Work experience of a teacher “Introducing a child to books”
Gulnara Khamidullina
Work experience of a teacher “Introducing a child to books”
Introducing a child to a book
The book is a kind and wise adviser, friend and teacher. For us, teachers, these words sound like an immutable truth. And our students are just discovering the wonderful world of reading, book wonders and mysteries. Therefore, our task, first of all, is to structure the work in such a way that the book is present in various areas of the child’s , children have the opportunity to communicate with books , and can develop their literary interests.
Preschool childhood as a period in human life plays an important role in shaping what a person will become. priorities laid down in preschool age . It is necessary to pay as much attention as possible to the development of the child's . a book provides invaluable assistance in this . Through reading fiction, a child learns the past , present and future of the world, learns to analyze, and develops moral and cultural values. Modern children spend more and more time playing computer games and TV, and in order to raise a reader in a child , an adult must show an interest in the book , understand its role in a person’s life, know the books recommended for children, be able to have an interesting conversation with children and help with analysis works.
During their stay in kindergarten, children listen to and retell many fairy tales, stories, and poems. At the same time, we constantly draw attention to the book . If the teacher carefully takes the book before opening it, never bends it, but carefully turns the pages, encountering painted ones, expresses displeasure with wrinkles, then the children also become defenders of the book .
Cultivating a reverent attitude toward books begins at a young age. When decorating a book corner, we first place subject and subject pictures. We teach children to look at them and answer basic questions: who (what)
This? What is he doing? Children are happy to mark already familiar objects. We pay great attention to oral folk art. Nursery rhymes, Sunshine, little bucket...", ,Kitsonka - Murysenka...", "We lived with grandma...", "Legs, you, legs...", etc.) we use jokes, jokes, proverbs, sayings not only in the classroom, but and in everyday life. All this broadens one’s horizons, develops the ability to understand the speech of adults, and master the native language.
In our classes we teach how to correctly understand and perceive the literary word. In the book corner we place familiar literary works (fairy tales, Turnip”, “Kolobok”, “Teremok”, poems (for example, A. Barto: “I love my horse...”, “The bull is walking, swinging...”, “The mistress abandoned the bunny”) ...”, “Our Tanya...”, etc., they are brightly, colorfully designed, which attracts the attention of the children, every child can come up, look at their favorite book , talk about it with their peer.
To arouse children’s interest in books , we use toys to act out scenes from works of art, and conduct didactic games such as “What book is this from?”, “Who said that?” Children guess dialogues from familiar fairy tales, poems, and recognize books by their covers .
We teach the rules of handling books , introduce new ones: books only with clean hands, always look at them at the table, turn the pages carefully, one at a time, slowly.
In the middle group, children show more interest in books . They look at the illustrations for a long time, exchange opinions on the content of the fairy tale or story. In the book corner we place familiar fairy tales, stories about nature, animals, etc. We offer for consideration, for example, the same fairy tale, “Turnip,” but illustrated by different artists (Yu. Vasnetsov and V. Dekhterev)
.
This encourages children to express their impressions of the book , how the characters are depicted, and which illustrations they liked best.
Children of this age eagerly dramatize familiar poems and fairy tales (V, Suteeva, Under the Mushroom, Russian folk tale, The Fox and the Crane, K. Chukovsky, Doctor Aibolit, Cat's House, Fly - Tsokotukha, etc. d.) look with interest at the drawings of older preschoolers on the themes of familiar works: “Kolobok”, “Teremok”, “Fedorino’s Mountain”, etc., which are hung on the kindergarten stand, and show their attitude towards the characters.
We conduct literary quizzes for children, Find out fairy tales - riddles in verse.”
What fairy tale did you come from?”, excerpts from one author from different works, etc.). We suggest recognizing a work by its cover, naming a fairy tale by its illustration or by an excerpt read from it.
To better understand the rules for handling books , we use game techniques, for example, the arrival of Parsley, the crow Karkusha, the know-it-all bunny, which resembles these rules.
In the older group, we teach children to understand the motives of the actions of the heroes of literary works, form a conscious attitude towards them, pay attention to the language of the fairy tale, story, the author's techniques and turns, and consolidate the skills of careful use of the book . Children receive a basic understanding of how books and what great value they have for understanding the world around them.
In the book we organize thematic book exhibitions: “Poets about autumn”, “The Russian Army protects our childhood”, “Through the pages of favorite fairy tales”, “First in space”, “Our , etc. etc., we also exhibit illustrations by famous children's artists I. Bilibin, Yu. Vasnetsov, V. Lebedev, E. Rachev, E. Charushin, V. Suteev and others. We continue to introduce the creativity and works of such authors as: A.S. Pushkin, L. N. Tolstoy, I. A. Krylov, M. M. Prishvin, V. Bianki, K. I. Chukovsky, S. V. Mikhalkov, A. L. Barto, S. Marshak, etc.
During classes we conduct general conversations on the topics: “What do we know about the book” , , etc. We organize special classes dedicated to the work of individual writers, poets (for example, A. S. Pushkin and others, illustrators (for example, V. Lebedev, etc.)
.
In the preparatory group, work on developing interest and respect for the book continues . By introducing children to a work of art, we ensure that they understand the main idea, can determine the genre, and note the features of the work.
We teach children of this age to understand the motives of the heroes’ actions, the position of the authors and his attitude towards his heroes. Children gain deeper knowledge about how a book , how many people work to ensure that it reaches the reader. We conduct educational classes on the topic “How is a book ?” the book came from ,” materials from such authors as T. Shorygina, K. Nefedova, L. Sankina, G. Blinova, O. Dybina, N. Aleshina, L. Selikhova, V. Volchkova and etc. Showing illustrations, we talk about writers, artists, printing house workers who, using special machines, print books and put them in a durable dress - binding, gradually children learn words such as: cover, page, spine. After children get acquainted with the process of creating a book , they begin to understand: books must be protected - after all, this is the work of many people.
At this age, we pay special attention to the contents of the book corner. Here we place:
-books recommended by the program;
-sets of postcards related to the themes of fairy tales, literary works, cartoons;
-games for speech development: “Finish the fairy tale”, “Tell the tale”, “Recognize the hero”, “Pick up the pictures”;
-portraits of writers and poets;
- children's drawings based on their favorite works.
Sometimes we make a book out of children’s stories . We periodically organize thematic exhibitions, “Funny books”, “ Books about our country” , ,E. Charushin is a writer and artist,” etc. Children also take part in their organization. So for the exhibition, “My Favorite Book book from home . But at the same time they set conditions: everyone should know its title, author well and be able to briefly tell the content. The children happily talked about their favorite works.
Conversations with children were combined with showing illustrations, repeated reading, and organizing games - dramatizations. We often returned to previously read books - after all, as children grow older, they perceive them differently , more consciously.
Book heroes come to life in the children’s drawings and modeling (we sculpt fairy-tale characters, draw covers of favorite books , illustrations for fairy tales, make bookmarks for books, etc. ). We examine, discuss, evaluate and compare the best drawings with illustrations in books - this arouses great interest and encourages creativity.
Children really like excursions to the library (which were previously held regularly)
.
We draw your attention to the fact that there are many different interesting books that you can take home and read. As a result of the work , the children became interested in the library game.” The children fairly approached the issue of distribution of roles: the librarian became the one who could tell the content of a particular work, name the author, and offer the reader an interesting book .
Among older preschoolers, didactic games “Get to know the hero”, “Find a friend”, “Who is the author?” have become popular. book repair workshop . While working together, they recalled the contents of the books , shared impressions about the actions of the heroes, and expressed opinions about the illustrations.
I would like to say a few words about theater in the lives of children. What you see and experience in the theater creates a need to tell your friends and parents about it. Promotes the development of speech, the ability to conduct a dialogue and convey one’s impressions in a monologue form, since famous children’s works are most often staged, then there is a desire to find a book , look at it, and compare it with what he saw. An interesting form is listening to works of art from disks and cassettes. Children mentally draw events, characters, pictures of nature, that is, they correlate words with objects and phenomena of extra-linguistic reality. This promotes interest in this work, then there is a desire to look at the book , the illustrations, and maybe listen to it a second time.
Of course, at any age, it is important how the teacher conveys the work he is reading or telling. Are the timbre and tempo of the voice, facial expressions, gestures, intonation, etc. chosen correctly, since we act as partners of children in perceiving the content , therefore it is necessary to show appropriate emotions - surprise, amazement, compassion, etc. Such elements will help to better understand and to convey the meaning conveyed by the author means to show interest in the book , and monotonous reading can discourage children from listening to even the most interesting book .
Large and varied work is also carried out with parents to instill in children an interest in books . These are, first of all, recommendations on what and how to read, what literature. Offer to visit bookstores, children's book , and, if possible, enroll in the library. In the mobile folders we offer information on how to foster respect for books and teach children to keep their bookshelves in order.
The work carried out in the system produces tangible results. Children, for the most part, know and follow the rules for handling books . We hope that interest in the book will grow . After all, teaching to understand and love a book means teaching to think and feel.
For many years, children of the senior and preparatory groups of our kindergarten attend classes in the library, where they get acquainted with the works of writers and poets. This acquaintance takes place in various forms: theatrical performances, competitions, literary hours, eco-hours, game programs, etc. Getting ready for the next lesson in the library, teachers read literary works to children, talk about the content, children memorize poems, dramatize works, draw on the topic.
Bibliography
Alekseeva M. M., Yashina V. I. Methods of speech development and teaching the native language of preschoolers. – M., 1998. Alieva T. Child in the world of image // Preschool education . – 1996. – No. 2. – P. 68. Bogomovskaya M.K., Shevchenko V.V. Artistic reading and storytelling in kindergarten. – M., 1966. Wenger L. How to speed up the process of understanding a fairy tale // Preschool education . – 1991. – No. 5. – P. 45. Vygotsky L. S. Imagination and creativity in childhood. – M., 1991. Vygotsky L. S. Pedagogical psychology. – M., 1991. Grishchenko Z. A. Children’s literature. Methods for introducing children to reading . – M., 2004. Gurovich L. M. et al. The child and the book . – St. Petersburg, 1996.
Dyachenko O. M. Possibilities for the development of mental abilities of preschoolers in the process of familiarization with a fairy tale // Preschool education . – 1993. – No. 11. – P. 43.
Zenkevich T. D., Mikhailov A. M. Magic source: Theory and practice of fairy tale therapy. – St. Petersburg, 1996.
Naumchik V.N. Education of a creative personality . – Minsk, 1998.
Psychology of a preschooler. Reader / Comp. G. A. Uruntaeva. - M., 1997.
Solomennikova O. A. The joy of creativity. – M., 2005.
Subbotsky E.V. A child opens the world. – 1991.
Uruntaeva G. A. Preschool psychology. – M., 1999.
Fesyukova L. B Education with a fairy tale . – Kharkov, 1996.
Article “Introducing preschoolers to different genres of literature”
Children express their attitude towards a literary work and its characters: in drawing, appliqué, modeling, when retelling and reciting the text, in various types of theatrical activities.
In the older group
children get acquainted with various works of Russian and foreign children's folklore: small forms (jokes, chants, riddles, fables), proverbs, sayings, fairy tales (magic, everyday, boring), epics. Children get acquainted with classical and modern poetic works (lyrical, humorous poems, poetic tales, literary riddles, fables) and prose texts (fairy tales, tales, stories). Works of art become more complex in their semantic load. Stories and fairy tales with moral overtones predominate. The language of works becomes more complex, it is distinguished by greater imagery and expressiveness, texts with descriptions and elements of popular science style (fragments of children's encyclopedias) become available.
Children understand that the content of literary works is the author’s depiction of different life situations, in the center of which is a person and his attitude to the environment.
Children begin to develop an understanding of some of the features of such literary genres as riddles, fairy tales, short stories, poems and fables; they know the names of three or four writers and poets; some facts from their biographies, some features of their work.
Children understand that a book is the result of the activities of a writer, artist and printing house workers; explain the meaning of the illustrations in the book, know the names of two or three illustrators, and some features of their work.
They know and use different ways of expressing their attitude towards a literary work and its characters in various types of speech and artistic and creative activities.
In the preparatory group
children have a rich literary experience. The reading range includes various genres of works of Russian and foreign children's folklore, classical and modern poetic works, prose texts (stories, were, fairy tales, fairy tales, children's novels). Preschoolers are interested in works with complex subtext, ambiguous images of heroes, based on the clash of characters, the confrontation between the forces of good and evil. Texts with new cognitive information and elements of business style (children's encyclopedias) become available to them. Children love texts with continuations, including novels and stories telling about new adventures of familiar characters.
Preschoolers understand that a book is a special way of understanding the surrounding reality, human relationships and social values. At this age, children know the names of five or six writers, poets, certain facts of their biography, and some features of their work.
MAGAZINE Preschooler.RF
Non-traditional methods of introducing preschool children to book cultureState budgetary preschool educational institution kindergarten No. 100 of the Frunzensky district of St. Petersburg
Author: Kostina Galina Alekseevna, teacher
“To prepare a person spiritually for independent life, one must introduce him to the world of books . V.A. Sukhomlinsky.
“Reading is the window through which children see and learn about the world and themselves . V.A. Sukhomlinsky.
“Read books, not notations, to children . G. Oster.
Relevance.
Preschool age is a time of active development of a child as a reader, requiring attention and hard work. Regular reading of fiction with a preschooler is a guarantee that the child will have a large vocabulary, construct sentences correctly, and speak expressively and beautifully. In addition, reading develops intelligence, gives new knowledge, develops the habit of knowledge, and forms perseverance. Turning to a book plays a very important role in the psychophysiological development of a preschooler: phonemic hearing, memory, attention, and imagination develop.
In our age of technological progress, the problem of introducing preschoolers to fiction is especially relevant, since it is impossible not to note a decrease in interest in reading among children. Therefore, it is advisable to introduce a child to books and reading already in the preschool period (in accordance with the Federal State Educational Standard for Education), otherwise it will be difficult to raise a reader in the future. As S.Ya. said. Marshak: “There is a writer’s talent, and there is a reader’s talent . It is through the “talent of the reader” that we get to know our huge multi-layered and multifaceted world!
It is imperative to bring back children's love of books and reading! To do this, I use various methods and techniques in my work. For example:
Organization of book corners, “book hospitals” ;
Creation of mini-museums of children's books;
Organization of excursions to the library;
Holding literary festivals, quizzes, reading competitions, etc.
One of the most interesting ways to attract preschoolers to fiction is the “STORYSEK” or . ”
What is “storysec” ?
“Storysec” translated from English means “bag of stories.” The inventor of “storysec” is Neil Griffiths, Doctor of Philology, English writer, author of books on teaching preschool children.
Classic filling of the “Bag of Stories”
- Fiction book
- Toys (soft, from “kinder surprises” , rubber figurines, finger and glove puppets, masks, etc.), which are prototypes of the heroes of the selected work
- A popular science book close to a work of fiction (for example, the book “Mowgli” - an encyclopedia of animals)
- Audiobook (CD)
- DVD disc
- Didactic games
Working with this method, I realized that the contents of the bag depend on the work we want to introduce children to, on their age characteristics and, of course, on the imagination and creative abilities of children and teachers. While working with this method, the classic content of “stories” was supplemented:
- portraits of authors with information about them
- coloring pages with characters from works
- stencils
- illustrations by different artists for works
Target:
Development in preschool children of love for literature, reading, books in a playful, non-traditional, creative form.
Tasks:
- Introduce children to various genres of literature (stories, poems, works of oral folk art (songs, nursery rhymes, riddles, fairy tales, poets, writers, illustrators);
- Enrich vocabulary with figurative words, expressions, help form literate speech;
- Expand your horizons;
- Form cognitive activity;
- Form diverse ideas about objects and phenomena of the surrounding reality;
- Develop interest in fiction, coherent speech, intonation expressiveness;
- To cultivate the need to communicate with books, a culture of reading, and respect for books.
Work on introducing the “storysec” is carried out in several stages.
Preparatory stage
- A work of children's fiction is determined that it is planned to introduce children to.
- Making a bag for a set of materials.
While working with this method, it became clear that a successful form is to make a “Magic Bag” together with the students. It can be decorated with buttons, the names of students can be embroidered with beads, paper elements can be glued to the bag, fabric painting can be used, etc. In this case, later
children will be more motivated to participate in activities related to the product of their activity.
3. Preparation of components for filling the bag.
Main stage.
This is direct work with a bag of stories.
- Working with a fiction book involves loud reading in a group of children;
- Conversation on the contents of the book, examination and discussion of illustrations;
- Acting out an episode/episodes of a work of art using toys;
- Carrying out games on the theme of the chosen work;
- Working with a popular science book (searching for answers to questions that arose during the reading and discussion of a work of fiction);
- Collective listening to an audiobook with coloring pages. (An audio cassette allows children to listen to a book several times. Repeated listening and speaking develops skills in comprehending spoken speech, as well as retelling and storytelling skills)
Final stage:
- Participation of students in the workshop “In the World of Stories” , production of creative products based on a work of art.
While working with this method, we made bookmarks, drew covers, created new illustrations for books, imagining ourselves as graphic designers, made masks and characters for tabletop, shadow, finger theater, etc. based on the works we read. In addition, the children were asked to come up with a different ending to this or that story, and arrange it in the form of a homemade book.
A shared learning activity with a bag of stories can last for several days. It can be replenished further, depending on your goals. We give a bag of stories to any family or preschool group for reading and studying the work.
By introducing children to the work using the “storyek” , we touch on all educational areas in accordance with the Federal State Educational Standard for Education.
Working with parents. Parents of students are invited to participate in making and filling a history bag, creating collages based on the work they read.
Together with their parents, pupils decorate their “homemade” story bags, bring them to kindergarten and are happy to introduce their favorite works and characters to their friends.
To help parents, crib booklets are made, for example, “Cultivating a culture of reading in a preschooler , “Memo for parents on introducing preschoolers to reading , “How to teach a child to love books , “Read fairy tales to children ,” which help parents understand the importance of the process on introducing children to book culture.
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Technology of artistic reading and storytelling for children
Kovaleva Alena
Technology of artistic reading and storytelling for children
Methods for familiarizing yourself with fiction :
1. Reading by the teacher from a book or by heart. This is a literal translation
text. The author’s language is preserved, all shades of the writer’s thoughts are conveyed,
influences the mind and feelings of the listeners. Substantial part
works are read from the book.
2. Teacher's story . This is a relatively free text transmission
(possible rearrangement of words, their replacement, brief interpretation)
.
Storytelling
provides more opportunities to capture 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. Selecting a method for transmitting the work ( reading or
storytelling ) depends on the genre of the work and the age of the listeners.
The issue of conducting classes in artistic expression .
Let us recall that in the Concept of Preschool Education (1989)
was given
recommendation to cancel special reading and storytelling
works of art for children and the transfer of this type of activity to
joint interaction between teacher and preschoolers. We believe that with such
we can agree with the recommendation, given that at home
Parents do not specifically conduct such activities, organizing reading or
storytelling , looking at book illustrations
any convenient time at the request of the child.
On the other hand, doubt arises regarding the correctness of the cancellation
classes in artistic expression , because to maintain interest in
book and cultivating a love of reading requires thoughtful, balanced
work of teachers. Educators realize that in modern conditions the book
it is very difficult to compete with a computer, with total
children's passion for computer games and programs. Maybe,
it is the kindergarten that will be able to resist the emerging computer
children's addictions and support a culture of reading and discussing books .
You can consider a compromise option: reading or storytelling
works to be provided in the block of joint activities of the teacher and
children, and learning to retell and memorize is carried out during
directly educational activities.
The principle of integration opens up various possibilities for
introducing children to artistic expression . Let's note some forms
joint activities of the teacher and children, in which you can use
artistic word:
1. Reading or telling one work in combination with others
types of activities.
2. Reading or telling several works combined
topics ( reading stories and poems about the time of year, about the life of animals and
plants, about the work of adults) or the unity of images (two tales with the participation
fox or wolf, bear). It is useful to combine works of the same genre
or several genres (riddle, story , fairy tale, poetry)
. In one
space combine new and already familiar material.
3. Integration of works belonging to different types of art: a)
reading a literary work and looking at reproductions
paintings by a famous artist or book illustrations; b) reading (better
poetic works) in combination with music; c) reading or
storytelling with elements of theatricalization or dramatization.
4. Reading and storytelling using visual material, first
total attributes for dramatization: a) reading and telling a fairy tale
accompanied by a display of toys and actions with them; b) use
tabletop theater (cardboard or plywood)
; puppet and shadow tetra,
flannelograph; c) the use of technical means : filmstrips, slides,
movies, TV shows, etc.
5.Integration with teaching native speech: a) reading can be logically
associated with the content of GCD (talk about school, reading poetry , wishing
riddles); b) reading can be an independent part of GCD (repeated
reading poetry or a story , asking riddles, remembering rhymes,
proverbs, sayings as reinforcement of material).
Methodological issues such as preparation
teacher and children to this type of activity, methods of conversation about what they read,
organization of repeated reading or storytelling , use of book
illustrations.
Preparing a teacher to work with artistic words :
- reasonable choice of work in accordance with the developed
criteria, taking into account the age of the children, current educational
activity, time of year, choice of methods for working with a book, definition
tasks;
- preparing the teacher for the performance of the work, reading the text in such a way
in such a way that children understand the main content, idea and emotionally
experienced what they heard;
— for this purpose, conducting a literary analysis of a literary text :
understand the author's main intention, the character of the characters, their
relationships, motives of actions;
— work on the expressiveness of the transfer: mastery of the means
emotional and figurative expressiveness (basic tone, intonation)
;
placement of logical stresses , pauses; developing the right
pronunciation, good diction, etc.
Preparing children to perceive artistic words :
- preparation for the perception of a literary text, for comprehending it
content and form; you can activate children’s personal experience, enrich
their presentation by organizing observations, excursions,
looking at paintings , illustrations, etc.;
- preliminary vocabulary work, explanation of unfamiliar words, which
provides a complete perception of the work. Should be explained
the meanings of such words, without understanding which the basic meaning becomes unclear
meaning, characters and actions of characters. Explanation options
may be different: substitution of another synonym word during
readings , selection of synonyms with the help of children (bast - wooden, upper room -
clean room in the hut, stepmother - stepmother, use of words or
word combinations by the teacher before reading , while introducing children to
selected picture or book illustrations, questions to children about
meaning of the word.
However, not all words require interpretation (pillar noblewoman, sable
warmer, printed gingerbread, morocco boots, if they don’t get in the way
understanding the main content. When asked about the meaning of a word, it is necessary
give the answer in a form understandable to the child.
-Acquaintance with a book requires the creation of a calm environment, clear
organization of children, activation of children’s cognitive processes (attention,
perception, thinking, memory, imagination, creation psychologically
comfortable, positive atmosphere.
The attitude of teachers towards reading and telling fiction
works were formed in two ways: in some kindergartens,
direct training in the form of GCD, in others - reading and storytelling
works transferred to the joint activities of the teacher and children.
The second option seems to be the most adequate to the requirements of the Federal State Educational Standard,
which provides for diversity and enrichment of forms of joint
activities in kindergarten.
Various and very valuable methodological recommendations are given in
benefits: Gurovich L. M., Beregovaya L. B., Loginova V. I. The child and the book. –
Moscow: Education, 1992. They have not lost their relevance in our time
time.
The algorithm for familiarizing yourself with of art is quite
certain.
First there is an acquaintance with the work. Primary goal -
provide children with a correct and accurate perception of the artistic word .
Next, a conversation is held on the book read in order to clarify
content and artistic form , artistic
expressiveness.
Then the text is re- read in order to consolidate
emotional perception and its deepening to ensure reflection
read in different types of activities (drawing, modeling, appliqué,
designing, making dolls and decorations, learning, etc.).
Reading the work itself may be preceded by a short introduction.
conversation that prepares children for perception, connects their experience with the topic
work of art . The conversation may include a brief
a story about the writer , a reminder of his other books. Interest in the book can be
evoke in children using riddles, poems, pictures. Next should be called
work, its genre ( story , fairy tale, poem, author’s name.
The degree of influence of the artistic word increases the expressive
reading , the interest of the teacher himself, his emotional contact
with kids. While reading, children should not be distracted from perceiving the text.
questions, disciplinary remarks, it is enough to raise or
lower your voice, use a pause.
At the end of reading , when children are under emotional
impression, a short pause is necessary. Is it worth going straight to
conversation, the teacher decides. Methodists believe that it is most appropriate
support children's experiences, and strengthen the elements of analysis when
re- reading . A conversation started by a teacher and not supported
children, may be inappropriate, as it will ruin the impression of
read. To start a conversation, you can ask if you liked the fairy tale
( story , book, who liked it most and who didn’t like it and
Why. Based on the children's reactions, the teacher can judge whether the children are ready for
discussion or need time to experience the book.
In the widespread practice of educators, reading is often accompanied by
analytical conversation on what has been read, even when
The work has a strong impact on children's emotions. Often conversations are not
comply with methodological requirements. The following disadvantages are typical:
as the random nature of the questions (although the system of questions should be
thought out in advance, the teacher’s desire for detailed reproduction
text by children (although retelling allows changing the text without changing
meaning - introduce a synonym, transform simple and complex
sentences, replace direct speech with indirect speech and vice versa, etc.); absence
assessments of the relationships between the characters and their actions; content analysis in isolation
from artistic form ; insufficient attention to the features of the genre,
composition, language. Such analysis obviously does not deepen emotions and
children's aesthetic experiences and does not support interest in the book.
If understanding the work makes it difficult for children, immediately after it
reading, conversation is possible . Questions in a conversation about the book can be
classified as follows:
-questions to find out the emotional attitude to events and
heroes (Who did you like best? Why? Do you like the hero
fairy tales or not? Why);
-aimed at identifying the main meaning of the work, its problem.
For example, after reading a fairy tale by A. M. Gorky "Sparrow"
can be set
such a question: Who is to blame for the fact that mom was left without a tail? According to a fairy tale
"Kolobok"
: Who is to blame for the fact that the Fox ate the bun?
According to the fairy tale "Turnip"
:
Whose help helped pull out the turnip? ;
-aimed at clarifying the motives of an action, for example, according to the fairy tale “Masha
and the bear”: Why didn’t Masha allow the bear to rest? ;
-paying attention to the linguistic means of artistic
expressiveness (As it is said)
;
-aimed at reproducing content (Where does it all begin? How
continues? How it ends);
-leading children to conclusions (Why did the writer call his story ?
Why did the author tell us this story ? What did he want to tell us?
work).
When reading popular science books, encyclopedias, for example, about labor,
nature, conversation accompanies reading and is even included in the process itself
reading . The content of educational books indicates the need
conversations for the successful solution of the main educational task -
introduce children to a new phenomenon (based on the books by S. Baruzdin “Who Built
this house?”, S. Marshak “Where did the table come from”
, V. Mayakovsky
“Horse-Fire”
, etc.).
At the end of the conversation, it is possible to re- read the work (if it
short) and viewing illustrations that deepen understanding
text, clarify it, reveal artistic images ,
educate children's aesthetic senses. Method of use
The number of illustrations depends on the content and form of the book, and on the age of the children.
The basic principle is this: displaying an illustration should not violate
holistic perception of the text.
E. A. Florina, who was involved in the development of methods for using
children's literature in preschool education, allowed for various
options for using pictures to deepen and clarify the image. If
the book combines a series of pictures with small captions unrelated
with each other, first the picture is shown, and then the text is read.
An example is the children's books by V. Mayakovsky “Every page is an elephant,
then a lioness”, A. Barto “Toys”
, S. Marshak
“Children in a Cage”
, B. Zakhoder and
etc. It would be incorrect to show illustrations while reading fiction
text written without dividing it into parts (for example, a work
K.I. Chukovsky). In this case, you can give a few days before reading
for children to look at a book with pictures that will arouse interest in
book or pictures are reviewed together with the teacher after reading .
If the book is divided into small chapters, then illustrations
review after reading each part . And only when reading books
educational nature, the picture is used at any time for
visual explanation of the text. This will not violate the integrity of the impression.
A more detailed method of familiarizing yourself with book illustrations
considered in the works of T. A. Repina, V. A. Ezikeeva, I. Kotova, L. M.
Gurovich et al.
One of the methods that deepens understanding of the content and
expressive means of a work is repeated reading .
Small works, as already mentioned, are repeated
immediately after the initial reading , large ones require some time for
comprehension. Further, it is possible to read only individual , most significant
parts. re- read all this material
after some period of time (2-3 weeks)
.
Reading poems , nursery rhymes, and
short stories is repeated more often . Children love to listen to familiar
stories , fairy tales, poems many times. When repeating, it is necessary to accurately
reproduce the original text. Familiar works may be
included in other types of children's activities, in various educational
region, in literary matinees and entertainment.
Thus, when introducing preschoolers to artistic
literature uses different methods and techniques for forming
full perception of the work by children: expressive reading
teacher, conversation about what was read, repeated reading , examination
illustrations, vocabulary enrichment and explanation of unfamiliar words.
A special place in children's reading is occupied by such a genre as a story for
reading books on moral is of great importance . In them, through artistic images, children are educated
high moral and ethical qualities. Reading these is a must
accompanied by a conversation so that children learn to evaluate actions
characters, their motives, comprehend the attitude towards the heroes, realize the main
idea. With the right questions and proper discussion,
children have a desire to imitate the moral actions of heroes, they
accept their actions as a standard for their own behavior.
As already noted, you can combine them according to thematic principle
two or more works. One of them may be familiar to children , and the other
– new. , you can combine the story of L. N. Tolstoy “Two
Comrade" and of V. A. Oseeva “Blue Leaves”
. About politeness and
respect for others, we can recommend the books of V. A. Oseeva
"Magic word"
,
“Just an Old Lady”
,
“Cookies”
; S. V. Mikhalkova “Alone
rhyme"; Russian folk tale "Morozko"
processed by A. Tolstoy" by L.
Voronkova “Girlfriends go to school”
and etc.
A significant place in children's reading is given to funny books. She
promotes the development of a sense of humor, the experience of positive
emotions, develops the ability to notice funny things in life, understand a joke
others, joke with yourself and laugh at yourself. Children laugh while listening
fables, counting rhymes, teasers, nursery rhymes, reversals, comic dialogues.
The wit contained in them is accessible to children 5-7 years old . Using fun
book, it is necessary to constantly complicate the acquaintance with the comic
content. You need to start it by reading works where comic
situations are clearly expressed: they are based on the dynamics of action,
animation of objects ( “Fedorino’s grief”
K.I. Chukovsky, “Who Said
"meow"
? V. Suteeva, shifters, fables). Then you can move on to
more complex works containing comedy based on
illogicality of actions, absurdity of statements, display of negative
character qualities ( “One, two, three”
S. Mikhalkova,
“Bobik visiting Barbos”
and “Living Hat”
N. Nosova). To reveal their comic content from
Children require more mental effort.
So, let’s summarize the issues of the methodology of familiarization with the artistic
books at different age levels.
In early preschool age, children are taught a love and interest in
books and illustrations, the ability to focus on the text, listen
it to the end, understand the content and respond emotionally to it. U
children develop joint listening skills, the ability to respond to
questions, careful attitude towards the book. Possessing such skills, child
better understands the contents of the book.
Starting from the younger group, children are introduced to the distinction between genres.
The teacher himself names the genre of fiction ( I’ll tell you
a fairy tale, read a poem, ask a riddle). Telling a fairy tale
The teacher encourages you to remember interesting parts of the text, repeat
characteristics of the characters ( “Peter the Cockerel, the Golden Comb”
, "Grew
turnip “big-very big”, name repeated requests
(“Little goats, guys, open up, open up!”
, "Terem-Teremok, who is in
lives in the mansion?”) and actions ( “They pull and pull, but they can’t pull”
).
Helps you remember this material and learn to repeat it with different
intonations. Children are able to understand and remember a fairy tale, repeat a song,
however, their speech is not expressive enough, the reasons: poor diction,
unformed sound pronunciation. Therefore, children should be taught
pronounce sounds clearly and distinctly, repeat words and phrases,
create conditions for translating new words into the active dictionary.
In middle preschool age, the work of educating children deepens.
children's ability to perceive a literary work, aspirations
respond emotionally to the events described. Upon review
children's attention is drawn both to the content and to the easily distinguishable audible
form of work (poetry or prose, to some features
literary language (comparisons, epithets)
. This promotes development
poetic ear, sensitivity to figurative speech. As in the younger groups,
The teacher names the genre of the work. It becomes possible to have a small
analysis of the text, i.e. conversation about what has been read. Children are taught to answer questions
did you like the fairy tale ( story , poems, what is it about , what
with what words it begins and with what it ends. Conversation develops skill
reflect, express your attitude towards the characters, correctly
evaluate their actions, characterize moral qualities, gives
the opportunity to maintain interest in artistic words , figurative
expressions, grammatical structures. Regular starts
training in retelling small texts (see section “Coherent
speech").
In older preschool age, a steady interest in
books, the desire to listen to them read . Accumulated life and
literary experience allows a child to understand the idea of a work,
actions of heroes, motives of behavior. Children begin to be conscious of
the author's word, notice the features of language, figurative speech and
reproduce it. Systematic, targeted work is needed to familiarize children with the genres of poetry and prose, with the content of fairy tales, stories and poems , with different genres of folklore, with their compositional and
linguistic features.
In this case, verbal methods and techniques are widely used in
combined with visual ones:
-conversations after reading the work, helping to determine the genre,
main content, means of artistic expression ;
-reading fragments from the work at the request of children (selective
reading);
-conversations about children’s favorite books previously read;
-acquaintance with the writer: demonstration of a portrait, story about creativity ,
examination of books and illustrations for them;
-viewing filmstrips, films, transparencies, cartoons
literary works for children;
-listening to recordings of masters performing literary works
artistic word.
It is advisable to organize creative activities for children
material from children's literature. So, your attitude towards fairy tales, stories ,
children express fables and poems in drawing, modeling, therefore plots, images
literary works can be offered as themes for drawing,
sculpting. It is recommended to use such creative selection tasks
comparisons, epithets, synonyms, antonyms, choosing a rhyme for a word and
a phrase from a work of art , to be continued
author's story , to come up with the plot of a fairy tale, to compose
creative story based on a nursery rhyme , riddle, song. Performing creative
assignments helps children gain a deeper understanding of various artistic
tools used in the book.
Methodological development. Genres of literature used to educate preschool children.
Methodological development. Genres of literature used to educate preschool children.
Children aged 5-7 years already have sufficient literary knowledge, distinguish a fairy tale from a short story, and accurately identify poetic works. They understand the essence of a specific act of a literary hero, although they do not always grasp his hidden motives. Experts call this age “library” - for the ability of children to show interest in books of a certain topic and a certain genre, for the persistence of some children in finding a book they like.
The list of works of art for senior preschool age is quite voluminous and varied. In general, literature of a wide variety of volumes, forms and styles is used. Patriotic education, as a narrower part of personality education, nevertheless, uses the entire list of genres recommended for older preschool age.
Oral folk art is the richest material for patriotic education. By older preschool age, children are already familiar with many types of oral folk art. They learned the shortest proverbs and sayings at a young age, and became familiar with riddles in middle age. To get acquainted with the native culture, it is important not only that the child passively knows a certain set of sayings and jokes, but that they are used by him in appropriate cases - in games or rituals. A small form of folklore is still present in the program and in children’s everyday life - songs, nursery rhymes and chants, but children’s interest in them is not as strong as in previous age groups. But counting rhymes, riddles, tongue twisters, and fairy tales are becoming popular.
Russian folk fairy tales, full of wonderful fiction, dramatic situations, confrontation between good and evil, not only entertain and delight children, but also lay the foundations of morality. Perhaps the most striking and favorite genre for children (and for many adults) remains a folk tale.
Bylinas are a special ancient genre of oral folk art, which children are introduced to in preschool age. The content of the epics is closely suited to patriotic education. Adapted versions of texts are used for children. Heroic stories delight children and excite their imagination with vivid hyperbole, melodiousness, and legend: “Ilya ordered the Nightingale to whistle half-heartedly. And he whistled so hard that people were killed. Then Ilya took the villain out into the open field and cut off his head..."
Ritual songs, jokes, boring fairy tales and fables are included in the range of children's reading (folk and original). Children have a special attraction to the incredible and absurd. Preschoolers already have clear, realistic ideas about the world around them. In inverted fables, events develop that are completely incredible from the point of view of common sense. All actions are a complete logical error. And children like to operate with intangible entities, easily rearranging them in their minds and feeling significant and competent.
...In the middle of the sea the barn is burning
The ship is running across an open field...
Poems dedicated to nature in different seasons, describing the beauty of nature become more complex. Poems for this age are taken in a volume of 4-5 stanzas, with complex figurative language and colorful epithets, such as in the poems “Winter is angry for a reason” by F. Tyutchev -
...The evil witch went berserk and, grabbing the snow, let it run away into the beautiful child...
Or “White Birch” by S. Yesenin -
...On fluffy branches
Snow border
The brushes have blossomed
White fringe...
Introducing children to poetic language when getting to know nature teaches them to notice beauty and express thoughts not in flat, template phrases, but to look for an accurate definition that emphasizes their feelings and impressions of the beauty of nature. Children willingly learn poetry; use metaphors and epithets to convey especially vivid feelings. “Look! The birch tree itself is like a bride, and her hair is golden!”, “The sky today is gloomy and angry, like the sea!” - the children say.
Stories about nature are studied with the aim of familiarizing children with nature (which is also part of the formation of a patriotic attitude towards their native land) and perceiving it not only as a useful resource, but as part of a living, sensitive world. The formation of love for nature begins with surprise, joy from recognition, admiration. The stories of K. G. Paustovsky, V. V. Bianki, N. I. Sladkov, M. M. Prishvin are vivid sketches from the life of natural nature and its inhabitants, alive and so understandable. The characters are natural and their experiences described by the authors are close to children. The stories describe the beauty of our native nature in its constant change, the interaction of all living beings with their everyday worries and worries.
Poems about the Great Patriotic War are an important component of patriotic education. Poems by S. Mikhalkov, S. Vasilyev, A. Tvardovsky, A. Barto about the exploits and courage of soldiers and partisans who defended the Motherland and who did not spare themselves in the struggle are a highly artistic means of education. The power of the rhythmic poetic word has an inspiring effect on the consciousness of children.
Stories about the Great Patriotic War, about children and teenagers who participated in the fight against the invaders, introduce modern children to the exploits of their grandparents. Children empathize with the characters of A. Gaidar, L. Kassil, V. Razumnevich, A. Mityaev, and are worried; for the first time they realize the cruelty and mercilessness of war towards ordinary people, they are indignant against fascism, attacks on civilians, they receive the first knowledge about the equality of all races and nationalities.
Stories about the hometown and capital of Russia are a separate type of special children's literature for the patriotic education of preschoolers. Few parents of young Muscovites find time to take their children to the Kremlin, museums, monuments and historical places. But children, in order to develop pride in their city, to know its features and advantages, need knowledge. In this case, the teacher is helped by collections of stories like “A Walk Through the Kremlin”, “My Moscow”, etc. As a rule, such books are brightly illustrated and contain material suitable for children’s perception, presented in the form of fascinating stories: “...It’s like a wonderful a plant or a pile of rocks rises St. Basil's Cathedral, built during the reign of Tsar Ivan the Terrible...”, “Like the Kremlin is the heart of Moscow, so the Ivan the Great Bell Tower is the heart of the Kremlin. It was once the tallest building in Moscow.”
