trait is strengthened in him - responsiveness to art. The depth of the figurative-emotional relationship to a work is realized when a child (middle and senior preschoolers) can express his attitude to what he heard and read.

One of the important qualities of creative perception is the meaningfulness of understanding the content of a literary work. Perception is meaningful when the content of a work of art is not distorted, and something alien to the author is not introduced into it.

Expanding children's knowledge about the arts (fine, music, theater, etc.) allows the teacher to connect this knowledge with literature, show the common features of all arts, the connection between them, etc., so that children develop initial ideas about artistic imagery - quality, inherent in all arts, as well as about the system of expressive means - the language of literature (comparisons, metaphors, rhyme, rhythm, epithet, etc.).

A child’s perception can become deep and creative when he is interested in literature, and this must be cultivated in children - to form and develop the need for a book. An indifferent reader who turns to a book out of boredom will never know the charm and charm, admiration of the work, and will not be at the mercy of the charm of the writer’s personality. An active attitude towards literature helps to find in a work of art what is common to oneself and the writer, his characters. True perception begins when the child not only emotionally experiences the content, but also reaches the level of co-creation, turning from a passive contemplator into an active creator, reviving a work of art in his spiritual consciousness.

The most important task of using such art as literature is the speech development of the child. The book broadens a child’s horizons, introduces him to the world of artistic and aesthetic images, instills a love of art, develops emotional and cognitive activity, an active attitude to life, and artistic taste. A smart and kind book helps a child develop his own opinions about what he read, the need to speak out, and develops speech. Children's artistic speech activity arises, that is, activity associated with the perception of literary works, their execution, and various creative manifestations (inventing riddles, rhyming lines, fairy tales, stories, etc.)

Raising children through fiction and expressive reading and retelling (literary, artistic and creative activities) is primarily aimed at developing a love and interest in literature. The child’s emotional response to the stories, fairy tales, poems, nursery rhymes, riddles, etc. he listened to. contributes to their better understanding and assimilation, enhances the educational value of literary works not only mentally, but also morally, artistically and aesthetically.

Already in kindergarten, children should be introduced to various genres fiction: a story, a fairy tale, a poem, when the teacher tells, reads from a book or by heart. By acquiring expressive speech skills, a child is spiritually enriched, he develops the ability to feel an artistic image, to grasp the rhythm of a poetic syllable.

Children of the fifth year of life, who already have a fairly large vocabulary, a certain amount of ideas about the environment, who have learned to react emotionally to the events they witness, who have become more attentive, generally perceive works of art more deeply: they not only understand the plot, but notice the bright, imaginative speech, poetry of fairy tales and stories. express their attitude towards the characters. The perception of artistic form also becomes more differentiated: children distinguish prosaic and poetic speech more clearly than at a younger age, notice epithets and comparisons, provided, of course, that the teacher draws their attention to the expressive properties of speech. In the fifth year, they already know a lot of nursery rhymes and quatrains, which they become familiar with not only in class, but also outside of them. Performing activities are intensified. Children happily carry out all the teacher’s tasks: retell a fairy tale, accompanying the presentation of the plot with the display of flat figures, dramatize famous fairy tales, strive to reproduce in speech and facial expressions the characteristic features of the characters depicted, and to convey their attitude towards them. They try to read by heart and tell stories with intonation and expressiveness.

By the age of five or six, children already acquire the skill of concentrated, attentive listening to works, the ability to motivatedly express their attitude to the content, to the characters of the work and its visual and expressive means. A child of this age already has a preference for certain works and genres; he has a desire to compare them, to compare what he has just heard with what is already known. He can not only distinguish poetic speech from prose text, but also understand the diversity of poetry, distinguish a story from a fairy tale and, highlighting the visual and expressive means in fairy tales, stories, poems, explain their necessity. A stable interest in a certain type of activity appears: some people like to read poetry, others like to tell fairy tales. Creative abilities develop: children themselves come up with riddles, poems, and compose fairy tales by analogy with already known characters. An evaluative attitude towards the creative manifestations and performing activities of their peers is developed: children note who came up with the best idea, told it, or read it by heart.

The child rejoices at the happy ending, the victory of a just, honest, fearless hero, the reward for perseverance and hard work. The fairy tale introduces the child to the brightness and expressiveness of his native language. Children not only learn the meaning of a fairy tale, but remember repetitions, epithets, typical fairy tale phrases, i.e. begin to understand the beauty of form, the originality of style, and transfer into their speech those words and phrases that they remember.

Along with fairy tales, an important pedagogical task is performed by riddles, where various phenomena of reality are depicted in figurative form. Riddles also help children get acquainted with the world around them, enriching them with knowledge of specific details of individual objects and phenomena. Folk riddles and jokes, while entertaining, require children to be resourceful and quick-witted, and develop their memory and observation skills.

Revealing the poetic side of the most seemingly prosaic things, the riddle develops a poetic view of reality, subject to active perception on the part of the listener.

Familiarity with small forms of folklore: riddles, nursery rhymes, tongue twisters - is very important both for the formation of the child’s emotional sphere and development imaginative thinking, his creative imagination, and for the development of the speech apparatus. The game of consonances, characteristic of tongue twisters and nursery rhymes, amuses the child, forces him to overcome phonetic difficulties and acquire the skills of correct pronunciation of sounds.

Reading stories is of great importance for the moral and aesthetic education of children. Their topics are widely varied. Work experience shows that through literary works children can be introduced to phenomena and events that go beyond their personal life experience. The writer's artistic skill helps make complex topics accessible.

So, the perception of works of fiction depends on the age of children, their experience, and individuality. The study of age characteristics shows that preschoolers can develop an emotional aesthetic perception of literature and folklore, that is, the ability to understand and feel not only the content, but also the form of a work, demonstrate a poetic ear, respond to figurative speech, expressiveness of intonation. Education and learning through works of art requires the use of a variety of methods, which should be aimed not only at enriching children with knowledge about the world around them, but also at developing their attitude towards the acquired knowledge and at cultivating emotions. Mastering knowledge is only the beginning of a long and complex process of shaping a person’s spiritual world, his views, beliefs, and behavior.

The great interest of children of senior preschool age in role-playing games on the themes of literary works and in dramatization games is explained by the fact that they are attracted by the depiction in games of people who are brave and sincere, courageous and courageous, strong and kind. Soviet children's literature, humanistic in its essence, provides rich material for games. Individual characters from literary works begin to appear in the independent games of children of younger groups, but children cannot fully reveal them due to insufficient experience.

Dramatization play has a great influence on a child’s speech. The child assimilates the richness of his native language, its means of expression, uses various intonations that correspond to the character of the characters and their actions, and tries to speak clearly so that everyone understands him.

Thus, children's fiction is one of the most important means of developing theatrical play, because thanks to all known genres of fiction, the child develops aesthetically, morally, emotionally, his speech, imagination, and perception develop, which in turn manifests itself in theatrical play.

4. The importance of theatrical play in a child’s life

The concept of “theatrical play” is closely related to the concept of “dramatization game”. Theatrical games are performance games in which a literary work is acted out in faces using expressive means such as intonation, facial expressions, gesture, posture and gait, that is, specific images are recreated.

Theatrical and play activities of preschool children, according to L.S. Furmina, takes two forms: when the characters are objects (toys, dolls), and when the children themselves are in the image actor fulfill their assigned role. The first games (subject) are different kinds puppet theater and the second games (non-objective) are dramatization games.

A dramatization game is a game that usually does not require special preparedness of the players, since most often it does not pursue the goal of staging a performance for the audience. The motive of such a game lies in its very process, and not in the result. These signs express the processual nature of the game itself: its motive, simply put, is not “to make a building, but to do it.” In a dramatization game, the literary plot can be outlined in the very in general terms, for the rest, children can improvise, think out, vary, change, that is, act creatively, in their own way. It is not difficult to see the peculiarity of theatrical games: they have a ready-made plot, which means the child’s activity is largely predetermined by the text of the play.

Theatrical games vary depending on the leading methods of emotional expressiveness through which the theme and plot are played out.

All theatrical games in this case are divided into two main groups: director's games and dramatization games. In these games, a child or adult acts as all the characters. Thus, in director's play, the “artists” are toys or their substitutes, and the child, organizing the activity as a “scriptwriter and director,” controls the “artists.” “Voicing” the characters and commenting on the plot, he uses different means of verbal expression. Director's games include tabletop, shadow theatre, flannelgraph theatre.

The creativity of children in their theatrical and play activities is manifested in three directions:

productive creativity (composing your own stories or creative interpretation of a given story);

performing creativity (speech, motor);

design creativity (scenery, costumes, etc.).

In one type of theatrical games, these three areas of creativity can be combined, which should be regarded as the highest achievement in the artistic and creative development of children.

Creative role-playing in a theatrical play is significantly different from creativity in a role-playing game. IN last game the child is free to convey the characteristics of role behavior: the mother can be kind, stern, caring or indifferent to family members.

In a theatrical play, the image of the hero, his main features, actions, and experiences are determined by the content of the work. The child's creativity is manifested in the truthful portrayal of the character. To do this, you need to understand what the character is like, why he acts this way, imagine his state, feelings, that is, penetrate into his inner world. Full participation of children in the game requires special preparedness, which is manifested in the ability to aesthetically perceive the art of artistic expression, the ability to listen attentively to the text, to capture intonations, and peculiarities of speech patterns. To understand what a hero is like, you need to learn to simply analyze his actions, evaluate them, and understand the moral of the work. The ability to imagine the hero of a work, his experiences, the specific environment in which events develop, largely depends on the child’s personal experience: the more diverse his impressions of the life around him, the richer his imagination, feelings, and ability to think. To play a role, a child must master a variety of visual means (facial expressions, body movements, gestures, speech expressive in vocabulary and intonation, etc.) In theatrical games, various types of children's creativity are developed: artistic speech, musical play, dance, stage, singing. Speaking about theatrical games, we understand that this very name contains the meaning of theater as the art of play. Theatrical art is close and understandable to children because the basis of theater (any kind) is play, and preschoolers love to play, because this is their main activity.

Organization of theatrical and play activities in preschool institution Through theater, its goal is to teach a child to see the beautiful in life and in people, to instill the desire to bring the beautiful and good into life. The harmonious combination of different types of artistic activity in theatrical play allows us to solve the problem of developing artistic taste and creative activity of preschool children.

Thus, the theatrical play of a preschooler contributes to the development of mental processes and various personality qualities - independence, initiative, emotional world and imagination. This type of game also has a great influence on the development of children’s coherent, literate, emotional and content-rich speech.

CONCLUSION

The study of psychological and pedagogical literature on the development of theatrical play in older children made it possible to determine that theatrical play contributes to the development of all mental processes, various personality traits and the development of competent emotional speech in children.

Children's fiction is one of the most important means of developing theatrical play. Thanks to all known genres of fiction, the child develops emotionally, his speech, imagination, and perception develop, which is very significant in the development of theatrical activities.

In children's educational institutions can and should be given to all types children's theater because they help:

form the correct model of behavior in the modern world;

improve the child’s general culture and introduce him to spiritual values;

introduce him to children's literature, fine arts, rules of etiquette, rituals, traditions, instill sustainable interest; gives basic ideas about the types of theater.

improve the skill of embodying certain experiences in the game, encourage the creation of new images, encourage thinking.

contribute to the development of play behavior, the ability to communicate with peers and adults, the development of stage creativity, musical and artistic abilities of children;

develops public speaking and creative collaboration skills.

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