Introducing preschoolers to fiction. Consultation on fiction on the topic: Consultation for parents: “Introducing children to fiction through family reading”

Like the level of the reading public

N.A. Rubakin

.

The purpose of the work

tasks

These tasks forms of working with children:

3 Organized classes.

certain conditions:

To solve this problem you need:

"cooperation".

Nothing characterizes the degree of development of society better than

Degree of public culture,

Like the level of the reading public

At this historical moment.

N.A. Rubakin

The turn of the 20th and 21st centuries was marked by a reading crisis on a global scale. A generation of “on-screen” children has grown up with no interest in reading. The book as a carrier of spirituality has ceased to influence the young reader. We have begun to reap the fruits of this today: a low level of development of speech, imagination, perception, communication skills, and moral principles in general.

The axiom in this problem is that we have no power and do not have the right to deprive children of what progress has brought, just as we do not have the right not to notice and deny everything that the electronic world conceals within itself.

Today the whole world is faced with the problem of maintaining interest in books, in reading as a process and leading human activity. Audio and video technology, which provides ready-made auditory and visual images and influences people in a special way, has weakened interest in the book and the desire to work with it: after all, a book requires systematic reading and effort of thought. Therefore, modern children prefer watching TV and computer games to books. But fiction plays big role in human personal development. Entering a person's life early childhood, literature gradually creates the circle of his moral judgments and ideas. 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 Russian literary language. Its educational, cognitive and aesthetic value, because by expanding the child’s knowledge about the world around him, it influences his personality and develops the ability to subtly sense the imagery and rhythm of his native speech.

A book should enter a child’s world as early as possible, enrich his world, make it interesting, full of unusual discoveries. All subsequent acquaintance with the huge literary heritage will rely on the foundation that is laid in preschool age.

The process of communication between a preschool child and a book is the process of developing a personality in him. A book should enter a child’s world as early as possible, enrich this world, make it interesting, full of extraordinary discoveries. A child should love a book, reach out to it, and perceive communication with it as a holiday. A preschool child is a kind of reader. The word “reader” in relation to preschool age is conditional. In reality, it is the listener whose encounter with the book is entirely determined by the adult, from the choice of text to read to the duration of the interaction with the book. Taste, interest in the work, its interpretation, ability to navigate in a circle children's reading, creating a reading system - all this is in the power of an adult. It largely depends on the adult whether the child will become a real, enthusiastic reader or whether an encounter with a book in preschool childhood flashes by a random, meaningless episode in his life. The system of working with children in kindergarten includes goals, objectives, forms, methods of any area of ​​work with children .

The purpose of the work for introducing children to reading in kindergarten is: 1 Teach children to listen to reading

2 Learn deeply, comprehend the text

3 To educate a literate reader When achieving this goal, decisions are made tasks mental, aesthetic, moral education of children preschool age. Mental education is the development of perception, thinking, and speech development. Aesthetic education is development creativity children. Reading especially fairy tales forms a child’s moral baggage. “Whoever did not have a fairy tale in childhood grows up to be a dry, prickly person, and people hurt themselves like a stone lying on the road and are pricked like a sow thistle leaf” - this is a statement by I. Tokmakova.

These tasks are solved through various forms of working with children:

1 Daily reading of fairy tales, stories, poems.

2 Independent review of books.

3 Organized classes.

4 Free communication between the teacher and children based on fiction.

5 Cooperation with parents on this issue. The process of daily reading should take at least 30 minutes a day (depending on age). The goal of daily reading is for children to deeply comprehend the text. Daily reading involves selecting works. Most best option- combining them on the basis of genre and alternation of stories, fairy tales, poems. 1st week - reading folk and original fairy tales; dramatization of works or excerpts from fairy tales; viewing illustrated editions of fairy tales. 2 - week - reading poems; 3 - week - reading stories and novels; looking at illustrations for individual works; 4 - week - a journey through the pages of a “thick book” (in older preschool age) After the book is read, the children’s attention is fixed on its content, the teacher shows illustrations to it. Depending on the age of the children, the teacher changes the methods of viewing artistic illustrations. In the first and second younger group viewing techniques are aimed at the child recognizing characters and things: -Find out who it is? -Show me where, who or what? IN middle group- correlating text phrases with pictures: -Find a picture for these words. - What words go with this picture? IN senior group- leading the child to evaluate the color of the drawn objects, the expressiveness of the hero’s gesture, the arrangement of the figures: -Why do you like this picture? In the preparatory group for school - comparison of illustrations by different illustrators for the same work. The main goal of viewing illustrations in all age groups is to provoke children into conversation. When looking at books early years It is necessary to teach children to treat a book as the greatest value, to hold it correctly in their hands, to leaf through it correctly, to know its place on the bookshelf, to remember that a book has an author and a title. Organized classes to introduce children of different age groups to fiction are organized in different ways.

To exercise various shapes work to introduce children to books should be created in kindergarten certain conditions:

1 Availability of age-appropriate library stock of fiction.

2 Availability of a portrait fund of children's writers

3 Availability of grammatical dictionaries for teachers.

4 Organizing group book corners.

In every age group kindergarten unique information centers are being set up - book corners. As a rule, these books are richly illustrated and in good condition. The composition of books in group book corners is updated from time to time, either completely or partially, not only because the books wear out, but also because the process of raising children requires their constant thematic updating. Children take books from the book corner according to their desire and taste, but then they must put them back in their place. In older preschool age, there should be a duty of children who issue and receive books and are responsible for their safety. If a tattered book is discovered, the teacher of the junior and middle groups repairs it himself, preferably in the presence of the children. In older groups, children are also involved in repairing books. Thematic book exhibitions are periodically organized in book corners.

We know that fiction serves as a powerful means of mental, moral and aesthetic perception. It has a huge impact on the development and enrichment of a child’s speech.

Preschool children are listeners, not readers, and therefore adults have a great responsibility - to convey to children each work of art as a form of art, to reveal its intention, to charge listeners with an emotional attitude towards literary characters; their actions and feelings.

The reading process is a joint work of the mind and soul. But I was faced with the fact that parents, due to their busy lives, have no time to read to their children or answer their questions. Communication with preschoolers in the family is underestimated by parents and is replaced by watching TV shows and the Internet. So I decided to help my parents literary development child, in the formation of the child’s reading taste, attitude towards the book as a cultural phenomenon.

To solve this problem you need:

1. Be a partner in solving these problems.

In the group, I began to introduce children to educational literature- this contributes to the development of intelligence and mental activity of the child, since 5 years is the age of “why”. In the book corner there were not only program works, but also books from children from home, cut-out books (the cover follows the outline of the main character), and panorama books (with moving figures), which the children themselves manipulate while narrating the work. Here I placed fairy tales, poems, and albums with illustrations. Organized various performances, showing fairy tales in theater corner, children played board-printed games.

A plan for working with the book for the year was also developed, as well as recommendations for parents on organizing home reading:

As a result of this work, we got a good result: the children listened to literary texts with interest, tried to understand the character of the characters and convey it in dramatizations and small performances. They began to play more often in the theater corner, inventing their own plots and their own heroes. Speech became more expressive and complete.

Continuing my work, I set myself new tasks:

The children began to become more deeply acquainted with folk art, great attention began to be devoted to moral concepts: truth and lies, courage and cowardice, good and evil, generosity and greed.

Reading a book and talking about it are inextricably linked with the development of speech.

This means you need to pay attention to:

From conversations with children, I found out that children strive for literature, they like to listen to works, poems, and even invent their own stories. As you know, children are dreamers and these inventions give rise to the beginning of creative thought and creative activity.

New didactic games that require mental abilities appeared on the shelves, and in the theater corner - new attributes for fairy tales invented by children.

Much attention was paid to speech breathing, expressiveness, volume of spoken dialogues, and the ability to convey the characters’ characters through intonation and movement.

Children have a desire to find out for themselves what concerns them. Their speech changed noticeably; they looked at and discussed books together, even argued about what they had read. More time began to be devoted to reading literature, and at the same time to the development of children’s speech.

One of the methods of working with children in the process of becoming familiar with fiction is the modeling method. When introducing children to fairy tales, short stories, and poems, the teacher models objects—the main characters—which allows them to increase interest in the work, understand its content, and the sequence of events in fairy tales. Thus, when introducing children to Russian folk tales, the “Magic Circles” model is used. After the teacher tells a fairy tale using a tabletop or finger theater, children are invited to repeat the fairy tale. After repeating the fairy tale, the teacher invites the children to sit at the table. Each child is given a piece of paper with circles drawn according to the number of characters in the fairy tale. He invites you to look at them and play wizards, turning the mugs into fairy tale heroes. The teacher recalls the content of the fairy tale and its characters, discussing their images with the children. Children take these models home and use them to tell a story to their parents. Also, to model a fairy tale, we use geometric shapes. Children are invited to choose the appropriate one for each character. geometric figure. In older preschool age, the models become more complex.

And also in my work I use the project method, which opens up great opportunities in organizing joint cognitive and search activities of all participants in the educational process: children, teachers and parents. At the core project activities lies a special style of interaction between all participants in the educational process, denoted by the word "cooperation". Everyone cooperates: the teacher with parents and children, the children with each other, with parents and the teacher.

Cognitive and research activities- this is an activity in which the child’s activity is manifested, directly aimed at mastering the world around him, its things, connections between the phenomena of the surrounding world, their ordering and systematization.

But when working with children, we cannot help but contact parents. Therefore, work was carried out with parents to introduce children to fiction.

Along with compiling long-term plan work with parents, a survey was conducted to identify parents’ attitudes towards literary development.

Mandatory inclusion of parents in the organization and holding of literary quizzes and holidays. Involving parents in the design of the book-related information space in the group (book exhibitions, annotations, recommendations on what to read to children). Providing information about books that are read to children in class.

Nothing characterizes the degree of development of society better than

Degree of public culture,

Like the level of the reading public

At this historical moment.

N.A. Rubakin

The turn of the 20th and 21st centuries was marked by a reading crisis on a global scale. A generation of “on-screen” children has grown up with no interest in reading. The book as a carrier of spirituality has ceased to influence the young reader. We have begun to reap the fruits of this today: a low level of development of speech, imagination, perception, communication skills, and moral principles in general.

The axiom in this problem is that we have no power and do not have the right to deprive children of what progress has brought, just as we do not have the right not to notice and deny everything that the electronic world conceals within itself.

Today the whole world is faced with the problem of maintaining interest in books, in reading as a process and leading human activity. Audio and video technology, which provides ready-made auditory and visual images and influences people in a special way, has weakened interest in the book and the desire to work with it: after all, a book requires systematic reading and effort of thought. Therefore, modern children prefer watching TV and computer games to books. But fiction plays a big role in a person’s personal development. Entering a person’s life in early childhood, literature gradually creates a circle of his moral judgments and ideas. Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child’s thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language. Its educational, cognitive and aesthetic significance is also enormous, because by expanding the child’s knowledge of the world around him, it influences his personality and develops the ability to subtly sense the imagery and rhythm of his native speech.

A book should enter a child’s world as early as possible, enrich his world, make it interesting, full of unusual discoveries. All subsequent acquaintance with the enormous literary heritage will be based on the foundation that is laid in preschool age.

The process of communication between a preschool child and a book is the process of developing a personality in him. A book should enter a child’s world as early as possible, enrich this world, make it interesting, full of extraordinary discoveries. A child should love a book, reach out to it, and perceive communication with it as a holiday. A preschool child is a kind of reader. The word “reader” in relation to preschool age is conditional. In reality, it is the listener whose encounter with the book is entirely determined by the adult, from the choice of text to read to the duration of the interaction with the book. Taste, interest in a work, its interpretation, the ability to navigate the circle of children's reading, the creation of a reading system - all this is in the power of an adult. It largely depends on the adult whether the child will become a real, enthusiastic reader, or whether a meeting with a book in preschool will be a random, meaningless episode in his life. The system of working with children in kindergarten includes goals, objectives, forms, methods of any area of ​​work with children .

The purpose of the work for introducing children to reading in kindergarten is: 1 Teach children to listen to reading

2 Learn deeply, comprehend the text

3 To educate a literate reader When achieving this goal, decisions are made tasks mental, aesthetic, moral education of preschool children. Mental education is the development of perception, thinking, and speech development. Aesthetic education is the development of children's creative abilities. Reading especially fairy tales forms a child’s moral baggage. “Whoever did not have a fairy tale in childhood grows up to be a dry, prickly person, and people hurt themselves like a stone lying on the road and are pricked like a sow thistle leaf” - this is a statement by I. Tokmakova.

These tasks are solved through various forms of working with children:

1 Daily reading of fairy tales, stories, poems.

2 Independent review of books.

3 Organized classes.

4 Free communication between the teacher and children based on fiction.

5 Cooperation with parents on this issue. The process of daily reading should take at least 30 minutes a day (depending on age). The goal of daily reading is for children to deeply comprehend the text. Daily reading involves selecting works. The best option is to combine them based on genre and alternating stories, fairy tales, and poems. 1st week - reading folk and original fairy tales; dramatization of works or excerpts from fairy tales; viewing illustrated editions of fairy tales. 2 - week - reading poems; 3 - week - reading stories and novels; examination of illustrations for individual works; 4 - week - a journey through the pages of a “thick book” (in older preschool age) After the book is read, the children’s attention is fixed on its content, the teacher shows illustrations to it. Depending on the age of the children, the teacher changes the methods of viewing artistic illustrations. In the first and second younger groups, viewing techniques are aimed at the child recognizing characters and things: -Find out who it is? -Show me where, who or what? In the middle group - correlating text phrases with pictures: -Find a picture for these words. - What words go with this picture? In the older group - leading the child to evaluate the color of the drawn objects, the expressiveness of the hero's gesture, the arrangement of the figures: -Why do you like this picture? In the preparatory group for school - comparison of illustrations by different illustrators for the same work. The main goal of viewing illustrations in all age groups is to provoke children into conversation. When looking at books from an early age, it is necessary to teach children to treat a book as the greatest value, to hold it correctly in their hands, to leaf through it correctly, to know its place on the bookshelf, to remember that a book has an author and a title. Organized classes to introduce children of different age groups to fiction are organized in different ways.

In order to carry out various forms of work to introduce children to books, kindergartens must create certain conditions:

1 Availability of age-appropriate library stock of fiction.

2 Availability of a portrait fund of children's writers

3 Availability of grammatical dictionaries for teachers.

4 Organizing group book corners.

In each age group of the kindergarten, unique information centers are set up - book corners. As a rule, these books are richly illustrated and in good condition. The composition of books in group book corners is updated from time to time, either completely or partially, not only because the books wear out, but also because the process of raising children requires their constant thematic renewal. Children take books from the book corner according to their desire and taste, but then they must put them back in their place. In older preschool age, there should be a duty of children who issue and receive books and are responsible for their safety. If a tattered book is discovered, the teacher of the junior and middle groups repairs it himself, preferably in the presence of the children. In older groups, children are also involved in repairing books. In bookstores

Explanatory note

“The main task of adults is

To discover the talent of a reader in a child.”

S.Ya.Marshak.

Relevance.

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

Addressing the problem of introducing preschool children to fiction as a means of speech development is due to a number of reasons: firstly, as an analysis of the practice of introducing children to fiction has shown, in the education of preschool children, familiarity with fiction is used insufficiently, and only its surface layer; secondly, there is a public need for the preservation and transmission of family reading; thirdly, educating preschoolers with fiction not only brings them joy, emotional and creative inspiration, but also becomes an integral part of the Russian literary language.

When working with children, turning to fiction is of particular importance. Nursery rhymes, chants, sayings, jokes, flip-flops, etc. that have come down from the depths of centuries, the best way open and explain to the child the life of society and nature, the world of human feelings and relationships. Fiction develops a child’s thinking and imagination, enriches his emotions.

Many works have been devoted to the study of this issue, for example, on the importance of introducing children to beauty native word, the development of speech culture was indicated by teachers, psychologists, and linguists K.D. Ushinsky, E.I. Tikheyeva, E.A. Flerina, L.S. Vygotsky, S.L. Rubinshtein, A.V. Zaporozhets, A.A. Leontyev, F.A. Sohini et al.

The child begins to get acquainted with literature at an early age. A child's interest in books appears early. At first, he is interested in turning the pages, listening to an adult read, and looking at the illustrations. With the advent of interest in the picture, interest in the text begins to arise. One of the features of perception literary work children have empathy for the characters. Perception is extremely active. The child puts himself in the place of the hero, mentally acts, fights his enemies.

But not everyone can construct a detailed and coherent story, come up with their own fairy tale, or compose a poem. Not everyone can even understand the author’s idea and answer questions about the content of what they read. How can I help him? Works of art in symbolic form reveal to children the meaning of human relationships and experiences. Children's books are considered as a means of mental, moral and aesthetic education. Children's poet I. Tokmakova calls children's literature the fundamental basis of education. Fiction shapes moral feelings and assessments, norms of moral behavior, educates aesthetic perception.

Works of literature contribute to the development of speech and provide examples of the Russian literary language. E.A. Flerina noted that a literary work provides ready-made linguistic forms, verbal characteristics of the image, definitions with which the child operates.

N.S. Karpinskaya believes that a fiction book provides excellent examples of literary language. In stories, children learn laconicism and precision of language; in poetry - musicality, melodiousness, rhythm of Russian speech; in fairy tales - accuracy, expressiveness. From the book, the child learns many new words and figurative expressions, his speech is enriched with emotional and poetic vocabulary. Literature helps children express their attitude to what they have heard, using comparisons, metaphors, epithets and other means of figurative expressiveness when familiarizing themselves with a book, the connection between speech and aesthetic development, language is acquired in its aesthetic function. Mastery of linguistic and visual-expressive means serves to develop artistic perception literary works.

The educational function of literature is carried out in a special way, inherent only to art - by the force of influence of the artistic image. To fully realize the educational potential of literature, you need to know psychological characteristics perception and understanding of this type of art by preschoolers.

The problem of children's reading is one of the most pressing and pressing problems modern world. Children have stopped reading, which means their literacy, intelligence, emotional and moral education, and many components of harmonious personality development. Namely, the harmonious development of personality is one of the main tasks facing teachers. In our time, the question of recognizing the reading process as decisive in the education and development, ideological and moral formation of a child is especially relevant.

Modern children spend more and more time playing computer games and watching TV. Sociological research in our country and abroad has revealed negative trends: interest in reading is noticeably reduced among younger preschoolers and teenagers; The share of reading in children's free time has been sharply reduced. Many modern children do not know the heroes of old good fairy tales, preferring blockbuster heroes to them and computer games. Of course, every time has its own literary heroes, but it is no coincidence that fairy tales and legends have been passed down from generation to generation for many years and serve as an excellent educational tool.

Children's reading should include publications intended directly for preschoolers. These are different designer types of children's books that make up the kindergarten library: baby books, toys, theater, panoramas, coloring books, as well as original books, for example, voiced using technical means.

To raise a reader in a child, an adult must himself show interest in a book, understand its role in a person’s life, know the books recommended for preschool children, be able to have an interesting conversation with children and help in analyzing the work. Introducing children to literature should begin with early age, but, unfortunately, in most cases this work has to begin only in kindergarten, since not all parents understand the need for this work from birth.

This program is relevant for preschool children, since it is necessary to introduce children to reading fiction from a very early age. After all, reading is associated not only with literacy and education. It shapes ideals, humanizes the heart, enriches inner world person. In my opinion, communication with a book affects a child and evokes an emotional response in him. Therefore, the role of books and reading as a means of developing a child’s personality is very great. Through reading fiction, a child learns the past, present and future of the world, learns to analyze, moral and cultural values, a holistic picture of the world is formed. So that the knowledge of fiction becomes a school of development different feelings, emotions and moral actions, a systematic educational influence on the child from the adults around him is necessary. Not only their knowledge and experience are valuable, but also their personal example of kindness, generosity, and empathy.

The novelty of this program in a qualitatively changed attitude towards fiction with the aim of developing interest in oral creativity in preschool children.

Purpose of the program: Formation of interest and need for reading in preschool children.

Program objectives:

Educational:

1. Improve dialogic and monologue forms of speech.

2. Learn to independently and consistently convey the content of the text, use it in retelling means of expression, characteristic of a literary work.

3. Encourage students to memorize short poetic texts.

4. Instill interest in the positive characters of works.

5. Encourage the desire to listen to the work, look at its illustrations, ask an adult about what they read, and show a desire to “read” the work again.

Educational:

1. Develop the ability to listen to fairy tales, stories, poems, follow the development of action, and empathize with the heroes of the work.

2. Cultivate a sense of responsiveness to the content of what you read (rejoice at the good ending, the “victory” of the positive hero).

3. To cultivate literary and artistic taste, the ability to understand and feel the mood of a work, to capture the musicality, sonority, rhythm, beauty and poetry of stories, fairy tales, and poems.

4. Foster a culture of verbal communication.

Educational:

1. Develop a desire to learn from books about the world around us, about the existence of good and evil in it, and about how to behave.

2. Develop cognitive processes: speech, memory, thinking.

3. Develop the ability, with the help of a teacher, to stage and dramatize folk tales.

To solve the problems of comprehensive education through the means of fiction, the formation of the child’s personality, his artistic development, a significant role is played by the correct selection of works of literature both for reading and storytelling, and for performing activities. When selecting a book, it must be taken into account that a literary work must have cognitive, aesthetic and moral functions, i.e. it should be a means of mental, moral and aesthetic education. The basis of selection is pedagogical principles, developed on the basis general provisions aesthetics.

Methodological support

Techniques:

Verbal:

• Conversations;
• Conversation games;
• Story;
• Reading fiction;
• Use of game situations;
• Games - conversations with fairy tale characters;
• Writing stories.

Visual:

• Group exhibitions;
• Looking at illustrations.

Practical:

• Puppet shows;
• Games - dramatization;
• Games - dramatizations;
• Games are fun;
• Outdoor games;
• Finger games;
• Exercises of an imitative - performing and creative nature;
• Modeling and analysis of given situations;
• Drawing;
• Modeling.

Forms of organization:

• Lesson on fiction in subgroups;
• Individual work with baby;
• Teamwork;
• Thematic classes;
• Finger gymnastics;
• Didactic games;
• Physical education minutes;
• Dramatization.

Technical training aids:

1. Tape recorder;

2. CD and audio material.

IN work program intended use various types didactic games on the perception of fiction , namely:

• For the targeted development of attention and memory;
• To memorize the heroes of works;
• For the development of speech and thinking.

Visual and figurative material

1. Illustrations and reproductions;

2. Visually - didactic material;

3. Game attributes;

4. “Living toys” (teachers or children dressed in appropriate costumes);

5. Poems, riddles;

6. Postcards for viewing.

Methods of familiarization with fiction.

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.

2. The teacher's story. This is a relatively free transmission of text (words may be rearranged, replaced, or interpreted). Storytelling provides great opportunities to attract children's attention.

3. Staging. This method can be considered as a means of secondary familiarization with a work of art.

4. Learning by heart. The choice of method of conveying the work (reading or storytelling) depends on the genre and age of the listener.

5. Dramatization games (imitation games, motor improvisations as the teacher tells literary texts).

6. Simulation — subject-schematic representation in drawings of the main content literary text.

7. Theatrical games : dramatization games and games with figures different types desktop, bench and puppet theaters.

Traditionally, in the methodology of speech development, it is customary to distinguish two forms of working with a book: reading and storytelling.

Program structure: The program is aimed at preschool children from 3 to 6 years old. The duration of the program is 1 year, 1 lesson per week. The form of the lesson is group. There are 48 lessons in total, duration depending on age. The duration of continuous direct educational activity for children from 3 to 4 years old is no more than 15 minutes, for children from 4 to 5 years old – no more than 20 minutes, for children from 5 to 6 years old – no more than 25 minutes.

Expected results.

• As a result of the program, the child should be able to:
• Listen to works of fiction (fairy tales, stories, poems)
• Memorize counting rhymes, tongue twisters, riddles;
• Emotionally experience the content of what you read, the characters of the work;
• Retell the content of the work based on the pictures in the book.
• Answer questions about the content of what you read;
• Analyze a phenomenon, event, actions literary heroes, evaluate them;
• Reproduce the contents of the work;
• Read short poems and works of small forms by heart;
• Share your impressions of what you read in other activities (drawing, playing, music, etc.).
• Name your favorite fairy tales and stories; read 1-2 favorite poems, 2-3 counting rhymes; remember 2-3 riddles;
• With the help of an adult, dramatize (stage) small tales.
• Know the content of fairy tales; texts of learned poems.
• Be able to answer the questions asked.
• Be able to distinguish a poem from a riddle.

Ways to check performance:

During the implementation of the program, the following are expected: types of check:

• Conversation, observation.
• Practical lesson.
• Dramatization, staging of fairy tales.

Project type: research and creative.

Project duration: long-term.

Project participants: children of preschool groups, teachers, parents of pupils.

Covered educational areas : communication, cognition, reading fiction, socialization, work, artistic creativity, music, Physical Culture, health, safety.

Relevance of the project: It is known that reading experience begins to develop from early childhood.

By instilling a love for books, we help a child to learn the world and oneself in it, to form moral feelings and assessments, to develop the perception of the artistic word.

Unfortunately, there is currently a problem - children do not like to listen to and read fiction, but they are very interested computer technologies. Therefore, I decided to combine the problem with my hobby by developing a project to introduce children to fiction through reading fairy tales using computer equipment.

Every child’s acquaintance with literature begins with fairy tales, which accompany his entire childhood and remain with him for the rest of his life.

Project goal: to develop a sustainable interest in fiction.

Project objectives:

• introduce the history of fairy tales;
• develop children's listening skills;
• ability to know;
• ability to compare, contrast
• ability to think in words;
• coherent speech;
• thinking;
• attention;
• memory;
• imagination;
• responsiveness and empathy;
• learn to compose fairy tales using Propp's cards;
• use interactive equipment;
• cultivate a love of fairy tales;
• careful handling of books.

Long-term plan for working with children and parents

Communionchildren tofiction.

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

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

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

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

Children's literature, as part of general literature, is the art of words. Its features are determined by educational goals and the age of the children (the interests, preferences and cognitive capabilities of preschool children are taken into account). Children's literature contributes to the development of a child's aesthetic consciousness and the formation of his worldview.

Children's reading circle includes:

Works oral creativity the Russian people and the peoples of the world;

Classic children's literature (domestic and foreign);

Contemporary literature (Russian and foreign).

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

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

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

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

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

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

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

CONSULTATION FOR TEACHERS

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

Tasks

Introduce children to this topic of fiction.

Deepen children's knowledge about your chosen topic.

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

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

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

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

Expand parents' understanding of children's literature.

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

The project consists of 3 stages:

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

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

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

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

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

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

a) creating a library

b) selection of music library

c) creating a corner for educational games;

d) design of albums of drawings

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

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

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

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

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

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

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

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

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

EquipmentAndmaterials:

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

Questionnaire for parents on the topic:

"INVOKING CHILDREN TO CHILDREN'S FICTION."

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

_____________________________________________________

1. Who reads books to a child?

Mom____ Dad___ others____

1. Where do you get children's books?

At home library____ At the children's library____

Buy____ Other_____

1. How often do you read to your child?

1-2 times a week_____ every day____ more often____

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

Child____ Adult____

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

Fairy tales about animals _____

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

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

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

Because____________________________________________

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

Domestic____ Foreign______

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

Not really_____

Target_________________________________________________

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

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

THANK YOU FOR PARTICIPATING IN THE PROJECT.

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

IStage

IIStage

Circle what you did.

Introducing children to fiction

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Educators are offered a wide choice works of art for reading in class, in Everyday life, for performances and celebrations.

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

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

Conventionally, three aspects of the analysis can be distinguished.

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

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

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

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

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

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

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

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

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

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

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

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

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

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