Card file of GCD abstracts in the senior group of the preschool educational institution. Educational area "Reading fiction". Advanced planning for fiction in the senior group Reading fiction about metal for preschoolers

An urgent problem of modern society is introducing children to reading. It is no secret that already at preschool age, many kids prefer watching cartoons and computer games to listening to fairy tales. Naturally, it will be difficult for such a child to fall in love with reading even at school. Meanwhile, literature is a powerful means of intellectual, moral and aesthetic education. It enriches children's speech, emotions, forms humane feelings, makes it possible to think, fantasize. On the part of adults, it is extremely important to arouse the preschooler's interest and love for the book in time, to open the reader in the baby. And the first stage here will not be the library, but the activity of the educator, his pedagogical skills.

Why preschoolers need fiction

The tasks of reading fiction with children of the middle group include:

Formation in children of the idea that books contain a lot of interesting and informative information.
Deepening knowledge about illustrations, their meaning in the book.
Formation of the skill of moral evaluation of the work.
Developing the ability to empathize with characters.

In the middle group, children understand that you can learn a lot of interesting and informative things from books.

In the senior group, the list of tasks is expanding:

The teacher teaches preschoolers to listen to great works (in chapters).
The teacher encourages children to express their emotional attitude to what they read, to talk about their perception of the actions of the characters, to reflect on the hidden motives of their behavior.
A sensitive attitude to the artistic word is brought up, the ability to notice vivid descriptions, epithets, comparisons, to feel the rhythm and melody of a poem.
The formation of skills of expressive reading of poems, reading by roles continues.
The concept of a genre, genre features of a fairy tale, story, poem are explained in a form accessible to children.
Preschoolers learn to compare illustrations by different artists to the same work.

Not a single event is complete without poetry in kindergarten

The tasks of the preparatory group include:

Improving the ability to understand the expressiveness of the language of a work of art, the beauty of a poetic word.
Developing a sense of humor in preschoolers.
Developing the ability to put yourself in the place of a literary character.
Development of expressive reading skills, dramatization of a work (manifestation of emotions through intonation, facial expressions, gestures).
Deepening the concept of "genre", developing the ability to distinguish them.

How to Plan and Conduct a Fiction Reading Class

In order to competently build a lesson to familiarize kids with any literary work, the teacher needs to think through a lot.

What techniques and methods can be used

In a lesson on reading fiction, the educator uses the following methods:

Reading by the teacher from the book or by heart. Such a literal transmission of the text preserves the author's language, best of all conveys the shades of thoughts of the prose writer.
Narrative (retelling). This is a freer transfer of content: the teacher can rearrange the words, replace them with synonyms. But this form of narration gives more opportunities to attract children's attention: you can once again pause, repeat key phrases, etc.
Staging is a method of secondary acquaintance with a literary work.
Memorization or retelling of the text by preschoolers (depending on the genre of the work).

In order for the lesson to be successful, the following must be considered:

The activity must be emotionally charged. First of all, this concerns the manner of speech of the educator, which should convey the nature of the work and influence the mind and feelings of children. The children should see the interested face of the teacher, his facial expressions and articulation, and not just hear the voice. To do this, he must look not only at the book, but also at the faces of the children in order to see their reaction.
Prose works (fairy tales, stories) can be told, not read. As for poems, they are usually read in a medium volume voice (although some need to be told quietly or, conversely, loudly) and slowly so that preschoolers understand what is being said.
To make the lesson more complete, you can include audio recordings in it (for example, where K. Chukovsky himself reads his poetic tales).
In the process of reading, it is not necessary to distract pupils with disciplinary remarks: for this purpose, the teacher can raise or lower his voice, pause.

Children should see the interested face of the teacher, see his facial expressions while reading

A better understanding of the content of the work, the assimilation of the expressive means of the language is facilitated by repeated reading. Short texts can be repeated immediately after the initial reading. For works of a larger volume, it takes some time to comprehend, and then the teacher re-reads separate, especially significant parts. You can also remind children of the content of the material after some time (2-3 weeks), but short poems, nursery rhymes, stories can be repeated often (for example, on a walk, during regime moments). Usually, children like to listen to their favorite fairy tales many times, they ask the teacher to tell them.

How to explain unfamiliar words to children

The teacher should explain to preschoolers the meaning of unfamiliar words in the work. This technique provides a full-fledged perception of the literary text: the characters of the characters, their actions. Here you can use various options: in the course of the story, stop at a word incomprehensible to children and select synonyms for it (for example, a bunny’s bast hut means wooden; a room is a room), explain unfamiliar words even before reading (for example, before telling a fairy tale " A wolf and seven kids," the teacher shows a picture of a goat, pronounces the phrase: "Milk flows through the notch, and from the notch to the hoof" and clearly explains what the animal's udder is).

Illustrations help explain the meaning of unfamiliar words

However, not all words require detailed interpretation: for example, when reading A. Pushkin's “The Tale of the Fisherman and the Fish” to older preschoolers, it is not at all necessary to dwell in detail on the phrases “pillar noblewoman”, “sable soul warmer” - they do not interfere with understanding the content of the work. Also, you don’t need to ask the guys what is unclear to them in the text, but if they are interested in what a word means, you need to give an answer in an accessible form.

How to conduct a conversation with children about a read work

After reading the work, an analytical conversation should be held (this is especially true in older preschool age). During the conversation, the teacher leads the children to assess the actions of the characters, their characters. There is no need to strive for children to simply reproduce the text in detail: questions should be thought out, contributing to a better understanding of the meaning, deepening emotions. The content does not need to be torn off from the form: be sure to pay attention to genre, language features (for example, focus the attention of kids on the repeated appeals “Kids, kids, open up, open up!” Or name which epithets refer to a fox, wolf, hare in a certain fairy tale).

Examples of questions to identify the emotional attitude towards the characters:

Who is your favorite character in the story and why?
Who would you like to be like?
Who would you not be friends with?

Questions to identify the key meaning of the work:

Who is to blame for the fact that the sparrow mother lost her tail (M. Gorky "Sparrow")?
Why is the fairy tale "Fear has big eyes" so called?

Motive questions:

Why did Mashenka not allow the bear to rest on the way to her grandparents (“Masha and the Bear”)?
Why did the fox smear dough on her head (“The Fox and the Wolf”)?
Why did the mother turn into a bird and fly away from her children (Nenets folk tale "Cuckoo")?

An analytical conversation is especially necessary when reading works about nature or human labor (for example, S. Marshak “Where did the table come from”, V. Mayakovsky “Horse-fire”, S. Baruzdin “Who built this house?” and others).

Children need to discuss and analyze poems dedicated to human labor

The teacher should not move from the content of the book to moralizing and moral conversation about the behavior of individual children in the group. We should only talk about the actions of literary heroes: the power of the artistic image sometimes has a greater impact than notations.

How to memorize poems with children using mnemotables

For memorizing poems and retelling fairy tales, it is good to use mnemonic tables. They are a schematic representation of the plot of the work in the form of a series of pictures. This technique, which facilitates the memorization of the text, can be practiced already from the middle group.

Photo gallery: mnemonic tables for preschoolers

The key events of the tale are presented in the form of diagrams. The poster shows the main characters (a girl, a bear) and the key moments of the story (a forest, a hut, pies, a box) schematically. Each schematic picture corresponds to a line of a poem

How to show pictures to children

A deeper understanding of the text and the artistic images embedded in it is facilitated by examining illustrations. The method of using visualization depends on the age of preschoolers and the content of the book. But in any case, the perception of text and pictures should be holistic. Some books consist of a series of pictures with captions (an example of this is A. Barto, “Toys” or V. Mayakovsky, “Every page is an elephant, then a lioness”) or are divided into separate chapters (“The Snow Queen” G.- H. Andersen. In this case, the teacher first shows the picture, and then reads the text. If the work is not divided into parts, then you should not interrupt the story by showing illustrations: this can be done after reading or shortly before it (looking at the book will cause preschoolers to be interested to the plot.) When reading cognitive literature, the picture is used to visually explain the information at any time.

Both younger and older preschoolers always look at illustrations for works with great interest.

The general structure of a reading lesson

The structure of a lesson in reading fiction depends on its type, the age of the pupils and the content of the material. Traditionally, there are three parts:

Acquaintance with the work, the purpose of which is the correct and emotionally rich perception.
A conversation about what was read, aimed at clarifying the content, language means of expression.
Re-reading the text (or its key episodes) to deepen perception and consolidate the impression.

Types of reading classes in kindergarten

There are several types of classes for reading fiction with preschoolers:

Motivating start to class

The key task of the educator is to prepare preschoolers for the perception of the work, to motivate them to listen. Various methods are used for this.

The appearance of the playable character

In younger and middle age, it is better to start classes with a surprise moment with the appearance of a game character. It is always with the content of the work. For example, this is a fluffy plush kitten (V. Berestov’s poem “Kitten”), a funny yellow chicken (K. Chukovsky’s fairy tale “Chicken”), Masha doll (Russian folk tale “Masha and the Bear”, “Three Bears”, “Geese Swans and others where a little girl appears).

The toy conveys the mischievous nature of the kitten from the poem of the same name by V. Berestov

The teacher can show the kids a magic chest in which the heroes of the fairy tale find themselves. As a rule, these are works where many characters appear (“Turnip”, “Teremok”, “Gingerbread Man”).

Message from a hero

You can also use the motive of the letter - a message comes to the group from the brownie Kuzenka. He says that he lives in a kindergarten - he guards it at night, and during the day he really likes to listen to the guys sing songs, play, play sports. And so Kuzya decided to give the children a gift - to give them his box with fairy tales. Now, at any time, kids can get acquainted with a new fairy tale that the teacher will read to them.

Brownie Kuzya gives the kids his box with fairy tales

preliminary conversation

At older preschool age, it is already possible to use the personal experience of preschoolers to create motivation for reading. This can be an introductory mini-conversation that connects life events with the theme of the work. For example, a teacher asks children if they like to fantasize. Then they all discuss together: why do people fantasize at all (to amuse their interlocutor, to please him, etc.). Then the teacher smoothly proceeds to reading N. Nosov's story "Dreamers". By the way, you can also introduce a game character, Dunno, into the lesson on this topic, because he also liked to invent and compose fables.

Additionally, children can be offered to color Dunno

Another example is when a teacher starts a conversation about a dream. After all, every person has it. An adult asks to tell the guys what they dream about. After that, the teacher leads the preschoolers to the conclusion that in order to fulfill their desire, one cannot sit back, but one needs to work hard, make efforts, although, of course, there are times when luck smiles at a person, and a dream comes true by itself, as if by magic. And very often this is found in Russian folk tales, for example, in the work “By the Pike’s Command” (or another, where magical heroes or things appear that help the main character).

Familiarization with visual materials

To create motivation for reading, the teacher can also start the lesson by looking at a picture, for example, the work of V. Vasnetsov “Three heroes”. After getting acquainted with this work of art, children will surely listen with great interest to the epic about Ilya Muromets or another Russian knight.

After examining the brave heroes, it will be very interesting for preschoolers to listen to the epic about Ilya Muromets

Shortly before the lesson, you can interest the children in the colorful cover of the book or its illustrations: the children will want to know who is depicted on it and what happened to the characters in the work.

After looking at the illustrations, the children will probably want to know who is depicted on them and what happened to the heroes.

Before reading poems about some time of the year, it is good to take the children for a walk or arrange an excursion to an autumn or winter park.

Examples of class notes

Sample lesson plans can be found here:

Karanova M.S., "Bear cub Burik" (second junior group);
Romanova N., “Reading and memorizing the poem by M. Khudyakov “Autumn” (middle group);
Konovalova D.V., “Let's talk about friendship (reading the story of V. Oseeva “Who is the boss”)” (preparatory group).

Topic options for classes in reading fiction

In each age group, the teacher selects interesting topics for classes, focusing on the list of works of fiction recommended by educational programs. Some works may be repeated: if at an early age it is just listening, then at an older age there is already an in-depth analysis, retelling of the text by preschoolers, staging, reading by roles, etc.

First junior group

A. Barto's poem "Bear".
A. Barto's poem "The sun is looking out the window."
Russian folk song "The cat went to Torzhok ...".
Russian folk song "Cockerel, cockerel ...".
Russian folk song "Like a meadow, a meadow ...".
Russian folk song "Like our cat ...".
“Bai-bye, bye-bye, doggy, don’t bark ...”.
Russian folk song "Ryabushechka Hen".
Russian folk tale "Kids and the Wolf" in the processing of K. Ushinsky.
Russian folk song "Oh, how I love my cow ...".
Poem A. Barto "Truck".
S. Kaputikyan's poem "Everyone is sleeping."
Poem by V. Berestov "Sick Doll".
Russian folk song "Koza-dereza".
Russian folk song "Yegorka Hare ...".
The story of L. N. Tolstoy "The cat was sleeping on the roof ...".
The work of S. Marshak "The Tale of the Silly Mouse".
Many fairy tales for children can be included at any regime moments (for example, the transition to daytime sleep)
The story of L. N. Tolstoy "Petya and Masha had a horse ...".
K. Chukovsky's poem "Kotausi and Mausi".
A. Barto's poem "Elephant".
The nursery rhyme “Oh, you, a hare-shooter ...” (translated from Moldavian by I. Tokmakova).
Russian folk tale "Teremok" (arranged by M. Bulatov).
Russian folk song “Ai doo-doo, doo-doo, doo-doo! A raven sits on an oak tree.
S. Kaputikyan's poem "Masha is having lunch".
Poem by N. Saxonskaya “Where is my finger”
P. Voronko's poem "New clothes".
Poem by N. Syngaevsky "Helper".
An excerpt from a poem by Z. Alexandrova "My Bear".
Poem by V. Khorol "Bunny".
Khorol's poem about a bunny is very rhythmic, which allows it to be used for motor exercises
M. Poznanskaya's poem "It's snowing."
Tale of L. N. Tolstoy "Three Bears".
Poem O. Vysotskaya "Cold".
Poem by V. Berestov "Kitten".
A. Barto's poem "Bunny".
A. Barto's poem "Who screams like that?".
Tale of V. Suteev "Who said" meow "?".
German song "Snegiryok" (translated by V. Viktorov).
A. Barto's poem "Ship".
Russian folk song "A fox with a box ran through the forest."
"In the toy store" (chapters from the book by Ch. Yancharsky "The Adventures of Mishka Ushastik", translated from Polish by V. Prikhodko).
Russian folk nickname "Sun-bucket".
The call "Rain, rain, more fun ...".
Calls and nursery rhymes can become the basis for a physical education session or finger gymnastics
Russian folk tale "Masha and the Bear" (arranged by M. Bulatov).
A. Pleshcheev's poem "Rural Song".
“The wind walks on the sea ...” (an excerpt from the fairy tale by A. S. Pushkin “The Tale of Tsar Saltan”).
Poem by A. Vvedensky "Mouse".
G. Sapgir's poem "Cat".
Russian folk amusement "Because of the forest, because of the mountains ...".
Tale of V. Bianchi "The Fox and the Mouse".
G. Ball's story "Yeltyachok".
A poem by A. and P. Barto “The Roaring Girl”.
This poem is useful for working with whiny children, but do not allow such a child to be teased by others.
Poem by K. Chukovsky "Confusion".
Tale of D. Bisset "Ha-ha-ha" (translated from English by N. Shereshevskaya).
Russian folk amusement "Cucumber, cucumber ...".
The poem "Shoemaker" (translated from Polish in the processing of B. Zakhoder).
B. Zakhoder's poem "Kiskino grief".
A. Brodsky's poem "Sunny Bunnies".
"Friends" (chapter from Ch. Yancharsky's book "The Adventures of Mishka Ushastik").

Second junior group

Reading of Sasha Cherny's poem "Helper".
Reading the Russian folk tale "Cat, rooster and fox".
Reading the Russian folk tale "Gingerbread Man" (arranged by K. Ushinsky).
Reading poems by A. Barto from the cycle "Toys".
Reading the Russian folk tale "Three Bears".
Reading poems by A. Pleshcheev "Autumn has come", A. Blok "Bunny".
Russian folk songs-rhymes: "Kisonka-murysenka".
Fairy tale "Sister Alyonushka and brother Ivanushka".
Reading poems by S. Ya. Marshak from the cycle "Children in a Cage".
Reading the Russian folk tale "Masha and the Bear".
Russian folk tale "Turnip".
Reading the Russian folk tale "The Fox and the Wolf".
"Tales about a stupid little mouse" by S. Ya. Marshak.
A. Bosev's poem "Three".
Reading the story of L. Voronkova "It's snowing."
Reading the Russian folk tale "The Snow Maiden and the Fox".
Reading the Russian folk tale "Geese-swans".
The fairy tale "Geese Swans" is perfect for talking about obedient and naughty children.
Reading a poem by Z. Alexandrova "My bear".
Reading the stories of V. Bianchi "The Fox and the Mouse", E. Charushin "Volchishko".
Reading the Russian folk tale "The Wolf and the Seven Kids".
Reading the Russian folk tale "The Fox and the Hare".
Reading the Russian folk tale "The Cockerel and the Bean Seed".
Russian folk tale "Mitten".
Memorization of V. Berestov's poem "Petushki".
Reading the Russian folk tale "Goat Dereza".
Reading a poem by I. Kosyakov "She's All".
Reading the Russian folk tale "Fear has big eyes."
Reading a poem by S. Ya. Marshak "Mustache-striped".
Russian folk tale "Teremok".
"Teremok" is very popular in the preschool educational institution as a theatrical production with the participation of the children themselves, although more often it is staged already in the middle and older groups
Reading the stories of L. N. Tolstoy "Truth is more expensive than anything", "Varya and Siskin".
Memorizing the poem by S. I. Belousov "Spring Guest".
Reading a poem by A. Pleshcheev "Spring".
The story of the Russian folk tale "Ryaba the Hen".
Reading the story of Y. Thais "Holiday".
Reading a poem by E. Blaginina "That's what a mother!".
Reading the fairy tale by K. Chukovsky "Chicken".
Memorizing V. Berestov's poem "Kitten".
Reading the Russian folk tale "A bull - a black barrel, white hooves."
Poem by V. V. Mayakovsky “What is good and what is bad?”.

middle group

The story of V. Oseeva "Watchman".
The story of N. Sladkov "Autumn on the threshold."
Russian folk tale "The Man and the Bear".
The story of V. Oseeva "Blue Leaves".
Russian folk tale "The Fool and the Birch".
S. Mikhalkov's poem "What do you have?".
Russian folk tale "Ship".
The story of L. Voronkova "How the Christmas tree was decorated."
Russian folk tale Frost and the Hare.
The fairy tale "Frost and the Hare" will enrich children's knowledge about seasonal changes in nature
N. Kalinina's story "About the snow bun".
The story of V. Karaseva "Olya came to the kindergarten."
Fairy tale by V. Dahl "The fox-bass".
Russian folk tale "The Fox, the Wolf and the Bear".
Mordovian folk tale "Like a dog was looking for a friend."
Russian folk tale "The Cockerel and the Bean Seed"
The story of V. Borozdin "Starfighters".
Fairy tale by N. Sladkov "The Bear and the Sun".
The work of S. Prokofieva "The Tale of Mom."
The story of S. Vangeli "Snowdrops".
Tale of V. Oseeva "Three Magpies".
For greater immersion in the theme of a fairy tale, you can turn on an audio recording with the voice of a magpie for children.
Fairy tale by D. Bisset "Grasshopper Dandy".
The work of M. Plyatskovsky "The Tale of the Inverted Turtle".
Reading a poem by V. Paspaleeva "Forest Violet".
The story of A. Gaidar "Campaign".
The story of L. Tolstoy "The jackdaw wanted to drink ...".
The story of N. Sladkov "Non-rumour".
Tale of N. Pavlova "Strawberry".
Tale of V. Suteev "Under the mushroom".

Senior group

Reading the story of L. Tolstoy "The Lion and the Dog".
A story on the theme of the poem by E. Trutneva "Summer is flying away."
A story on the theme of the poem by E. Trutneva "Autumn is flying away."
Memorizing a poem by M. Isakovsky "Go beyond the seas and oceans."
Retelling of the fairy tale by K. D. Ushinsky "Know how to wait."
T. Alexandrova "Kuzka Brownie".
The story of P. Bazhov's fairy tale "Silver Hoof".
Reading the story of Viktor Dragunsky "Childhood Friend".
Memorizing a poem by E. Blaginina "Let's sit in silence."
Poems and fairy tales teach the child kindness, respect for others, support curiosity
Retelling of the story by V. Chaplina "Squirrel".
The story of the Russian folk tale "The Frog Princess".
Reading the fairy tale by N. Teleshov "Krupenichka".
Reading the chapters of Astrid Lindgren's story "The Kid and Carlson, who lives on the roof."
Memorizing I. Surikov's poem "Here is my village."
The story of the Russian folk tale "Hare-boast" (in the processing of A. Tolstoy).
Reading the story of N. N. Nosov "The Living Hat".
The story of the work of V.P. Kataev "Flower-seven-flower".
Memorizing S. Yesenin's poem "Birch".
Telling the Nenets fairy tale "Cuckoo" (arr. K. Shavrova).
S. Gorodetsky "Kitten" (reading in faces).
Retelling of N. Kalinina's story "About the snow bun".
Memorizing a poem by M. Yasnov "Peaceful counting rhyme".
The story of the Russian folk tale "Nikita Kozhemyaka".
Reading the work of G. Snegiryov "Penguin Beach".
Reading chapters from the story of A.P. Gaidar "Chuk and Gek". Modeling "Puppy"
Reading a poem by A. Fet "The cat sings, his eyes screwed up ...".
Reading a poem by Y. Akim "My relatives".
Narration of the folk tale "Sivka-burka".
Many plots of Russian literature passed through the years, they were also known to the grandparents of today's kids
Reading the story of L. Tolstoy "Bone".
Reading excerpts from the work of B. S. Zhitkov "How I caught little men."
Memorizing I. Belousov's poem "Spring Guest".
Reading a poem by G. Ladonshchikov "Spring".
Russian folk tale "The Fox and the Hare"
Retelling of the story by Y. Thais "Train".
The story of the Russian folk tale "Fear has big eyes."
The fairy tale "Fear has big eyes" is essentially psychological
Reading the work of I. Leshkevich "Traffic Light".
Dramatization of an excerpt from the Russian folk tale "Masha and the Bear".
Memorizing G. Vieru's poem "Mother's Day".
The story of the Russian folk tale "The wolf and the seven kids".
Retelling of the Ukrainian folk tale "Spikelet".
Reading an excerpt from the work of K. Paustovsky "Cat-thief".
Memorizing the excerpt “At the seashore there is a green oak ...” from A. S. Pushkin’s poem “Ruslan and Lyudmila”.
Favorite tales of A. S. Pushkin.
Reading R. Kipling's fairy tale "Elephant".
The story of the Russian folk tale "Havroshechka".

preparatory group

Acquaintance with an excerpt from A. S. Pushkin's poem "Eugene Onegin" "Already the sky was breathing in autumn ...".
Reading and retelling of the Nanai folk tale "Ayoga".
Russian folk tale "The Little Fox and the Wolf"
The story of K. Ushinsky "Four wishes".
Epic "Ilya Muromets and the Nightingale the Robber".
The story of K.G. Paustovsky "Warm bread".
Memorizing N. Rubtsov's poem "About the Hare".
Reading the story of A. Kuprin "Elephant".
Reading the story of V. Bianchi "Bathing the cubs."
Acquaintance with the work of D. Mamin-Sibiryak "Medvedko".
Fairy tale by Ch. Perro "Puss in Boots".
M. Zoshchenko's story "Great Travelers".
Children are more interested in stories about their peers
Epic "Sadko".
Reading the fairy tale by V. Suteev "The Magic Wand".
Tale of K. Ushinsky "The Fox and the Goat".
Acquaintance with the work of I. Surikov "Winter".
E. Permyak's story "The First Fish".
Fairy tale based on folk stories "The Snow Maiden".
Learning the poem by S. Marshak "The young month is melting ...".
E. Moshkovskaya's poem "They ran until the evening."
Acquaintance with the work of P. Ershov "Humpbacked Horse".
Russian folk tale "Cockerel - a golden comb and millstones."
Retelling of the work of E. Charushin "The Bear".
S. Yesenin's poem "Birch".
Retelling of the fairy tale "Fear has big eyes."
Reading the fairy tale H.-K. Andersen "The Ugly Duckling".
The story of V. Bianki "Adapted".
Russian folk tale Vasilisa the Beautiful.
The story of V. Dahl "The old man-year-old".
At older preschool age, fairy tales are perceived by children more fully, they can be correlated with the past and future seasons.
F. Tyutchev's poem "Winter is not without reason angry ...".
Fairy tale H.-K. Andersen "Thumbelina".
The story of E. I. Charushin "Boar".
The story of M. Prishvin "Golden Meadow".
Poem "Limerick" by Edward Lear.
The story of V. Bianchi "Forest houses".
Fairy tale by the Brothers Grimm "The Pot of Porridge".
The story of S. Alekseev "The first night ram".
A. Blok's poem "In the Meadow".
Pushkin's Tales.
Russian folk tale "Sister Alyonushka and brother Ivanushka"

Circle for reading fiction in kindergarten

In kindergarten, circle work on reading fiction is often practiced. This direction is very important: children's literature today has many "rivals" - cartoons, children's TV programs, computer games. They do not require reflection from the guys, unlike a work of art. There is also such a paradox: in bookstores there is a huge assortment of colorful, informative and interesting publications, but reading with a child requires strength, attention and time, which many parents do not have enough. In these cases, the task of introducing preschoolers to the book falls on the shoulders of the educator. And it’s good if, in addition to the works set by the educational program of the kindergarten, he introduces the children to other wonderful fairy tales, stories, epics, poems, as well as proverbs and sayings.

Today, books have many "competitors" in the struggle for the attention of the child.

As for the topics of the literary circle, it can cover:

works of various genres (variant titles: “Visiting a book”, “Literary living room”, “Magic world of books”);
only fairy tales (“Fairy tales are good friends”, “Visiting a fairy tale”, “A fairy tale is rich in wisdom ...”);
poems (children expressively read them and memorize them).

Classes in the circle are usually held once a week in the afternoon.

As an example, we can consider the work program and long-term work plan of the circle “Visiting a book” (designed for three years of study) of the educator E. V. Nazarova. Its peculiarity is that the reading of literature is combined with the holding of Russian folk games of a similar theme.

Elizaveta Vasilievna indicates the following tasks of the circle:

to develop in children the ability to fully perceive a work of art, empathize with the characters, and emotionally respond to what they read;
to teach children to feel and understand the figurative language of a work of art, expressive means that create an artistic image, to develop the figurative thinking of preschoolers;
to form the ability to recreate the artistic images of a literary work, to develop the imagination of children, associative thinking, to develop the poetic ear of children, to accumulate the aesthetic experience of listening to works of fine literature, to cultivate an artistic ear;
to form the need for constant reading of books, to develop interest in reading fiction, the work of writers, creators of works of verbal art;
enrich the sensory experience of the child, his real ideas about the world and nature;
to form the aesthetic attitude of the child to life, introducing him to the classics of fiction;
expand the horizons of children through reading books of various genres, diverse in content and topics, enrich the moral, aesthetic and cognitive experience of the child;

The goal is to in-depth acquaint children with children's literature and books, ensure the literary development of preschoolers, reveal to children the world of moral and aesthetic values and spiritual culture accumulated by previous generations, develop an artistic taste, form a culture of feelings, communication.

How to Organize an Open Viewing of a Fiction Reading Class

One of the important forms of reading work is open classes, during which the teacher demonstrates his innovative experience to colleagues. Novelty can affect various aspects:

the use of information and computer technologies - ICT (slides depicting episodes of a work, its individual characters);
retelling the fairy tale by children based on mnemonic tables (this direction is always of interest);
even a physical education minute can be innovative - an indispensable element of most classes (for example, using pebbles to enhance the rhythm, by the way, this technique can also be used when reading poems).

Classes using ICT always look advantageous

An interesting idea is to connect a music director to the event or use audio recordings. For example, in the same fairy tale “Masha and the Bear”, the music will convey how a girl gathers mushrooms and berries in the forest, and a bear walks through the forest with a heavy tread. Children will simply be delighted with such a deep immersion in the work.

The final of an open lesson can also be interesting to beat. For example, children give guests bookmarks for books they have made with their own hands.

Open viewing cannot be rehearsed in advance with the group, for example, memorizing poems or working out answers to questions. This is always visible from the outside: children will not be as intrigued as if they perceived the work for the first time.

Features of holding festive and leisure activities for reading

Various festive events also contribute to the upbringing of interest in the book: literary leisure, entertainment, evenings, quizzes. Their theme may be the work of a particular writer, poet (for example, A. Pushkin, S. Marshak, K. Chukovsky, A. Barto), especially if this is associated with his upcoming anniversary.

A literary event can be timed to coincide with a holiday, for example, Mother's Day, Bird's Day, May 9th. For this, works of different genres (poems, short stories, episodes from fairy tales, proverbs, sayings) are selected, which are played out in an original way.

The festive atmosphere is always created by the union of various types of art - literature, theater, dance, music, art. Sports elements can also be included in such leisure.

The structure of a literary holiday is similar to the construction of a matinee:

Grand opening with an introductory speech by the host.
Display of concert numbers.
Demonstration of the exhibition of books.
Completion.

Combine parts of the event, except for the leader, game characters. They do not let children's attention weaken.

Recitation of poems is an integral part of the literary festival

Older preschoolers can arrange a mini-concert for younger pupils with reading nursery rhymes, songs, and poems familiar to kids. In this case, it is desirable to use visual materials - toys, pictures, various objects.

An example of a synopsis of a literary event based on the works of S. Ya. Marshak (author A. G. Chirikova).

Goals and tasks of the educator in the classroom for reading fiction

The educator faces important tasks: the upbringing, education and development of children. Fiction is the best assistant in solving problems. Each specific activity must:

train attention and memory;
develop thinking and speech;
cultivate interest in intellectual pursuits.

In addition, all studied works of art are focused on different aspects of a child's life. The most important for children of the preparatory group are:

moral education;
speech development;
artistic and aesthetic development;
socio-communicative development;
development of independence, self-service.

For example, the fairy tale "Tiny-Khavroshechka" belongs to the field of moral education. The specific goal of the lesson may sound like this: “To cultivate a kind attitude towards each other.” The Russian folk tale "By the Pike's Command" refers to the development of independence. By studying it, the educator can set himself the goal of "Explaining the importance of human labor." Social and communicative development occurs when reading the work of D. N. Mamin-Sibiryak "Medvedko", the purpose of the lesson on this tale: to acquaint with the outside world, with the planet.

Reading in the preparatory school group is given special attention.

Reading fiction, discussion, situational conversation - this is how the goals set are realized in the classroom. The teacher does not explain the meaning of the fairy tale immediately after reading - he gives the children the opportunity to figure it out on their own, helps the children to see and understand the problem described, for example, through conversation.

The use of a question-answer form of communication is the best way to develop verbal thinking in preschoolers.

For example, when studying the fairy tale "Geese-Swans", the following questions can be included in the conversation:

Who is the story about?
Where are mother and father going?
What is the mother asking her daughter for?
How did your daughter behave after her parents left for the city?
What happened to brother?
Who are the swan geese?
What decision does the girl make?
Why did the stove, the apple tree and the milky river not want to help the girl?
Where did the girl run to?
Who did she see in the hut?
How did the girl manage to save her brother?
Why on the way back the stove, the apple tree and the milky river help the girl?
Can it be that the stove, the apple tree and the milky river talk to the girl?
Where can we find talking animals and talking objects?

A series of questions for the conversation should be built logically: first, simple questions (in terms of content), then clarifying, interpretive (“Why ...”), evaluative and creative.

It is important to remember that the lesson has one goal, but several tasks.

The teacher at each lesson solves the following tasks:

educational;
educational;
developing.

For example, when studying the fairy tale "The Scarlet Flower" the following tasks should be solved. Educational: cultivate a good attitude towards each other. Educational: introduce literature, develop coherent speech, form an understanding of the text by ear. Developing: to develop speech hearing, the melodic-intonational side of speech.

Each session should have a unique theme and purpose, and there may be a subtopic in addition to the main one. Using the fairy tale “The Frog Princess” as an example, one can determine the goal: “Develop the cognitive activity of children, teach them to respect other people’s interests”, the topic “Listening to a fairy tale” and the subtopic “Obedience and self-will in a fairy tale ...” (moral education). During the conversation, the children should understand what obedience and self-will are, what is expressed, what follows them, how to behave, and so on. By motivating children to independently understand these issues, the teacher will achieve the goal.

Reading in the preparatory group should be educational. The teacher, developing a cognitive interest, educates a conscious reader who, during his school years, will independently motivate himself and read books with pleasure.

Motivation of preschoolers in the classroom

In pedagogy, there are four types of motivation for older preschoolers:

Game. It will help the child shift the focus from the technical complexities of the reading process. Didactic games: "Reading fables", "The word got lost", "Know the hero".
Help for an adult. It is based on the desire to communicate with an adult, because he will approve and show interest in joint activities. For example: take pictures of the heroes of a fairy tale and ask the children to help you choose or draw outfits (a sundress for a fox, a shirt for a bear).
“Teach me.” The basis is the desire of each pupil to feel smart, capable. For example: if a child knows a fairy tale, tell him that you forgot the sequence of actions or do not understand the actions of the characters. So he will be more confident in discussing the material being studied.
"With my own hands." Inner interest to do something as a gift to yourself or for relatives. Drawings, crafts, postcards - all this can be done in reading classes, but children must voice all their actions.

As a motivating start to a lesson in reading fiction, you can use games, illustrations for a work, riddles, a problem situation. For example, when studying the Russian folk tale "The Fox and the Jug", the teacher can show the children pictures of a fox, a jug, a river, use elements of theatricalization, games to develop intonation (exclamations of a fox).

Questions for conversation:

What is this story about?
How did the fox get into the jar?
How did she first talk to the jug?
What words did she say?
How did the fox start talking?
What words did she say?
How does the fairy tale end?
What kind of fox is shown in this tale and where is this seen from?

To expand and enrich the vocabulary, you need to discuss the words: greed, stupidity, kindness.

Games for the development of intonation:

Guess the intonation;
Say it kindly;
Say angrily.

When studying the story of L. N. Tolstoy "The Bone", you can also use images of the main characters, plums, elements of theatricalization, didactic games ("Cook compote"). Questions to discuss with children: honesty, fighting temptation, love for family, the ability to confess, to tell the truth.

Materials for the introductory stage can be different, it all depends on the interest and imagination of the educator. For example, when studying the fairy tale of the Brothers Grimm "Lady Blizzard", children will be attracted and motivated by music. When studying the Tatar folk tale "Three Daughters", you can use riddles (about mother, sisters, squirrel, bee) to introduce you to the characters and include them in active activities.

Who is the cutest person in the world?
Who do children love the most?
I will answer the question directly:
- Ours is cuter than everyone ... (mother).
Who loves me and my brother,
But does she like to dress up more? -
Very fashionable girl
My eldest ... (sister).
From branch to branch
Jumping, frolicking
agile, nimble,
Not a bird. (Squirrel).
Flying over flowers
Flew over the fields.
Cheerfully buzzed.
Got some nectar.
And took the prey
Straight to your house ... (bee).

For a lesson on the fairy tale "Puss in Boots" by Ch. Perrault, the teacher can take a cat toy and present it to the children as a guest.

The appearance of such a wonderful guest in class will delight the children.

Lesson structure

Each lesson with children must comply with the structure of the Federal State Educational Standard and consist of the following parts:

Introductory part (creating motivation).
Creation of a problem situation.
Main part.
Activity analysis (after each activity).
Physical education (one or more).
The final part (solution of the problem situation).

When working with children of preschool age, it is necessary to plan the lesson very competently. To make it as productive as possible, it is necessary to alternate different types of activities. In addition to reading fiction, you can use gaming, motor or communication activities.

For example, one of the mandatory elements of each lesson is a physical education minute. It helps children to take a break from vigorous activity, prevent fatigue, improve their emotional state, and so on.

Forms of physical education:

general developmental exercises;
mobile game;
didactic game with movements;
dancing;
movement to read a poem.

In the classroom for reading fiction, the teacher can use any of the above forms, but most often, movements for reading a poem are used as physical exercises.

An example of a physical education minute for reading a verse

In addition, you need to make a time plan for the lesson. The teacher must remember that classes that last more than thirty minutes are ineffective.

The structure of the reading lesson and the time plan for the senior group.

Introductory part. 1–2 minutes.
Creation of a problem situation. 2–3 minutes.
Main part. 23–25 minutes.
Final part. 2-3 minutes

Topic file

Card indexes of fiction are compiled according to different criteria. For example, on lexical topics: fruits / vegetables, trees, bread, seasons, mushrooms / berries, birds, domestic / wild animals, land / water, etc.

D. N. Mamin-Sibiryak "Grey Neck";
N. Nosov "Cucumbers";
G. B. Oster "Kitten named Woof."

Also, a card index can be compiled on moral and patriotic education: homeland, society, family, friendship, holidays, citizen, etc.

N. Nosov "Mishkina porridge",
D. Gabe "My family",
J. Segel "How I was a mother."

The criterion for combining works can also be safety: fires, traffic rules, rules of behavior in nature, and so on.

A. Barto "Thunderstorm";
O. Smirnov "Steppe fire";
G. Shalaeva "Do not eat unfamiliar berries in the forest."

The card file compiled by E.V. Shcherbakova under the program "From birth to school" ed. NOT. Verax. Criteria: educational areas.

From the field of moral education:

Russian folk tale "Kroshechka-Havroshechka";
Russian folk tale "Hare-bouncer";
Russian folk tale "The Frog Princess";
B. Shergin "Rhymes";
Russian folk tale "Sivka-burka";
Russian folk tale "Finist - a clear falcon";
V. Dragunsky "Friend of childhood", "From top to bottom, obliquely";
S. Mikhalkov "What do you have?";
Nenets fairy tale "Cuckoo";
“Goldilocks” (translated from Czech by K. Paustovsky);
K. Chukovsky "Moydodyr".

The book of K. Chukovsky "Moydodyr" must be studied at the preschool educational institution

Table: summary of K. V. Tovmasyan’s lesson on the topic “Honesty in L. N. Tolstoy’s fairy tale “Bone””

GCD stage	Stage content
Goal and tasks	Build a sense of honesty. educational: to learn to listen and understand the text by ear, to develop analytical thinking; educational: to cultivate the ability to empathize, to understand the emotional state, to cultivate a love of reading and books; developing: develop speech hearing, expand and enrich vocabulary.
Equipment	fairy tale text; portrait of L.N. Tolstoy; illustrations for a fairy tale; pictures with images of different berries: raspberries, plums, blueberries, blackberries, strawberries, gooseberries.
Introductory part	Greetings and work ethic. - Good afternoon, good hour! How glad I am to see you. looked at each other And everyone quietly sat down. – How is your mood? Game "Find the bone" - Look at these pictures. Here are the berries. Find among them a berry with a stone. Acquaintance with the portrait of the writer. - Look at this portrait. It depicts Leo Nikolaevich Tolstoy. This is a great Russian writer who gave us a lot of interesting stories, fairy tales, poems and even riddles. He was very fond of children: he opened a school in Yasnaya Polyana (this is an estate in the Tula province), taught them according to the ABC, which he wrote himself. - Today we will discuss the story of L.N. Tolstoy "Bone". Do you want to know what it is about and why it is called that?
Main part	The teacher reads the story. Questions for conversation: What did mom buy? - How did Vanya behave? - Who noticed that the plum was gone? Why did Vanya decide to eat a plum? Why didn't he confess? Why was dad worried? - What should Vanya do? Physical education minute The teacher reads the verse to the children and gives instructions on the movements: One, two, three, four, five! Let's jump and jump! (jumping in place) The right side bent (tilts of the torso to the left and to the right). One two Three. Leaned left side. One two Three. Now raise your hands (hands up). And we'll reach the cloud. Let's sit on the path (sat down on the floor), Let's stretch our legs. Bend the right leg (bend the legs at the knee), One two Three! Let's bend the left leg One two Three. Legs raised high (raised legs up). And they held on a little. Head shake (head movement). And everyone stood up together (stand up). They say: "Everything secret becomes clear sooner and later." Do you agree with this? Give an example from the story "Bone". - Tell me, is it necessary to hide something and be dishonest if the truth is found out anyway? Vocabulary work. - In the story there was an expression "blushed like a cancer." Look at the illustrations for the story. Do you understand what it means? How else could you describe it? What does the word "considered" mean? Upper room - what is it?
Final part	What is the name of the story we discussed today? - Why is it called that? - What would you do in Vanya's place? - You all worked very well today, well done.

The quality work of the educator in planning and in the classroom for reading fiction is the key to the productive work of each child. Poems, riddles, didactic games - all this is necessary in the classroom, regardless of the chosen work. Classes in the preparatory group should be positive and exciting for all children, so the tasks should be selected interesting and varied. This is the only way to instill in children a love of reading and literature.

EDUCATIONAL AREA

"READING ART LITERATURE"

Child in the world of fiction

In the seventh year of life in children, there is a deepening and differentiationrenciation of reader interests, there are preferences inboron of types and genres of literature. Children of this age perceivework in the unity of its content, semantic and expressiveon the positive side, feel and strive to interpret the beauty of the literaryturn speech, project events and images of the heroes of works onthemselves and relationships with others, seek to explain and youexpress the meaning of the work and your attitude to it in different formscreative activity. As a result, listening, perception and understanding of a literary text approaches the level of the naturaltic activity.

The tasks and content of the work in this age group will behave much in common with what was carried out in the previous groupne, in view of the generality of the stage of literary development of children 5-7 years old.

Tasks of education and development of children

1. To cultivate a value attitude towards fiction as an art form, native language and literary speech.

2. Contribute to the deepening and differentiation of readers' interests.

3. Enrich the reading experience of children through works that are more complex in content and form.

4. In the process of getting acquainted with literature, ensure the formation of a holistic picture of the world in children, develop the ability to creatively perceive reality and the features of its reflection in a work of art, and introduce social and moral values.

5. Contribute to the development of artistic perception of the text in
the unity of its content and form, semantic and emotional
subtext.

6. Develop the ability to elementarily analyze the content and form of a work (features of the compositional structure, means of linguistic expressiveness and their meaning), develop literary speech.

7. Enrich ideas about the features of literature: about genera (folklore and author's literature), types (prose and poetry), about the diversity of genres and some of their specific features.

8. Provide the opportunity for children to show independence and creativity in various types of artistic and creative activities based on literary works.

Mastering the tasks of the literary development of children is carried out in
different types of joint and independent activities of children onbasis of a wide range of folklore and literary texts.

The main methods of literary development children 6-7 years old are the following.

Reading (telling) an adult, which introduces preschoolnicknames with literary texts, as with their "good friends". At the same time, the teacher draws the children's attention to the sources of obtaining the book: the teacher himself or one of the children brought it from home, they took the book in the library (including after the excursion), exchanged books with children of another group, advised to read interesting person etc. This will help to make acquaintance with literature not a didactic, but a humanitarian process, it will show children the interest in the book that is (or should be) in society.

Listening to recordings and watching videos , on which readers and artists perform texts, participate in productions. This will contribute to the education of the literary and artistic taste of children. to develop the ability to feel and understand the mood of the work, the meaning of the means of imagery of the language, to capture the musicality, sonority, beauty and poetry of the Russian literary language.

Viewing (listening to) recordings of the performance of literary texts by children. Joint discussion of sounding speech before-schoolchildren when reading, storytelling, in theatrical post-innovations will ensure the development of a conscious attitude towards correctness andfigurativeness of the language, the peculiarities of someone else's and one's own speech, will contribute toto develop the skills of analysis and introspection of correctness andexpressiveness of speech

Conversation after reading contributes to the deepening of the perception of literaturetext by children, formulating in speech their attitude toheard in the course of his analysis. The conversation includes questionsaimed at expressing the attitude of children to the work, on establishment of various causal relationships (betweenevents, between the structural parts of the text, lines of development plot, heroes, etc.), to a holistic understanding of the images of heroes with taking into account the peculiarities of their behavior and character, the whole conflict ofon understanding the meaning of figurative and expressive means of the language, on understanding the emotional and ideological subtextworks; as well as questions that encourage children to do elementarygeneralizations and conclusions. It is important to help the child "stand above the hero",consider events from the point of view of the author, understand the position of the author of the literary text and formulate their own judgments aboutwork and life events reflected in it.

Just like in the older group, the following methods will be relevant.

Reading with continuation including "multi-volume" stories,united by common heroes. These include, for example, fairy talesA. M. Volkov about the adventures of Ellie and her friends, stories about MummyTrolls Tove Jansson and others.

book talks, in which new tasks will be solved:commingle with the history of the appearance of books in the history of mankind, to helpunderstand the importance of books for the child himself.

Summarizing conversations about the main types and genres of folklore and
literature (“What is a fairy tale”, “What time of the year is more written about?
sano verses", "Tales and stories: about the same thing in different ways" and
others).

Evenings of literary entertainment, literary holidays and theatrical performances, in the preparation of which more and morechildren will be involved, including organizing them for preschoolyounger nicks.

Thematic exhibitions in the book corner and art center but creative activity.

project method. In addition to the ideas of project activities, whichimplemented in the senior grouppreschoolers 6-7 years old will be important newtopics, the purpose of which is to help children master various means of speech expressiveness and fix the mastered ideas.

An important area of work with children of the preparatory group will become acquaintance with writers and poets, illustrators of children's books, which involves communicating to children separatelyinformation from the biography of these people (it is desirable to select factsearly childhood, study, children's hobbies, relationships with childrenmi, that is, what is close and understandable to preschoolers); as well as the signrelationship with the works of these authors and their elementary analysis(for the purpose of orientation in the artistic manner of the author). Such workcan be built as a project activity, the result of whichRoy will be the decoration of the exhibition.

Section content integrates with other sections of the programwe. The most relevant relationships with the sections "Communication"(enrichment of the content of communication between an adult and a child and children withpeers discussing the texts they listened to, getting to know the bestwith our samples of the literary language, the development of the imagery of children'sspeech by means of familiarization with the language expressiveness of the artistcreative works, practical mastery of the rules for constructingdifferent types of texts, dictionary enrichment, etc.), “Knowledge” (for-formation of a holistic picture of the world, the development of intellectual andpersonal qualities, expanding horizons, developing the ability to thinkpour, analyze, compare, development of cognitive interestsowls and "heuristic" vision of the surrounding reality andetc.), "Socialization" (personal development of children as representatives;society, deepening knowledge and attitudes towards the basic moralvalues, familiarity with the norms and rules of conductrelationships in society, etc.). Equally important are the links withlamy "Music" and "Artistic Creativity" due to the presence of a commonconcepts of the formation of different types of artistic activitychildren: from the perception and development of special skills to independentto the creativity of children, as well as the focus of these subsections on the development of the imagination of preschoolers. Connections are possiblewith all other educational areas.

Orientation of children in the educational field

What children learn

Children have a rich literary experience, includingof different types, genres and themes. Names three or four favorite works of different types and genres. In the child's reading circle6-7 years old includes a variety of genres of works of Russian and Zarufugitive folklore, classical and modern poeticknowledge, prose texts (stories, were, fairy tales, fairy tales, hangingty, children's novels). Preschoolers are interested in works fromcomplex overtones, ambiguous images of heroes, basedon the clash of characters, the confrontation between the forces of good and evil. Themtexts with new cognitive information become available,elements of business style (fragments of children's encyclopedias). Childrenlove texts with continuation, including novels, stories, short storiescalling about new adventures of familiar heroes.

Preschoolers 6-7 years old understand that the book is special (hu-prehistoric) way of knowing the surrounding reality,human relationships and social values.

Children know the names of 5-6 writers, poets, individual facts of their biography, some features of their work.

Preschoolers understand the meaning of some means of language,expressiveness. Know the main stylistic features of literaryrature language of works of different types and genres, marking itbeauty and imagery. Mastering ideas about some featuresfeatures of such literary genres as fairy tale, story, poem, fable.

Children understand and reasonedly explain the meaning of the illustration.tions in the book, know the names of two or three illustrators, not-which are the features of their creativity. Understand that the book is rethe result of the activities of the writer, artist and printing house workers,realize the great importance of books for people and, in particular, for themselves.

Preschoolers have ideas about the theater: its purpose,the integrity of the building, the scene, the specifics of the activities of people of differentprofessions working in the theatre. They know different types and genres of theatrical art (dramatic, musical, puppet, star theaterray, clowning and others).

Children know and use different ways of expressing theirwearing to a literary work in various types of speechand artistic and creative activities.

Organization of the experience of mastering the educational field

What do children learn

We expand the reading interests of children

The educator supports and encourages the desire of children to constantlydirect communication with the book, the desire to learn to read and becomeactive reader.

Stimulates the development of the principles of aesthetic responsiveness and taste forhigh level literature. Activates the manifestation of children's love for fiction, interest in the content of the work andvalue attitude to its form.

The teacher supports the selectivity of preschoolers in relation toresearch to works of a certain type, genre, subject.

Provides for the realization of the needs of children in communication aboutliterary works with adults (teachers and parents) and other children (peers and younger children).

Problematic and game situations are created to deepen thechildren's res for storytelling, reading by heart artistic textscomrades, inventing creative monologues based on them, to discusstheatrical productions and independent theatrical performances activities.

We help the correct perception of the literary text

In the process of organizing listening to literature, reviewingillustrations and reproductions of paintings by various artists, listening toteaching musical works, conducting conversations with children teachercontributes to the deepening of preschoolers' perception of literaryworks in the unity of its content and form.

The educator ensures the development of general and special wayschildren's feelings, on which the artistic perception of a literary work is based. This is the development of emotional responsiveness byrelation to the content of the work, its semantic and emotionalsubtext, images of heroes, artistic form. Formiro-the formation of cognitive activity in the establishment of significant connections in the work, in the awareness of the integrity of the characters' images, in the comprehension of the author's intention. Education of aesthetic sensitivity to beautycell of literary speech, figurativeness of artistic language. teacherseeks to maintain the preservation of the unity of the directliving and comprehension by children of a literary text.

We organize creative activity on the basis of a literary text

The educator organizes communication about literarytexts, theatrical productions, theatrical games, ensuring the development of the ability to analyze a literary text and expressivethe quality of the speech of the performers, contributing to the development of literary speech,development of the aesthetic taste of children.

Create educational and play situations for the development of the following blowing skills:

Expressively retell newly read literaryworks close to the text; retell stories and tales fromface of a literary hero.

Suggest your options for continuing the storylineconduct, compose fairy tales and stories based on folklore and literatureoffice texts.

The teacher supports the desire of children to preserve the stylistic and genre features of literary texts in independentChevoy activities based on them.

Initiates the development of children's skills to use the complexmeans of expression in various types of artistic and speech activitiesactivities, including in the process of project activities.

The teacher plans creative tasks, literary and readingbody games for the active development of preschoolers means of medicalsic and intonation expressiveness, for the development of skillscreative speech activity.

An adult conducts conversations about books, about creative activitywriter, illustrator, graphic designer, acquaintancemit children with special features of typography for the development of skills, non-bypassed for the manufacture of preschool children's home-madebooks, magazines and encyclopedias.

During the organization of children's project activities children with improve the ability to reflect the results of the perception of literarytexts in different types of artistic and speech activity (retellingspeaking, composing, reasoning) and visual activity(drawing, application, design, decoration).

The teacher encourages improvisation and creativity of pupils inartistic and speech, game, visual and theatricalnoah activity on the basis of literary texts. Providesthe opportunity for children to show independence and creativity inthe process of selecting texts for children's productions, preliminaryjoint thinking and design of the "theatrical performance", infinding ways to embody the conceived image with the help of variousnyh means of verbal and non-verbal expressiveness.

The results of mastering the content of the educational field

Achievements of the child (What makes us happy)

1. The child shows an aesthetic taste, a desire for constant communication with a book, a desire to learn to read on his own.

2. Detects a selective attitude towards works of a certainlenny themes or genre, to different types of creative activityfeatures based on a work of art.

3. Names favorite literary texts, explains why he likes them.

4. Knows the names of four or five writers, some facts about their biosgraphs, names their works, with the help of an adult talks about the features of their work.

5. Knows the names of three or four artists who illustratedwhether books or painted pictures on fabulous and epic stories,designed theatrical performances, knows some features their pictorial style.

6. Distinguishes the main genres of literary works (poetryrhenie, fairy tale, story), has an idea about some of their special features.

7. Perceives the work in the unity of its content and form,expresses his attitude to the images of the characters, the idea of the work.

8. Expressively performs literary works.

9. He is creatively active in speech, visual and theatrical-playing activities based on artistic texts.

10. Expressively conveys the images of literary heroes in theatricalbathroom activities, shows creativity, strives for improvisation zation.

Causes concern and requires joint efforts

teachers and parents

1. Interest in literature is not pronounced, literary experienceogre nichen. The child is reluctant to respond to suggestions himself learn to read.

2. With difficulty names familiar books, cannot explain what they are. he likes.

3. Does not know the genres of literary works. Distinguishes a fairy talethe story and poems on an intuitive level, cannot explain their features.

4. When perceiving a literary work, understands it co holding, finds it difficult to interpret the subtext, cannotunderstand the author's position, not sensitive to language, drawsattention only to traditional means of speech expression value.

5. Expressively reads short poems, tells fairy tales and race- fairy tales, cannot come up with a fairy tale by analogy, refuses toinventing riddles, participating in literary games.

6. Passive when discussing books, does not show initiative in visual and design activities based on literarytext. In theatrical games, it is either a spectator or inexpressively conveys a typified, simplified imagesecondary hero.

The circle of reading for children aged 6-7 continues to expand and become more complex both in terms of the content of texts and in terms of their art.feminine form (variety of compositional structure, stylesspeech, expressive means). Compared with the previous age group, it is mainly the prose that children listen to that changes. It becomes accessible and interesting for them "reading with continuationniem” works of large volume. First of all, this correspondsthere are fairy tales, stories, including fantasy and adventuresome content, in which more complex images of heroes are presented, various options for their social interaction.

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Methodology for the implementation of the tasks of the educational area "Reading fiction"

Introduction

Conclusion

Bibliography

Introduction

In accordance with the Federal state requirements, preschool education is being modernized in preschool educational institutions. In this regard, new goals, objectives and directions in the work of the preschool educational institution are determined. One of the educational areas is "Reading Fiction".

The task of forming interest and the need for reading (perception) of books, as one of the priorities, is set in the current federal state requirements for the implementation of the content of the educational field "Reading fiction". The need for daily communication with the book forms in children the habit of constant intellectual work, contributes to the development of speech thinking. That is why the standards that are mandatory for the implementation of the basic educational programs of primary education consider interest in reading as one of the leading indicators of a child's readiness for schooling.

The relevance and relevance of this problem is determined by the real needs of the domestic preschool education system. Therefore, the theme of my creative development was determined "The content of the psychological and educational area" Reading fiction ": purpose, forms of work, integration with other areas."

Purpose: to identify the methodological features of the work on the implementation of the educational area "Reading fiction".

Clarify the forms of work for the development of children in the educational field "Reading fiction".

To identify the integration of the educational area "Reading fiction" with other educational areas.

1. Psychological and pedagogical work on the development of children in the educational field "Reading fiction"

Works of fiction reveal the world of human feelings to children, causing interest in the personality, in the inner world of the hero.

Having learned to experience with the heroes of works of art, children begin to notice the mood of loved ones and those around them. Humane feelings begin to awaken in them - the ability to show participation. Kindness, protest against injustice. This is the basis on which adherence to principles, honesty, and true citizenship are brought up. “Feelings precede knowledge; whoever did not feel the truth did not understand and did not recognize it, ”wrote V.G. Belinsky.

The child's feelings develop in the process of assimilation of the language of those works with which the teacher introduces him. The artistic word helps the child to understand the beauty of sounding native speech, it teaches him the aesthetic perception of the environment and at the same time forms his ethical (moral) ideas.

The child's acquaintance with fiction begins with miniatures of folk art - nursery rhymes, songs, then he listens to folk tales. Deep humanity, extremely precise moral orientation, lively humor, figurative language are the features of these miniature folklore works. Finally, the kid is read author's fairy tales, poems, stories available to him.

The people are an unsurpassed teacher of children's speech. In no other works, except folk, one can find such an ideal arrangement of hard-to-pronounce sounds, such an amazingly thought-out combination of a number of words that barely differ from each other in sound. For example: “There was a bull that was stupid, a stupid bull, the bull had a white lip, it was stupid”; “The cap is not sewn in the style of a cap, it is necessary to recap it, whoever recaps it, that half a pack of peas.” Benevolent banter, subtle humor of nursery rhymes, teasers, counting rhymes - an effective means of pedagogical influence, a good "cure" against laziness, cowardice, whims, selfishness.

A journey into the world of a fairy tale develops the imagination, fantasy of children, encourages them to write themselves. Brought up on the best literary examples of humanity, children in their stories and fairy tales show themselves to be fair, protecting the offended and weak, and punishing the evil.

And aesthetic, and especially moral (ethical) ideas, children should take out precisely from works of art, and not from the moralizing arguments of educators about the works they read, prepared questions on questions. The teacher must remember: excessive moralizing about what has been read brings great, often irreparable harm; “Disassembled” with the help of many small questions, the work immediately loses all charm in the eyes of children; loses interest in it. One must fully trust the educational possibilities of a literary text.

Thus, helping children to master the language of a work of art, the teacher also performs the tasks of education:

Formation of a holistic picture of the world, including primary value ideas.

Maintaining interest in books, literary and folklore works of various subjects.

Consolidation of ideas about the genre features of works of art, the development of skills to analyze texts.

Encouragement of creative manifestations in role-playing games based on the plots of literary works, dramatizations and dramatizations, expressive poetry reading, drawing and other activities.

The development of literary speech.

Introduction to verbal creativity, including the development of artistic perception and aesthetic taste.

2) In the context of the implementation of the FGT, any exemplary program includes the educational area "Reading Fiction". The program "Success" says that this is an educational program of a new generation, the development of which is carried out in accordance with the law "on education" and takes into account the social situation in which the development of modern children takes place. At the center of the program is the child of the early twenty-first century. "Success" is based on the fundamental provisions of the world science of childhood, the domestic scientific psychological and pedagogical school (cultural-historical activity, personal approaches to the education of preschool children). The main models for organizing the educational process are the activities of an adult and the independent activities of children. The main result of mastering the Program and an indicator of the full, comprehensive development of the child is a holistic "social portrait" of a 7-year-old preschooler. The program takes into account the principle of integration of educational areas, reflecting the peculiarities of the perception and assimilation of educational material by a preschool child.

In the program "Childhood", on the basis of which the main general educational program of my preschool educational institution was compiled, the main emphasis is placed on an active approach to the implementation of the content of the program in the conditions of active interaction of the child with the outside world. The program was developed on the principles of the unity of all living things, has a secular humanistic character and is aimed at the formation of moral and humane feelings and elements of moral and humane behavior. In unity with the development of knowledge and feelings, the line of creativity is realized. The task of the program "Childhood" is to awaken the creative activity of the child, to stimulate the development of the imagination, the desire to be involved in the creative process.

The pedagogical technology of the program is based on the principles of subjective interaction between the teacher and the child. An individually differentiated approach involves the recognition by the teacher of the individual pace of development of each pupil and the creation of conditions for natural individual personal growth.

The authors of the program suggest that when building the pedagogical process, the main content of the Childhood program is carried out by teachers in everyday life, in joint activities with children, by integrating activities that are natural for preschoolers, the main of which is the game. The novelty of the program "Childhood" is determined by the fact that for the first time it has practically implemented an approach to organizing the holistic development and upbringing of a preschool child as a subject of children's activity and behavior. The organic entry of the child into the modern world is ensured in the program by the wide interaction of preschoolers with various areas of culture: with fine arts and music, children's literature and their native language, ecology, mathematics, play and work. The motto of the program "Feel - Learn - Create" defines three interrelated lines of development of the child, which permeate all sections of the program, giving it integrity and a single direction. The meaningful connection between the sections of the program allows the teacher to integrate educational content in solving educational problems, which makes it possible to develop the cognitive, emotional and practical spheres of the child's personality in unity.

An analysis of psychological work and one's own pedagogical experience made it possible to identify the need for the development and implementation of technology for the educational activity "Reading Fiction".

2. Goals and objectives of psychological and pedagogical work for the development of the educational field

In order to develop a sustainable interest in the book as an independent visual object of literature and create conditions for the active use of the literary experience of children in their creative activity, in mastering the educational field, tasks for children of different ages are defined.

Age 3-4 years.

to develop a desire to learn from books about the world around us, about the existence of good and evil in it, about how to behave, etc. (Socialization, Cognition);

develop the desire to express impressions of what is read by speech and non-verbal means (Communication);

to form interest in the positive characters of works, episodes and situations in which positive characters “defeat” negative ones, help the weak, small, etc. (Socialization).

encourage memorization of short poetic texts (Communication);

develop the desire to talk about what you read (Communication).

encourage the desire to listen to the work, look at illustrations for it, ask an adult about what they have read, show a desire to “read” the work again (Communication);

contribute to the development of emotional responsiveness to the content of what is read (to rejoice at the good ending, the “victory” of the positive hero; empathize with the troubles and misfortunes of the characters protected by the positive hero, etc.).

Age 4-5 years.

On the formation of a holistic picture of the world (including the formation of primary value ideas):

to expand the range of children's reading by including works on new topics, with a large number of characters, a detailed plot, in various situations (everyday, magical, adventure, travel);

to form the ability to understand causal relationships in the read text (for example, the reasons for this or that act of the hero and the consequences that have occurred) (Socialization, Cognition);

to attach to the conversation about the book, characters, their appearance, actions, relationships (Socialization, Cognition, Communication);

develop creative abilities: supplement read books with their own versions of plots, episodes, images (Cognition, Communication, Socialization).

On the development of literary speech (acquaintance with linguistic means of expression through immersion in the richest linguistic environment of fiction):

to focus the attention of children on individual means of artistic expression, which most fully and accurately characterize the characters (appearance, internal qualities), as well as the world around them (living and inanimate nature) (Socialization, Cognition, Communication);

develop a desire to use their reading experience (separate means of artistic expression) in other types of children's activities (Socialization, Cognition, Communication, Artistic creativity, Music).

By initiation to verbal art (development of artistic perception in the unity of content and form, aesthetic taste, formation of interest and love for fiction):

to form a steady interest in the process of reading, memorizing what has been read, working in a book corner;

combine the emerging reading preferences of children with the development of the thematic and semantic diversity of fiction and folklore.

Age 5-6 years.

On the formation of a holistic picture of the world (including the formation of primary value ideas):

to form an interest in the diversity of manifestations of human relations in different circumstances in books and in life, the ability to "see" collisions and conflicts of characters in the content of the read, ways to resolve them (Cognition, Socialization, Communication);

develop the ability to independently establish causal relationships of events, actions of heroes, their emotional states (Cognition, Socialization, Communication);

develop the ability to use book knowledge (about a person, his emotions, states, actions, the nature of relationships with other people, about the world around him) in other types of children's activities (Health, Socialization, Labor, Safety, Communication, Cognition, Music, Artistic creativity).

On the development of literary speech (acquaintance with linguistic means of expression through immersion in the richest linguistic environment of fiction):

stimulate the desire to describe the state of the hero, his mood, his attitude to the event in a monologue form (Socialization, Communication, Cognition);

develop the ability to regulate the volume of the voice and the tempo of speech, depending on which character or situation the child describes (Communication);

contribute to the development of creativity: oral illustration of passages from the text, thinking out an episode, composing a short poem (Cognition, Communication).

By initiation to verbal art (development of artistic perception in the unity of content and form, aesthetic taste, formation of interest and love for fiction):

create conditions for communication with the book to bring pleasure; begin to form an interest in reading works of large forms (reading with continuation);

develop the desire to actively participate in the process of reading, analyzing, staging the texts read, looking at books and illustrations, etc .; . studying fiction preschooler

form the contextual perception of the book by including information about the writer, the history of the creation of the work (Cognition);

to form reader preferences in line with the genre and thematic diversity of literary works (Cognition).

Age 6-7 years.

On the formation of a holistic picture of the world (including the formation of primary value ideas):

to form the need for reading as a source of new knowledge about oneself, other people, human qualities, manifested in ordinary and unusual circumstances, the world around (Knowledge, Socialization, Communication);

develop the desire to communicate with adults and peers on the content of what they read, express their attitude, assessment, make generalizations and conclusions (Cognition, Communication);

develop the ability to independently establish temporal and causal relationships of events (Cognition);

develop the ability to establish conflicts and conflicts of characters in the content of the read, ways to resolve them, correlating with personal experience (Cognition, Socialization, Communication);

to develop the desire to imitate the positive characters of books, to correlate the content of what is read with personal experience (Socialization);

form analytical abilities (compare the same topics, plots in different works, make simple generalizations and conclusions, correlate the content of what is read with personal experience) (Cognition, Socialization, Communication). .

On the development of literary speech (acquaintance with linguistic means of expression through immersion in the richest linguistic environment of fiction):

develop susceptibility to the means of artistic expression, with the help of which the author characterizes and evaluates his characters, describes the phenomena of the surrounding world (Communication, Music, Artistic creativity);

develop the ability to solve creative problems: writing short poems, fairy tales, stories, riddles, while using the appropriate methods of artistic expression (Cognition, Communication).

By initiation to verbal art (development of artistic perception in the unity of content and form, aesthetic taste, formation of interest and love for fiction):

to stimulate a passion for reading and communication with adults and peers on the content of what they read;

continue to generate interest in reading works of large forms (reading with continuation);

develop the ability to emotionally respond to what you read and see in life.

In the work on the development of the educational field for a deeper study, I set the following tasks:

Formation of the need for the study of children's literature, motivation for self-education in matters of literary education for children.

Increasing the professional level in the field of methods of introducing preschoolers to fiction.

Development of the ability to introspection of one's own pedagogical activity.

The introduction of new forms of organizing children's activities on the basis of the educational process based on FGT.

The development of the educational field "Reading fiction" at preschool age is carried out in a variety of methods and techniques. Let's dwell on some of them: a literary lounge, integrated classes, situation games, creative meetings, conversations, book exhibitions and thematic exhibitions of drawings and crafts, reading competitions, literary games and holidays, excursions, viewing filmstrips, cartoons, circle work "Magic World fairy tales”, problem group, theatrical activity, practical workshop, competition, consultations.

3. Methodology for the implementation of the tasks of the educational area "Reading fiction"

1. A graduate of a preschool educational institution must show an aesthetic taste, a desire for constant communication with a book, a desire to teach himself to read.

2. Name your favorite literary texts, explain why he liked them.

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

4. Distinguish the main genres of literary works (poem, fairy tale, story), has an idea of some of their features.

5. Express your attitude to the images of the characters, the ideas of the work.

6. Expressively perform literary works.

7. Expressively convey the images of literary characters in theatrical activities, show creativity, strive for improvisation.

Table 1.

	Regime moments		Activities of the teacher with the family
Forms of organization of children
Group. Individual. Subgroup.	Individual. Subgroup.	Individual.	Group. Individual. Subgroup.
Composing stories. Learning poetry. Creative tasks. Dramatization games. Matinees. Theatrical productions. Puppet show.	Independent activity. Reading prose, poetry. The use of counting rhymes, sayings in speech.	Games (cognitive, verbal, developing). Role-playing. Games in game zones.	Consultations. Thematic stands.

table 2. Integration of the educational area "Reading Fiction" with other educational areas"

Educational area	Tasks
Physical Culture	1. Encourage children to self-narrative, memorize nursery rhymes, songs. 2. To enrich the independent and organized motor activity of children with literary images. 3. To form interest and love for sports based on works of art. 4. Learn to organize p / and independently, come up with game options, your own games.
Health	1. Using the example of works of fiction, instill in children the habit of monitoring their appearance, improving self-service skills. 2. To educate in children the ability to withstand stressful situations, the desire to be cheerful, healthy, optimistic with the help of works of fiction. 3. Form a conscious attitude to your health, awareness of the rules of safe behavior.
Socialization	1. Involving children in sharing familiar works with the teacher, in their full or partial dramatization. 2. To enrich the play, visual activity of children, design with literary images. 3. To develop in children the ability to sympathize, empathize with the positive characters of works of art. 4. Cultivate love for oral folk art. 5. Lead to an understanding of the moral meaning of the work, to a motivated assessment of the actions and character of the main characters. 6. Participate in the dramatization of familiar works.
Safety	1. To teach the child the ability to act in new, unusual life circumstances for him. 2. To teach children the elements of orienteering, to teach the rules of safe movement along the streets and parks of the city. 3. Teach children the simplest ways to provide first aid to peers in extreme situations (sunstroke, etc.).
	1. To form in children ideas about mutual assistance, friendship, to arouse a desire to provide all possible assistance to those who need it. 2. Cultivate a caring attitude towards animals. 3. To cultivate respect for the daily work of parents, their life experience. 4. Acquaintance with the work of adults (professions).
Cognition	1. Cultivate interest, love for fiction. Develop the ability to listen to literary works of various genres and subjects, emotionally respond to their content and follow the development of the plot. 2. To acquaint both with the variety of individual works, and with cycles united by the same heroes. 3. Systematize and deepen knowledge about literary works. 4. Form ideas about the characteristic structure, typical characters and plot-thematic units of literary works. 5. To develop the ability for a holistic perception of a fairy tale in the unity of its content and artistic form, to consolidate knowledge about the features of the fairy tale genre.
Communication	1. To form an emotional-figurative perception of works of various genres, to develop sensitivity to the expressive means of artistic speech, verbal creativity. 2. Develop the ability to naturally, expressively retell works of art. 3. To form the figurativeness of speech: sensitivity to the figurative structure of the language of a literary work, the ability to reproduce and understand figurative expressions. 4. Learn to understand the beauty and power of the Russian language, use figurative expressions in speech and speak beautifully. 5. Learn to answer questions about the content of the work, to participate in the conversation.
Artistic creativity	1. To develop an attitude towards the book as a work of aesthetic culture - careful handling, the desire to re-listen to the book. 2. To create a favorable atmosphere for children's word creation, game and humorous variations of poetic texts, in particular works of poetic folklore. 3. Develop sensitivity to the expressive means of artistic speech, the ability to reproduce these means in your work. 4. Develop individual literary preferences in children. 5. To cultivate the desire to express their impressions and experiences after reading a work of art in a word, drawing. 6. Bringing children to the transfer of various means of artistic expression into independent verbal creativity, productive activity.
	1. The development of poetic hearing, the ability to perceive musicality, the poetry of speech. 2. Development of imagery of speech. 3. In games-dramatizations, to form the ability to introduce elements of creativity into the motor and intonation-speech characteristics of the character. 4. Develop interest in theatrical and gaming activities.

The principle of integration of educational areas is one of the principles on which the content and structure of the general educational program of a preschool institution is built. According to the principle of integration, the tasks of one of the educational areas are carried out not only in the process of organizing the educational activities of this area, but also in the organization of all types of children's activities in other educational areas.

Table 3. Forms of educational activity

Educational activities during regime moments	Joint activities of the teacher with children	Independent activity of children	Joint activities with family
Physical Culture
Morning exercises "Animal exercise" A. Barto.	Physical education minutes.	P / and "Geese-swans". "We are funny guys." Folk game: "Burn, burn bright!"	Joint holiday "Mom, dad, I am a sports family" (learning poems, chants, proverbs).
Health
The use of nursery rhymes when carrying out hygiene procedures: "Oh, frets, frets, frets, we are not afraid of water ...". “If your nose is sniffling, it means that it is completely clogged ...”. "Crane, open! Nose, wash yourself! ... ".	Reading works of art: "Moydodyr" - Chukovsky; "What is good, what is bad?" - Mayakovsky; "Girl grimy" - A. Barto.	Role-playing game "Veterinary Clinic" after reading Chukovsky's "Aibolit".	Leisure: "Journey to the country of Health".
Socialization
The use of nursery rhymes when dressing for a walk: "We will quickly dress, get ready for a walk", "We love order in everything ...".	Didactic game "Name the heroes of the fairy tale."	A dramatization game based on the Russian folk tale "like a bunny Toshka was bored."	"Poetic readings" (reading poetry with children and parents).
Safety
Morning exercises using the “Road Song” (a strict crow mother taught crows). Conversation on the content of M. Druzhinin's poem "Rules of the road".	Reading: “Tamara and I go as a couple” A. Barto, “Football” A. Usachev.	Role-playing game "Road traffic" (use of poetry).	Design of the book “Call 03 in case of fire” (using drawings and text invented by parents and children).
Cognition
On walks during observations - reading poems about the seasons, about animals, about nature.	The use of riddles, sayings, proverbs, poems in the classroom for FEMP, design, ecology.	The use of poetry when creating buildings, for example, A. Barto's poems "Builders", "Truck", "Airplane".	"An evening of riddles" (thematic: about nature, animals, seasons, etc.).
Communication
	Retelling of the fairy tale "The Fox and the Jug", "The Bouncer Hare". Memorizing tongue twisters, tongue twisters: “The beaver is kind to the beavers”, “Sa-sa-sa - a wasp flew to us.”	Role-playing games "Family", "Kindergarten", "School" - telling familiar tales.	Theater visit.
Artistic creativity
The use of illustrations for works of art during hygiene procedures and regime moments, for example, illustrations for the poem by E. Blaginina "Alyonushka", K. Chukovsky "Moydodyr".	Didactic game "Choose an illustration" (for a work of art).	Self-drawing illustrations for familiar literary works.	Visiting an exhibition, a museum.
Music
Morning gymnastics to the song from the cartoon "38 Parrots" "Merry Exercise".	Musical and didactic game: "Guess who called?", Cognitive game "Burn, burn clearly!", "Let's dance the Hare!".	Using familiar songs in role-playing games: "Family", "Kindergarten", "Theater".	A dramatization of the fairy tale "Cinderella".
Work
Using nursery rhymes when cleaning toys, things "We play with toys, we put them in their place ..."	Reading "What do crafts smell like", "What do you have?", S. Mikhalkov "Grandmother's hands".	Work in the corner of the book: arranging books according to the subject, repairing books.	Making baby books.

Table 4. hu technologypre-scientific literature in games

Stages

Acquaintance with the work (reading, storytelling, viewing filmstrips, video recordings, looking at paintings and illustrations).	Knowledge must be emotionally perceived by the child, therefore, feedback is obligatory (retelling, table theater, outdoor game with characters).	Reflection of the emotional attitude of the child to the object under study in artistic activity (sculpting, drawing, designing, making attributes for games).	Preparation for independent acting out of the plot, preparation of the necessary environment for a creative game, acting out the plot of a work, a theatrical game.

Conclusion

Fiction plays an important role in the development of speech, replenishment of the child's vocabulary. Adults should remember that the child's need to be read to, even if he has already learned to read on his own, must be satisfied. After reading, it is important to find out what and how the child understood. Readings for a child should be chosen taking into account age, interests and development. Children of older preschool age are attracted by the large content of the text, although they are happy to look at the illustrations for the book.

The significance of fiction in the upbringing of children is determined by its social and educational role in the life of our entire people. When carrying out work on the implementation of the educational area "Reading fiction", teachers face complex, multifaceted tasks. A full-fledged work in this area is necessary as the most important means of developing children, since fiction, on the one hand, expands the ideas of preschoolers about the world around them, forms primary value ideas, promotes the development of literary speech, familiarization with verbal creativity; on the other hand, it introduces children to a special, exclusive world of feelings, experiences and emotional discoveries. The kindness of the heroes, their emotional responsiveness is especially important for young children living in a modern information environment, in which there is a lot of aggressiveness and emotions. The solution of the main tasks of psychological and pedagogical work will be possible if the teacher can achieve the most important thing - he will form in children an interest in fiction, which will contribute to the active attitude of young students to what they are reading.

Bibliography

1. Alekseeva M.M. Methods of development of speech and teaching the native language of preschoolers / M.M. Alekseeva, V.I. Yashin. - M.: Academy, 2012. - 400 p.

3. Babaeva T.I., Gogoberidze A.G. Childhood: Approximate basic general educational program of preschool education / T.I. Babaeva, A.G. Gogoberidze, Z.A. Mikhailova and others - St. Petersburg:, 2011. - 528 p.

4. Borodich A.M. Speech Development Methodology: Textbook / A.M. Borodich. - M.: Enlightenment, 2010. - 256 p.

5. Gurovich L.M. Child and book: Textbook / L.M. Gurovich, L.B. Coastal, V.V. Loginova; Ed. IN AND. Loginova. - M.: Enlightenment, 2009. - 62 p.

6. Children's literature: / Ed. HER. Zubareva. - M.: Enlightenment, 2009. - 399 p.

7. Leontiev A.N. Fundamentals of the theory of speech activity / A.N. Leontiev. - M., 2012. - 314 p.

8. Leontiev A.A. Psychology of communication / A.A. Leontiev. - M., 1999. - 256 p.

9. Lobanov A.A. Fundamentals of professional and pedagogical communication / A.A. Lobanov. - M.: Academy. - 2009. - 192 p.

10. Statsenko R. Methods of introducing children to the artistic word: // Preschool education. - 2012.- No. 7-s. 101.

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Card file of GCD abstracts in the senior group of the preschool educational institution. Educational area "Reading fiction". Advanced planning for fiction in the senior group Reading fiction about metal for preschoolers

Why preschoolers need fiction

How to Plan and Conduct a Fiction Reading Class

What techniques and methods can be used

How to explain unfamiliar words to children

How to conduct a conversation with children about a read work

How to memorize poems with children using mnemotables

Photo gallery: mnemonic tables for preschoolers

How to show pictures to children

The general structure of a reading lesson

Types of reading classes in kindergarten

Motivating start to class

The appearance of the playable character

Message from a hero

preliminary conversation

Familiarization with visual materials

Examples of class notes

Topic options for classes in reading fiction

First junior group

Second junior group

middle group

Senior group

preparatory group

Circle for reading fiction in kindergarten

How to Organize an Open Viewing of a Fiction Reading Class

Features of holding festive and leisure activities for reading

Related videos

Video: reading Agnia Barto's poems about toys (younger group)

Video: telling and staging the fairy tale "Teremok" (second junior group)

Video: "Journey through Russian folk tales" (open lesson in the middle group)

Video: lesson-journey through the fairy tale "Geese-swans" (senior preschool age)

Goals and tasks of the educator in the classroom for reading fiction

Motivation of preschoolers in the classroom

Lesson structure

Topic file

Table: summary of K. V. Tovmasyan’s lesson on the topic “Honesty in L. N. Tolstoy’s fairy tale “Bone””

Organization of the experience of mastering the educational field

What do children learn

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