Peculiarities of preschoolers' perception of fiction. Features of preschool children's perception of fiction Children's perception of fiction

The process of perceiving literature can be considered as a mental activity, the essence of which is to recreate artistic images invented by the author.

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

Based on research by teachers and psychologists, L. M. Gurovich identified the characteristics of the perception of literature in children at different stages of preschool age.

Junior group (3-4 years old). At this age, understanding a literary work is closely related to direct personal experience. Children perceive the plot in fragments and establish the simplest connections, primarily the sequence of events. At the center of perception of a literary work is the hero. Pupils of the younger group are interested in what he looks like, his actions, actions, but they do not yet see the emotions and hidden motives of his actions. Preschoolers of this age cannot independently recreate the image of a hero in their imagination, so they need illustrations. Actively cooperating with the hero, children try to intervene in events (interrupt reading, hit the image, etc.).

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

Senior group (5-6 years old). At this age, preschoolers to some extent lose their bright, outwardly expressed emotionality, and they become interested in the content of the work. They are able to understand events that did not happen in their own lives. In this regard, it becomes possible to introduce children to educational works.

Children continue to perceive mainly actions and deeds, but they also begin to see some of the simplest and most pronounced experiences of the heroes: fear, grief, joy. Now the child not only cooperates with the hero, but also empathizes with him, which helps him understand the more complex motives of his actions.

School preparatory group (6-7 years old). In the behavior of a literary hero, children see various, sometimes contradictory actions, and in his experiences they identify more complex feelings (shame, embarrassment, fear for another). They are aware of the hidden motives of their actions. In this regard, the emotional attitude towards the characters becomes more complicated; it no longer depends on a single, even the most striking act, which presupposes the ability to consider events from the author’s point of view.

Thus, studying the characteristics of the perception of a literary work at different stages of preschool age makes it possible to determine the forms of work and select means of familiarization with literature. For children to effectively perceive fiction, the teacher needs to conduct an analysis of the work, which includes: 1) analysis of the language of the work (explanation of incomprehensible words, work on the imagery of the author’s language, on means of expression); 2) analysis of structure and content.

In accordance with the Federal State Educational Standard for Educational Education, it is possible to determine the basic principles of work to introduce children to fiction. - Construction of educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education. The selection of literary texts takes into account the preferences and characteristics of teachers and children. - Promotion and cooperation of children and adults. The child is a full-fledged participant (subject) of educational relations. - Supporting the initiative of preschoolers. - Cooperation between the organization and the family. Creation of child-parent projects related to fiction, including various types of activities, during which integral products are created in the form of homemade books, exhibitions of fine art, layouts, posters, maps and diagrams, scripts for quizzes, leisure activities, holidays, etc. - Involving children to sociocultural norms, traditions of family, society and state on works of literature. - Formation of cognitive interests and cognitive actions of children in the process of perceiving fiction. - Age appropriateness: compliance of conditions, requirements, methods with the age and developmental characteristics of children.

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

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

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

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

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

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

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

4. Algorithm for familiarizing preschool children with fiction.

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

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

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

Influences the formation of the child’s preferences and reading tastes

Develops thinking - both logical and imaginative

Expands vocabulary, memory, imagination and fantasy

Teaches you how to write sentences correctly.

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

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

2. Junior group (3-4 years old)

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

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

Education of sound culture of speech;

Formation of grammatical structure of speech;

Enrichment, expansion of vocabulary;

Development of coherent speech.

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

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

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

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

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

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

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

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

In the preparatory group for school the tasks are set:

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

Develop a poetic ear, intonational expressiveness of reading;

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

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

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

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

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

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

Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child’s thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language.

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

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

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

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

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

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

The development of figurative speech is an important component of the education of a culture of speech in the broad sense of the word, which is understood as compliance with the norms of the literary language, the ability to convey one’s thoughts, feelings, ideas in accordance with the purpose and purpose of the statement in a meaningful, grammatically correct, accurate and expressive manner.

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

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

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

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

Primary reading.

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

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

Sensory text analysis .

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

Secondary reading.

A complete analysis of a work of art.

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

Final part.

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

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

Fiction has always been recognized as the main means of speech development for children: familiarity with literary works arouses interest and fosters love for the native language, its richness and beauty, enriches figurative vocabulary, and promotes the development of expressive speech in preschoolers.

Thus, familiarization with literature affects all aspects of the child’s personality. At the same time, the modern sociocultural situation complicates this process. Our society, even in the recent past "reading" , turned into "looking" . The fading interest in reading and books had a negative impact on adults and, as a result, had an extremely negative impact on children and their personal culture. This requires innovative approaches to the selection of tasks and content of work in kindergarten in this area of ​​teaching activity.

The conceptual position for correcting and updating the traditional approach to introducing preschoolers to fiction is to consider this problem from the perspective of literary development.

The concept of literary development is interpreted by researchers as a child’s ability “think in verbal and artistic images” (N. D. Moldavskaya); as the realization of the experience of a child’s general mental development with an emphasis on the emotional area in the reader’s perception (V. G. Marantsman); as the embodiment of literary abilities, such as impressionability, observation, creative imagination, implying a clear and vivid representation of both directly observed impressions and images created verbally, manifested “...in the ease of forming associations between words and images” (A. G. Kovalev, A. Maslow); as a process of qualitative changes in perception, interpretation of literary texts and the ability to reflect literary experience in different types of artistic activity (O. V. Akulova, N. D. Moldavskaya, O. N. Somkova).

The basis of literary development is the perception of a literary text. The problem of perception of a work of art is reflected in the studies of L. S. Vygotsky, L. M. Gurovich, A. V. Zaporozhets, M. R. Lvov, N. G. Morozova, O. I. Nikiforova, B. M. Teplov, O. S. Ushakova, E. A. Flerina and others.

Full perception is understood as the reader’s ability to empathize with the characters, the author of the work, to see the dynamics of emotions, to reproduce in the imagination pictures of life created by the writer, to reflect on the motives, circumstances, consequences of the characters’ actions, to evaluate the heroes of the work, to master the idea of ​​the work.

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

Tasks of literary development of children of different age groups.

Tasks of working with young children:

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

Objectives of working with children of middle preschool age:

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

Tasks of working with children of senior preschool age:

• maintain children's interest in literature, cultivate a love for books, promote the deepening and differentiation of reading interests
• enrich "reader" children's experience through works of more complex genres of folklore (magic and everyday tales, metaphorical riddles, epics), literary prose (fairy tale, story with moral overtones) and poetry (fables, lyrical poems, literary riddles with metaphor, poetic fairy tales)
• to cultivate literary and artistic taste, the ability to understand the mood of a work, to feel the musicality, sonority and rhythm of poetic texts; beauty, imagery and expressiveness of the language of fairy tales and stories
• contribute to the development of artistic perception of the text in the unity of content, form, semantic and emotional overtones
• to promote the expression of attitudes towards literary works in various types of artistic and creative activities, self-expression in theatrical play in the process of creating a holistic image of the hero in his change and development.

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

Literary works and their fragments are included in routine moments, in observations of animate and inanimate natural phenomena. At the same time, it is necessary to purposefully introduce children to a new text every day or organize activities based on what is already known. To enhance the emotional impact of works of art on children, it is important to combine reading a literary text with listening to music and viewing works of fine art (for example, read poetry while children listen to music, look at reproductions of paintings, etc.).

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

Features of the perception of fiction by preschoolers

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

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

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

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

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

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