Julia Gladkikh
The role of fiction in the formation of personality and speech development child

Fiction serves the mighty, an effective means of mental, moral and aesthetic education of children, it has a huge impact on development and enrichment of the child's speech.

In poetic images fiction opens and explains to kid the life of society and nature, the world of human feelings and relationships. It enriches the emotions, nurtures the imagination and gives to kid excellent examples of Russian literary language. These samples different in my own way impact: in stories, children learn the conciseness and accuracy of the word; in poetry they catch the musicality, melodiousness, rhythm of Russian speech; folk tales reveal to them the accuracy and expressiveness of the language, show how rich their native speech is with humor, lively and figurative expressions, comparisons.

"Kindergarten Education Program" aims to instill in children a love for artistic word, respect for the book, determines the range of works fiction that children need to read, tell, memorize.

Repertoire literary works given in "Program" for all age groups, is mandatory for each educator, it is also mandatory to fulfill all the tasks that are set in connection with familiarizing children with fiction.

Preschool children are listeners, not readers, artistic the work is brought to them by the teacher, so his possession of the skills of expressive reading is of particular importance.

Standing in front of the teacher difficult task- each artistic convey the work to children as a work of art, reveal its intention, infect listeners with an emotional attitude to literary characters, their feelings, actions or to the lyrical experiences of the author, i.e. intonation convey their attitude to the characters and actors. And for this, it is necessary for the educator himself, before introducing the children to the work, to understand and feel it, to be able to analyze from the side of the content and art form. And, of course, the teacher must master the technique of reading and storytelling - clear diction, means of intonation expressiveness (correctly place logical stresses, pauses, master the tempo, being able to speed it up or slow it down, raise or lower the voice in the right places).

Only on condition of an expressive report to literary child works of each genre, we can talk about its correct perception.

The ability to perceive literary work, be aware along with the content and elements artistic expressiveness of course child does not come: need it develop and educate from the very early age, to form the ability to actively listen to the work, listen to artistic speech.

Of course, this is a very difficult task - to convey to child and cognitive, both moral and aesthetic essence literary work but it is necessary. When analyzing a text, it is very important to observe a sense of proportion, avoiding straightforward moralization, bare edification, and correctly combine content questions with questions about artistic form of the work.

In the classroom, children learn the works recommended by the program. The teacher uses a variety of methodological means in order to deepen the initial perception of works, to help children better understand the author's intention. But the recommended list artistic works for each age group - this is only the minimum that must be mastered during the year. At the same time, it is not always provided for a repeated meeting of children in the classroom with the same literary work. Meanwhile, preschool children have important feature- a constant need for repeated perception of the same poems, stories, fairy tales.

Reading and storytelling of books is organized at all times in the life of children in kindergarten, it is associated with games and walks, with household activities and work.

The teacher uses nursery rhymes, songs, small poems in connection with life circumstances. While dressing for a walk, it may be appropriate to read a poem by E. Blaginina "I'll teach you how to put on shoes and brother"(“I know how to put on shoes, if I only want to, I’ll teach my little brother how to put on shoes. Here they are, boots: this one is from the left leg, this one is from the right leg”). soothing child, the teacher goes over his fingers and sentences nursery rhyme: “Finger-boy, where have you been? “I went to the forest with this brother, cooked cabbage soup with this brother.”

While washing, the teacher reads poetry: "Vodichka-vodichka, wash my (Vitino, Vovino) face, so that the eyes shine, so that the cheeks turn red, so that the mouth laughs, so that the teeth bite. It’s good if folk songs, jokes, jokes sound constantly, they teach baby mind, amuse, create mood. The teacher needs to know a lot of short poems, proverbs, turnarounds, so that at any suitable time he can turn to children with them.

In order to the formation of children's interest in fiction and education careful attitude a corner of the book is created for the book in each group. It's calm, comfortable, aesthetically pleasing decorated place where children have the opportunity to communicate in an intimate atmosphere with a book, look at illustrations, magazines, albums.

Requires periodic material replacement (literature, paintings, portraits) and connection with educational and educational work in the group. For example, a book corner can prepare children to talk about Moscow: look at illustrations, photographs, make an album.

In the younger groups, the corner of the book is not immediately organized, since the children do not have the skill to use the book, and often they use it as a toy.

Many books for children are designed for leisurely, extended reading. Reading "with continuation" develops in a child the habit of listening to a book, shapes sustained interest in fiction. It is all the more attractive to child and he needs that day in preschool scheduled by the minute. While reading, you should create an environment close to home, not reminiscent of training sessions.

Free hours are a great time to read poetry. It is far from always possible to memorize a poem, and even learn to read it expressively within one lesson. In the lesson, as a rule, the first meeting with a poetic work takes place, where the teacher helps to kid penetrate into his mood, see the pictures drawn by the poet, enjoy the music poetic word. Children repeat the lines of poetry with pleasure, try to remember them, but real memorization comes later, because the assimilation of the text by memory, consciousness, as psychologists testify, is delayed from the moment of memorization. In his free time, the educator fixes the verses learned in the lesson in the memory of the children, works on their expressive reading.

Leisure time is rich in opportunities for organizing a diverse artistic activity: staging books loved by children; dramatization games, creative role-playing games on literary themes ; screenings of puppet and shadow theatre, filmstrips; literary matinees and entertainment. Actively involved in dramatizations, literary games , matinees and entertainment children often rediscover literary works, learn more deeply literary text. Participation child in art activity often becomes the impetus for the emergence of his interest and love for the book. After all, any staging, any literary matinee - the fruit of a long acquaintance with the book: reading and learning the work, playing out the plot, staging roles, drawing invitation cards, making decorations, design hall and much more. The main thing at the same time is the involvement of all children in active preparation for the future performance.

In each age group area for literary and artistic activities and area for theatrical games. The most significant categories of equipment - various screens and sets of puppets, theatrical costumes, a stage platform for table theater, board games, portable diascopes and filmoscopes for older children.

Various types of work with the book, which are organized by the educator in their free time, play a special role. role in shaping preschooler as a future reader. This is primarily due to the fact that the atmosphere of freedom and ease makes child more relaxed in creative manifestations, allows him to more fully realize his individual literary interests and inclinations. It is also significant that child during these hours he takes an active position as a reader, he acts in various roles - both as a listener of the book, and as a reciter-performer, and as an actor, and as painter, and as a guesser literary riddles, etc.

Literature:

Alekseeva, M. M. Methods development speech and teaching the native language of preschoolers [Text]: textbook. allowance for students of higher and secondary ped. textbook institutions /M. M. Alekseeva, V. I. Yashin. - 3rd ed., stereotype. - M.: Academy, 2000. - 400 p.

Gurovich, D. M. Child and book [Text]: a book for the educator kindergarten/ D. M. Gurovich, L. B. Beregovaya, V. I. Loginova. - M.: Enlightenment, 1992. - 64 p.

Ushakova, O. S. Development speeches on introduction fiction [Text] / About. S. Ushakova // Development speech of preschool children age: a manual for a kindergarten teacher / ed. F. A. Sokhina. - M., 1984. - S. 144-161.

Burdyko T.S.

"The role of literature in the formation of personality"

annotation

The article outlines the role of reading classical fiction in the spiritual space modern man. The features of the state of reading in the conditions of social changes are analyzed; the main functions of fiction that contribute to the formation of a person's worldview are highlighted.

Keywords: Worldview, literature, spiritual culture, personality.

« Good book- just a conversation with smart person»

L.N. Tolstoy.

The role of literature in the formation of personality, of course, is huge. In any book, in one way or another, the essence, morality is conveyed to a person. Whether it is the mistakes of the heroes or their virtues, the author determines our opinion about the characters with his attitude towards them. For example, any child will tell you that the wolf in the tale of the seven kids is bad, and you should not take an example from him. So, reading books and drawing conclusions, each person determines for himself life priorities- good and bad, nobility and meanness, good and evil. And this is especially important in childhood and adolescence, in the formation of character, the choice of moral values. At all times, fiction has played a leading role in shaping the worldview of a person, in the formation of personality. The book is considered a unique form of storage and dissemination of knowledge accumulated over the centuries by mankind, it is the foundation of the spiritual culture of the people. But at present, in connection with the development of information technology in the modern world, there is a general decline in interest in fiction. Children don't want to read. This means that speech, literacy, intelligence, moral education, and the emotional sphere suffer. This problem is becoming relevant all over the world. It is no coincidence that 2015 was dedicated to the "Year of Literature", and the media are increasingly attracting famous people reading excerpts from literary works. All this indicates the urgency of the problem and the need to increase interest in the book, especially in childhood when the child's personality is being formed. Konstantin Dmitrievich Ushinsky, Lev Nikolaevich Tolstoy, Vasily Alexandrovich Sukhomlinsky and many others. others called for the importance of introducing children to literature from childhood, to develop the child on the examples of the heroes of works of art.

Literary education is subject to the influence of destructive external factors, which are especially active in recent times. At the same time, it is difficult to overestimate the influence of literature on the formation of personality. As a form of cognition of reality, fiction expands the child's life experience, creates for him a spiritual and emotional environment in which the organic fusion of aesthetic and moral experiences enriches and spiritually develops the child's personality. Books not only expand general ideas child, enrich his knowledge of reality; the main thing is that they introduce him to a special world of feelings, deep experiences and emotional discoveries. The power of the impact of art is that it does not impose conclusions, but forces the reader himself to come to this conclusion, to formulate it.

The study of fiction is aimed at personal education: the awakening of love, respect, pride in Russian literature and the art of the past, in outstanding literary monuments, in the achievements of artistic culture. Enrichment spiritual world personality occurs through the comprehension of ideals and through empathy with the heroes, through complicity and sympathy.

Summarizing the above, we can conclude that fiction forms such feelings as responsiveness, mutual assistance, love for one's Motherland, nobility and kindness. Therefore, the only real barrier to degradation public values there remain books that have been tested by time, filled with sublime meaning and kindness.

Literature

1. Kogan E.I. Reading needs protection // Library in the era of change (philosophical, cultural and informational aspects): Inform. Sat. (Digest). - M.: RSL, 2006. - Issue. 1 (29). - S. 80-84.

2. Kostina A.V. Mass culture as a space of illusory complexes. Elite and mass culture as a culture of the book and the screen // Library in the era of change (philosophical, cultural and informational aspects): Inform. Sat. (Digest). - M.: RSL, 2006. - Issue. 1 (29). - P. 9-19.

3. Levidov V.A. Art classics as a means of spiritual rebirth. - St. Petersburg: Petropolis, 1996. - 184 p.

4. Rasputin V.G. The role of literature in education and Orthodox education // Alma Mater: Bulletin of Higher School. - 2006. - No. 3. - S. 34-39. 8. Slastenin V.A. Humanitarian culture of a specialist // Master - 1991. - No. 1. - P. 16-25.

5. Smetannikova N. The fate of reading // October. - 2005. - No. 3. - P. 140-141.

6. Tolstoy L.N. The path of life. - M., 1993. - 431 p.

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KGBOU SPO

Barnaul State Pedagogical College

Department of preschool education

Correspondence in combination with an external study form of education

Test

on Theory and methods of speech development in preschool children

Topic: The role of children's fiction in the development of the child.

Completed by a student of group 22 A

Yushchenko Oksana

Lecturer: Leshchuk Serafima Alexandrovna

Barnaul 2014

• Introduction
• Conclusion
• Bibliography

Introduction

The problem of children's reading is one of the most urgent and burning problems. modern world. Children and children have stopped reading, which means that literacy, intelligence, emotional and moral education, and many components of the harmonious development of the individual suffer. Namely, the harmonious development of personality is one of the main tasks facing teachers. In our time, the issue of recognizing the process of reading as decisive in education and development, worldview and moral development child.

Normative documents of preschool education indicate the need for "children to achieve mastery constructive ways and means of interaction with other people through the development of free communication with adults and children and the development of all components of oral speech. "And the richness of a child's speech largely depends on his acquaintance with fiction. Most importantly, many children do not have an interest in reading, and parents in the future, they have to be forced to read, which, of course, does not contribute to the emergence of children's interest in reading.

Modern children spend more and more time playing computer games and watching TV. sociological research in our country and abroad have revealed negative trends: a markedly reduced interest in reading among younger preschoolers and teenagers; the share of reading in the structure of children's free time has been drastically reduced.

The relevance of solving this problem is obvious, because reading is associated not only with literacy and education. It forms ideals, humanizes the heart, enriches the inner world of a person. The danger of global lack of spirituality, moral degradation, has gripped our society in last years. Therefore, the role of books and reading as a means of overcoming the country's spiritual crisis has increased immeasurably.

It is necessary to pay as much attention as possible to the development inner peace child. Invaluable help in this is provided by communication with the book. Through reading fiction, a child learns the past, present and future of the world, learns to analyze, moral and cultural values ​​are laid in him and a holistic picture of the world is formed. In order to educate a reader in a child, an adult must himself show interest in a book, understand its role in a person’s life, know books recommended for preschool children, be able to talk interestingly with kids and help in analyzing the work.

Introducing children to literature should begin from an early age, but, unfortunately, in most cases this work has to be started only in kindergarten, since not all parents understand the need for this work from birth. However, the books themselves have also changed. New media have emerged. You can also read on electronic media, and this helps a lot to get information.

At the same time, it is extremely important that in childhood a child has colorful books with fairy tales, stories about nature, culture, and science. And here another question arises: how to choose the right books? After all, not all modern children's books contribute to the development of literary speech and artistic taste. Many modern children do not know the heroes of the old good fairy tales preferring blockbuster heroes and computer games. Of course, every time has its literary heroes, but it is no coincidence that fairy tales and legends have been passed down from generation to generation for many years and serve as an excellent educational tool.

Children's books should be designed taking into account the peculiarities of children's perception, as they are a synthesis of three types of art: the art of the word, painting or book graphics and design. Each of them in its own way facilitates the child's perception of the images of the world. The circle of children's reading should include publications intended directly for preschoolers. These are different design types of children's books that make up the kindergarten library: baby books, toys, theater, panoramas, coloring books and stories, multi-format art and scientific and moral, as well as original books, for example, voiced using technical means. This direction provides a huge opportunity for the implementation project activities with children (older preschool age).

To achieve this goal, books-works and collection books, multi-genre and multi-theme books are selected that require creative participation children in reproducing their content. These are books for coloring, storytelling, for dramatizing fairy tales, game books (with chips, cards, inserts and toys with built-in parts, with cutting, with moving figures of characters, these are books - films (cartoons) and books, albums for cutting and decorating homemade products , these are books rich in songs, poems and prose for learning by heart.

When planning non-regulated activities, it is mandatory to carry out activities figuratively called "immersion in children's literature during the day." This brings the work of art closer to children's life. This is reading, storytelling, reproduction of texts of children's literature by the educator during the day, for any reason, every regime moment the life of a group and an individual child, while showing attention to an event.

Children's fiction

It is difficult to imagine preschool childhood without books. Accompanying a person from the very first years of his life, fiction has a great influence on the development and enrichment of a child's speech: it educates the imagination, provides excellent examples of the Russian literary language. Listening to a familiar fairy tale, a poem, the child experiences, worries along with the characters. So he learns to understand literary works and through this is formed as a person.

In folk tales, the accuracy and expressiveness of language are revealed to children; in stories, children learn the conciseness and accuracy of the word; in verse they catch the melodiousness, musicality and rhythm of Russian speech. However, a literary work is fully perceived only if the child is adequately prepared for it. Therefore, it is necessary to pay the attention of children both to the very content of a literary work, and to its means of expression. Do not forget that interest in reading can be instilled only if literature meets the interests of the baby, his worldview, needs, and spiritual impulses. Already at the senior preschool age, children are able to understand the content, idea and expressive means of the language, and further acquaintance with literary works will be based directly on the foundation that adults (parents, educators) lay in preschool childhood. The perception of literary works by children at preschool age is quite difficult. Every child goes big way from mere participation in depicted events to more complex forms aesthetic perception literary work. Psychologists drew attention to the peculiarities of preschoolers' understanding of the artistic form and content of literary works - this is a child's little life experience, and the concreteness of thinking, and a direct relationship to reality. The aesthetic perception of a literary work occurs as a result of purposeful perception at a certain stage of development. Growing up, children master the ability to analyze literary works, learn to convey a certain content in the unity of its artistic form, and also actively master the means of artistic expression.

The most important sources for the development of the expressiveness of children's speech are works of fiction and non-fiction (including small literary forms). A sufficient volume of an active dictionary, a variety of phrases used, syntactic constructions, as well as the expressive design of a coherent statement are indicators of the richness of a child's speech.

In this regard, the connection of each speech task with the development of imagery of speech is traced. The value of folklore is enormous: it has a cognitive, educational, and aesthetic impact on the child. It cannot be emphasized that folklore develops the ability to feel the melody, art form, rhythm mother tongue. The artistic system of Russian folklore is also peculiar. Genre forms of works (epics, fairy tales, legends, songs, legends, as well as small forms - nursery rhymes, ditties, riddles, proverbs and sayings) are also extremely rich, at the same time their language is accurate, simple and expressive. Children's literature is an art.

As art, it is characteristic of the expression of generalized ideas in a bright, artistic form - in specific images. Therefore, the artistic level of a literary work is of paramount importance. Children's book is considered as a means of mental, moral and aesthetic education. Children's poet I. Tokmakova calls children's literature the fundamental principle of education. According to V.A. Sukhomlinsky, "reading books is a path along which a skillful, intelligent, thinking educator finds a way to a child's heart." Fiction forms moral feelings and assessments, norms of moral behavior, brings up aesthetic perception. Works of literature contribute to the development of speech, give examples of the Russian literary language. E.A. Flerina noted that a literary work gives ready-made linguistic forms, verbal characteristics images, definitions that the child operates with. By means of the artistic word even before school, before mastering the grammatical rules Small child practically masters the grammatical norms of the language in unity with its vocabulary. N.S. Karpinskaya also believed that a fiction book provides excellent examples of the literary language.

In stories, children learn the conciseness and accuracy of the language; in verse - musicality, melodiousness, rhythm of Russian speech; in fairy tales - accuracy, expressiveness. From the book, the child learns many new words, figurative expressions, his speech is enriched with emotional and poetic vocabulary. Literature helps children express their attitude to what they have heard, using comparisons, metaphors, epithets and other means of figurative expression.

When reading the book, the connection between speech and aesthetic development is clearly visible, the language is assimilated in its aesthetic function. Possession of language visual and expressive means serves the development of artistic perception of literary works.

The educational function of literature is carried out in a special way, inherent only in art - by the force of the impact of the artistic image. In order to fully realize the educational possibilities of literature, it is necessary to know the psychological characteristics of the perception and understanding of this type of art by preschoolers.

Features of children's perception of literary works

Aesthetics and psychology consider the perception of art as a complex creative process. "Aesthetic perception of reality is a complex mental activity, uniquely combining both intellectual and emotional-volitional motives" (A.V. Zaporozhets). A literary work addresses both the feeling and the thought of the reader, helping him to master the rich spiritual experience of mankind. E.A. Flerina called feature the perception of a work of art by children is the unity of "feeling" and "thinking". The perception of fiction is considered as an active volitional process that involves not passive contemplation, but an activity that is embodied in internal assistance, empathy for the characters, in the imaginary transfer of events to oneself, "mental action", resulting in the effect of personal presence, personal participation in events. . In the works of L.S. Vygotsky, S.L. Rubinstein, B.M. Teplova, A.V. Zaporozhets, O.I. Nikiforova, E.A. Flerina, N.S. Karpinskaya, L.M. Gurovich and other scientists study the peculiarities of the perception of fiction by a child of preschool age. O.I. Nikiforova distinguishes three stages in the development of the perception of a work of art: direct perception, recreation and experience of images (based on the work of the imagination); understanding ideological content works (based on thinking); the influence of fiction on the personality of the reader (through feelings and consciousness). The interest in the book in the child appears early. At first, he is interested in turning pages, listening to an adult reading, looking at illustrations. With the advent of interest in the picture, interest in the text begins to arise. As studies show, with appropriate work, already in the third year of a child’s life, one can arouse his interest in the fate of the hero of the story, make the baby follow the course of the event and experience new feelings for him. As mentioned above, one of the features of the perception of a literary work by children is empathy with the characters. Perception is extremely active. The child puts himself in the place of the hero, mentally acts, fights with his enemies. At performances puppet theater children sometimes intervene in events, try to help the hero, tell the characters in chorus what not to do. E.A. Flerina also noted such a feature as the naivety of children's perception: children do not like a bad end, the hero must be lucky (kids do not want even stupid little mouse eaten by a cat). The artistic perception of the child during preschool age develops and improves. L.M. Gurovich, based on the generalization of scientific data and his own research, considers age features perception of a literary work by preschoolers, distinguishing two periods in their aesthetic development: from two to five years, when the baby does not clearly separate life from art, and after five years, when art, including the art of the word, becomes valuable for the child (FOOTNOTE: Gurovich L.M., Beregovaya L.B., Loginova V.I. The child and the book. - M., 1992; Gurovich L.M. Understanding the image of a literary hero by children of senior preschool age: Abstract of Candidate of Diss. - L., 1973). Based on the characteristics of perception, the leading tasks of familiarizing with the book at each age stage are put forward. Let us briefly dwell on the age-related features of perception. Children of primary preschool age are characterized by: the dependence of understanding the text on the personal experience of the child; the establishment of easily perceived connections when events follow each other; the main character is in the center of attention, children most often do not understand his experiences and motives of actions; emotional attitude to the characters is brightly colored; there is a craving for a rhythmically organized warehouse of speech.

In the middle preschool age, some changes occur in the understanding and comprehension of the text, which is associated with the expansion of the life and literary experience of the child. Children establish simple causal relationships in the plot, in general, correctly assess the actions of the characters. In the fifth year there is a reaction to the word, interest in it, the desire to repeatedly reproduce it, beat it, comprehend it.

According to K.I. Chukovsky, a new stage begins literary development child, there is a keen interest in the content of the work, in comprehending its inner meaning. At older preschool age, children begin to realize events that were not in their personal experience, they are interested not only in the actions of the hero, but also in the motives of actions, experiences, feelings. They can sometimes catch the subtext.

An emotional attitude towards the characters arises on the basis of the child's understanding of the entire collision of the work and taking into account all the characteristics of the hero. Children develop the ability to perceive the text in the unity of content and form. The understanding of the literary hero becomes more complicated, some features of the form of the work are realized (steady turns in a fairy tale, rhythm, rhyme).

Studies have noted that in a child of 4-5 years old, the mechanism for forming a holistic image of the semantic content of the perceived text begins to fully function. At the age of 6 - 7 years, the mechanism for understanding the content side of a coherent text, which is distinguished by clarity, is already fully formed. The ability to perceive a literary work, to realize, along with the content, the features of artistic expression does not arise spontaneously, it is formed gradually throughout the entire preschool age.

The role of children's fiction in child development

The definition of the tasks of literary education in kindergarten is essential. The purpose of familiarizing preschoolers with fiction, according to S.Ya. Marshak, is the formation of the future great "talented reader", a culturally educated person. The tasks and content of introducing children to fiction are determined on the basis of knowledge of the characteristics of perception and understanding of works of literature and are presented in kindergarten programs.

In general, these tasks can be formulated as follows:

1. to cultivate interest in fiction, to develop the ability for a holistic perception of works of different genres, to ensure the assimilation of the content of works and emotional responsiveness to it;

2. to form initial ideas about the features of fiction: about genres (prose, poetry), about their specific features; about composition; about the simplest elements of figurativeness in the language;

3. to cultivate literary and artistic taste, the ability to understand and feel the mood of the work,

4. capture the musicality, sonority, rhythm, beauty and poetry of stories, fairy tales, poems; develop a poetic ear.

Children also develop the ability to elementarily analyze the content and form of the work. A child of a preparatory group for school should be able to: identify the main characters; based on the analysis of the actions of the characters, express their emotional attitude towards them (who do you like and why); determine the genre (poem, story, fairy tale); to capture the most striking examples of language figurativeness (definitions, comparisons). The task of the kindergarten, as noted by L.M. Gurovich, is to prepare for a long-term literary education, which begins at school. Kindergarten can give a fairly extensive literary baggage, literary erudition, since in preschool childhood the child gets acquainted with a variety of folklore genres (fairy tale, riddle, proverb, fable, etc.). In the same years, children get acquainted with Russian and foreign classics- with the works of A.S. Pushkin, L.N. Tolstoy, K.D. Ushinsky, Brothers Grimm, X.K. Andersen, Ch. Perrault and others.

Solving the problem of preparing children for literary education, it is proposed to give them knowledge about writers and poets, about folk art, about books and illustrations. In modern variational programs, questions of the literary development of children are revealed. To solve the problems of comprehensive education by means of fiction, the formation of a child's personality, his artistic development, the correct selection of works of literature both for reading and storytelling, and for performing activities plays an essential role. The selection is based on pedagogical principles developed on the basis of the general principles of aesthetics. When selecting books, one must take into account that a literary work should carry cognitive, aesthetic, etc. moral functions, i.e. it should be a means of mental, moral and aesthetic education. When choosing books, the unity of content and form is also taken into account. Literary criticism singles out themes, problems and ideological and emotional assessment in the content. In the literary and artistic form - subject representation (characters, events, actions, dialogues, monologues, portrait and psychological characteristics of the characters), speech structure and composition.

The problem of selecting books for reading and telling preschoolers is revealed in the works of O.I. Solovieva, V.M. Fedyaevskaya, N.S. Karpinskaya, L.M. Gurovich and others.

Several criteria have been developed:

1. the ideological orientation of the children's book. Ideology determines compliance with the tasks of moral education, education of love for the Motherland, for people, for nature. The moral image of the hero also determines the ideological nature of the book;

educational function fiction

2. high artistic skill, literary value. The criterion of artistry is the unity of the content of the work and its form. An exemplary literary language is important;

3. availability of a literary work, compliance with age and psychological features children. When selecting books, the features of attention, memory, thinking, the range of interests of children, their life experience are taken into account;

4. plot entertainment, simplicity and clarity of composition;

5. specific pedagogical tasks.

The selection criteria make it possible to determine the circle of children's reading and storytelling. It includes several groups of works.

1. Works of Russian folk art and creativity of the peoples of the world. Small forms of folklore: riddles, proverbs, sayings, songs, nursery rhymes, pestles, fables and shifters; fairy tales.

2. Works of Russian and foreign classical literature.

3. Works of modern Russian and foreign literature.

The requirements of modern life, pedagogical science make it necessary to constantly revise the circle of children's reading, supplementing it with new works. The circle of children's reading is made up of works of different genres: stories, novels, fairy tales, poems, lyrical and comic poems, riddles, etc. new literature for children, the release of which the teacher needs to monitor and independently replenish the children's library, guided by the criteria discussed above and a creative approach to choosing books.

4. Methods of artistic reading and storytelling to children

The methodology for working with a book in kindergarten has been researched and disclosed in monographs, methodological and teaching aids.

Let us briefly dwell on the methods of acquaintance with fiction.

The main methods are the following:

1. Reading the educator from a book or by heart. This is a literal translation of the text. The reader, preserving the author's language, conveys all shades of the writer's thoughts, affects the mind and feelings of the listeners. A significant part of literary works is read from the book.

2. The teacher's story. This is a relatively free transmission of the text (permutation of words, their replacement, interpretation are possible). Storytelling provides great opportunities to attract the attention of children.

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

4. Learning by heart / The choice of the method of transmitting a work (reading or storytelling) depends on the genre of the work and the age of the listeners.

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

Consider the method of artistic reading and storytelling in the classroom. MM. Konina distinguishes several types of occupations:

1. Reading or telling one work.

2. Reading several works united by a single theme (reading poems and stories about spring, about the life of animals) or a unity of images (two tales about a fox). You can combine works of one genre (two stories with moral content) or several genres (mystery, story, poem). In these classes, new and already familiar material is combined.

3. Combining works belonging to different types of art:

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

reading (better than a poetic work) in combination with music.

On the similar activities the force of the impact of works on the emotions of the child is taken into account. There should be a certain logic in the selection of material - an increase in emotional richness by the end of the lesson. At the same time, the peculiarities of children's behavior, the culture of perception, and emotional responsiveness are taken into account.

4. Reading and storytelling using visual material:

reading and storytelling with toys (re-telling of the fairy tale "Three Bears" is accompanied by a display of toys and actions with them);

table theater (cardboard or plywood, for example, according to the fairy tale "Turnip");

puppet and shadow theatre, flannelograph;

filmstrips, slides, films, TV shows.

5. Reading as part of a speech development lesson:

it can be logically connected with the content of the lesson (in the process of talking about the school, reading poetry, making riddles);

reading can be an independent part of the lesson (re-reading of poems or a story as a consolidation of the material).

In the methodology of classes, it is necessary to highlight such issues as preparation for the lesson and methodological requirements for it, a conversation about what has been read, repeated reading, and the use of illustrations.

Preparation for the lesson includes the following points:

a reasonable choice of a work in accordance with the developed criteria (artistic level and educational value), taking into account the age of children, current educational work with children and the time of year, as well as the choice of methods for working with the book;

definition of program content - literary and educational tasks;

preparation of the educator for reading the work. It is necessary to read the work in such a way that the children understand the main content, the idea and emotionally experience what they have heard (feel it).

For this purpose, it is required to literary analysis literary text: to understand the main idea of ​​the author, the character actors, their relationship, motives of actions.

Next comes work on the expressiveness of the transmission: mastering the means of emotional and figurative expressiveness (basic tone, intonation); arrangement of logical stresses, pauses; development of correct pronunciation, good diction. The preparatory work includes the preparation of children.

First of all, preparation for the perception of a literary text, for understanding its content and form. More K.D. Ushinsky considered it necessary "to first bring the child to an understanding of the work that is supposed to be read, and then to read it without weakening the impression with excessive interpretations." To this end, it is possible to activate the personal experience of children, enrich their ideas by organizing observations, excursions, viewing paintings, illustrations.

Explanation of unfamiliar words is a mandatory technique that provides a full perception of the work. It is necessary to explain the meanings of those words, without understanding of which the main meaning of the text, the nature of the images, the actions of the characters become unclear. Explanation options are different: substitution of another word while reading prose, selection of synonyms (bast hut - wooden, upper room - room); the use of words or phrases by the educator before reading, during the acquaintance of children with the picture ("milk flows over the notch, and from the notch over the hoof" - when looking at the goat in the picture); question to children about the meaning of the word, etc.

Tolstoy "Two Comrades" and the story of V.A. Oseeva "Blue leaves". On politeness At the same time, when analyzing the text, we must remember that not all words require interpretation. So, reading the fairy tales of A.S. Pushkin, there is no need to explain the concepts of "column noblewoman", "sable warmer", "printed gingerbread", since they do not interfere with the understanding of the main content. It is a mistake to ask children what they do not understand in the text, but the question about the meaning of the word must be answered in a form accessible to the child.

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

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

Reading may be preceded by a brief introductory conversation that prepares children for perception, connecting their experience, current events with the theme of the work. Such a conversation may include short story about the writer, a reminder of his other books already familiar to children. If by previous work the children are prepared for the perception of the book, you can arouse their interest with the help of riddles, poems, pictures. Next, you need to name the work, its genre (story, fairy tale, poem), the name of the author.

Expressive reading, the interest of the educator himself, his emotional contact with children increase the degree of impact of the artistic word. While reading, one should not distract children from the perception of the text with questions, disciplinary remarks, it is enough to raise or lower the voice, pause. At the end of the reading, while the children are impressed by what they have heard, a short pause is necessary. Is it worth it to immediately move on to an analytical conversation? E.A. Flerina believed that it was most expedient to support children's experiences, and to strengthen the elements of analysis with repeated reading. A conversation started at the initiative of the teacher would be inappropriate, as it would destroy the impression of what was read. You can ask if you liked the fairy tale, and emphasize: "Good gold fish how she helped the old man!", or: "What Zhiharka! Small and remote!" In wide practice, reading is accompanied by an analytical conversation, even when the work has a strong effect on the emotions of children. Often conversations based on what they have read do not meet methodological requirements.

Such shortcomings are characteristic as the random nature of the questions, the teacher's desire for a detailed reproduction of the text by children; lack of evaluation of the relationship of the characters, their actions; analysis of content apart from form; insufficient attention to the peculiarities of the genre, composition, language. Such an analysis does not deepen the emotions and aesthetic experiences of children. If understanding the work makes it difficult for children, a conversation is possible immediately after reading it. Questions can be conditionally classified as follows (FOOTNOTE: Gurovich L.M., Beregovaya L.B., Loginova V.I. Child and book. - M., 1992): allowing you to find out the emotional attitude to events and characters ("Who did you like best "Why? Do you like the hero or not?"); aimed at identifying the main meaning of the work, its problem. For example, after reading a fairy tale

A.M. Gorky "Sparrow" you can ask the following question: "Who is to blame for the fact that mom was left without a tail?"; aimed at clarifying the motive of actions ("Why did Masha not allow the bear to rest?" - the fairy tale "Masha and the Bear"); paying attention to language tools expressiveness; intended to reproduce content; leading to conclusions ("Why did the writer call his story that way? Why did the writer tell us this story?"). When reading popular science books, for example, about work, about nature, conversation accompanies reading and is even included in the reading process. The content of cognitive books indicates the need for a conversation to successfully solve the main educational task (based on the books of S. Baruzdin "Who built this house?", S. Marshak "Where did the table come from", V. Mayakovsky "Horse-fire", etc.). At the end of the lesson, it is possible to re-read the work (if it is short) and look at the illustrations, which deepen the understanding of the text, clarify it, and more fully reveal the artistic images.

The method of using illustrations depends on the content and form of the book, on the age of the children. The basic principle is that illustrations should not violate the holistic perception of the text. E.A. Flerina admitted various options using pictures to deepen and refine the image. If the book combines a series of pictures with small captions, do not bound friend with a friend, the picture is shown first, then the text is read. An example is the book by V. Mayakovsky "Every page is an elephant, then a lioness", A. Barto "Toys".

It will be wrong to show illustrations in the process of reading a work of art written without dividing it into parts. In this case, a few days before the reading, you can give the children a book with pictures that will arouse interest in the text, or the pictures are considered in an organized manner after reading. If the book is divided into small chapters, the illustrations are considered after reading each part. And only when reading a book of a cognitive nature, the picture is used at any time for a visual explanation of the text. This will not break the unity of the impression. (In more detail, the method of familiarization with book illustration considered in the works of T.A. Repina, V.A. Ezikeyeva, I. Kotova.)

One of the techniques that deepen the understanding of the content and expressive means is repeated reading. Small works are repeated immediately after the initial reading, large ones require some time to comprehend. Further, it is possible to read only the individual, most significant parts. It is advisable to re-read all this material after a certain period of time (2 - 3 weeks). Reading poems, nursery rhymes, short stories repeats more often. Children love to listen to familiar stories and fairy tales over and over again. When repeating, it is necessary to accurately reproduce the original text. Familiar works can be included in other speech development classes, in literary matinees and entertainment. Thus, when introducing preschoolers to fiction, different methods are used to form a full-fledged perception of the work by children: expressive reading educator, talking about what was read, re-reading, looking at illustrations, explaining unfamiliar words. A special place in children's reading is occupied by such a genre as a story for little ones.

Reading the story, as noted by R.I. Zhukovskaya, gives the child the opportunity to follow the life and adventures of the same hero for a long time. Reading such a book becomes especially exciting for children if the most interesting chapters are read repeatedly. It is important to correctly divide the work into parts. Each part must be completed. You can not stop at the most interesting place. Reading "long" books teaches children to follow the actions of the characters for a long time, evaluate their actions, establish their attitude towards them, teaches them to keep what they read in memory and connect parts of the text.

Reading books with moral content is of great importance. Courage, a sense of pride and admiration for the heroism of people, sympathy, responsiveness, caring attitude towards loved ones are brought up in them through artistic images. Reading these books is necessarily accompanied by a conversation. Children learn to evaluate the actions of characters, their motives. The teacher helps children comprehend the attitude towards the characters, achieves an understanding of the main idea. With the right questions, the child has a desire to imitate moral deeds heroes. Teachers should be warned against moral conversations and moralizing in connection with the content of the book. The conversation should be about the actions of the characters, and not about the behavior of the children of the group.

The work itself, by the power of the artistic image, will have a greater impact than any moralizing. For reading, you can combine two or more works according to the thematic principle. One of them may be familiar to children, the other - new. So, on the topic of "friendship" it is good to combine the fable of L.N. and respect for others, we can recommend the books of V.A. Oseeva "Magic word", "Just an old woman", "Cookies"; S. V. Mikhalkov "One rhyme"; Russian folk tale"Frost" in the processing of A. Tolstoy; L. Voronkova "Girlfriends go to school" and others. significant place in children's reading takes a cheerful book. It contributes to the development of a sense of humor, and a sense of humor is associated with the experience of positive emotions, with the ability to notice the funny in life, understand the jokes of others and joke yourself, laugh at yourself. Children laugh while listening to fables, counting rhymes, teasers, nursery rhymes, shifters, comic dialogues. The wit contained in them is available to children 5 - 7 years old.

Using a funny book in educating children's sense of humor, it is necessary to gradually complicate the acquaintance with comic content. It should begin with reading works where comic situations are clearly expressed: they are based on the dynamics of action, the animation of objects ("Fedorino's grief" by K. Chukovsky, "Who said "meow"?" V. Suteev, shifters, fables). Then you can move on to more complex works containing comedy based on the illogicality of actions, the absurdity of statements, showing the negative qualities of the character ("One, two, three" by S. Mikhalkov, "Bobik visiting Barbos" N. Nosov).

More mental effort is required from children to reveal their comic content. A funny comic story should have a plot that is accessible and interesting to the child. It is important that in the artistic form the child receives an image that he remembers. Poems with their rhythm, rhyme and sonority make funny story even more attractive to the preschooler. Let us briefly dwell on some issues of the method of familiarization with art book at different age levels. At a younger preschool age, children are brought up with love and interest in books and illustrations, the ability to focus on the text, listen to it to the end, understand the content and respond emotionally to it. Children develop the skill of joint listening, the ability to answer questions, respect for the book. Having such skills, the child better understands the content of the book. Starting from the younger group, children are led to distinguish between genres.

The teacher himself calls the genre of fiction: "I will tell a fairy tale, I will read a poem." After telling a fairy tale, the teacher helps the children remember interesting places, repeat the characteristics of the characters ("Peter the cockerel, the golden comb", "A big-big turnip has grown"), name recurring appeals ("Kids-kids, open up, open up!", "Terem- teremok, who lives in the terem?") and actions ("Pull, pull, they can't pull"). Helps to remember this material and learn to repeat it with different intonations. Children are able to understand and remember a fairy tale, repeat a song, but their speech is not expressive enough. The reasons may be poor diction, inability to pronounce sounds correctly. Therefore, it is necessary to teach children to clearly and distinctly pronounce sounds, repeat words and phrases; create conditions for new words to enter the active dictionary.

In the middle preschool age, work is deepened to educate children in the ability to perceive a literary work, the desire to emotionally respond to the events described. In the classroom, children's attention is drawn both to the content and to the easily distinguishable by ear (poetic, prose) form of the work, as well as to some features of the literary language (comparisons, epithets). This contributes to the development of poetic hearing, sensitivity to figurative speech. As in the younger groups, the teacher names the genre of the work. A small analysis of the work becomes possible, that is, a conversation about what has been read. Children are taught to answer questions about whether they liked the fairy tale (story), what it is about, what words it begins and ends with. The conversation develops the ability to reflect, express one's attitude to the characters, correctly evaluate their actions, characterize moral qualities, makes it possible to maintain interest in the artistic word, figurative expressions, grammatical constructions.

In older preschool age, there is a steady interest in books, a desire to listen to them read. The accumulated life and literary experience gives the child the opportunity to understand the idea of ​​the work, the actions of the characters, the motives of behavior. Children begin to consciously relate to the author's word, notice the features of the language, figurative speech and reproduce it.

Systematic purposeful work is needed to familiarize children with the genre of prose and poetry, with the content of fairy tales and stories, with their compositional and linguistic features. At the same time, verbal methodological techniques are used in combination with visual ones: conversations after reading the work, helping to determine the genre, main content, means of artistic expression; reading out fragments from a work at the request of children (selective reading); conversations about previously read favorite books by children; acquaintance with the writer: demonstration of a portrait, a story about creativity, examination of books, illustrations for them; viewing filmstrips, films, transparencies on literary works (possible only after getting acquainted with the text of the book); listening to recordings of the performance of literary works by masters of the artistic word.

Children express their attitude to fairy tales, stories, fables and poems in a drawing, so the plots of literary works can be offered as topics for drawing. It is recommended to use creative tasks for the selection of comparisons, epithets, synonyms, antonyms, for the selection of rhymes for a word and phrase from a work of art, for the continuation of the author's story, for inventing the plot of a fairy tale, for compiling creative story by amusement, riddle, song. Performance creative tasks helps children become more aware of the various artistic mediums used in the book. The authors of the book "The Child and the Book" (FOOTNOTE: See: Gurovich L.M., Beregovaya L.B., Loginova V.I. The Child and the Book. - M., 1992) developed 20 lessons to familiarize preschoolers with literary works of different genres. Of all the types of activities with a book in kindergarten, they chose reading books followed by a conversation, considering it the most important.

In the course of such an activity, children master the ability to listen, hear and understand literary works, and receive aesthetic pleasure from meeting with a book. The developments of these lessons can be recommended as examples. The program content of each lesson includes literary and educational tasks. As noted above, one of the methods of getting acquainted with fiction is the staging of literary works for children.

Recall that this is a means of secondary acquaintance with a work of art. It can be staged if the children have a good knowledge of the text. There are quite a few types of dramatizations: a dramatization game, a theatrical performance of children, puppet and shadow theaters, a toy theater, a table cardboard or plywood theater, a flannelograph, etc. Children can be both spectators and performers. Issues of the content and methods of staging are considered in the special literature - the authors are T.N. Karamanenko, Yu.G. Karamanenko, A. Fedotov, G.V. Genov, L.S. Furmina and others.

Use of fiction outside of class

Acquaintance with fiction cannot be limited to classes. Reading and storytelling of books is organized at all times in the life of children in kindergarten, it is associated with games and walks, with household activities and work. The list of works of oral folk art and fiction is recommended by the program, and the forms of activity in which the artistic word is included are more diverse than classes, and are determined by the creativity of the teacher.

When using literary works outside the classroom, the following tasks are solved:

implementation of the program for familiarization with fiction; education of a positive aesthetic attitude to the work, the ability to feel the figurative language of poems, fairy tales, stories, the education of artistic taste. Comprehensive upbringing and development of the child with the help of works of literature and folk art. When solving the first task, it is necessary to carefully ensure that the literature on the kindergarten program is not only read, but also fixed. Reading outside of class provides an opportunity to re-encounter with the book.

Only the systematic repetition of works of art can bring up interest and love for poetry, stories, fairy tales. Repetition prevents forgetting. When planning the reading of fiction, one should take into account the repetition or primacy of the presentation of the material. Re-reading is usually given outside of class. But sometimes the initial acquaintance with the work does not take place in the classroom. So, in the younger groups, a picture or a toy is considered and A. Barto's poems about toys are read. At an older age, poetry can also be read outside of classes for the first time when perceiving beautiful natural phenomena (snowfall, ice drift, birch grove).

In these cases, the lessons reinforce the material with which the children were familiarized in the process of observation. The teacher uses nursery rhymes, songs, small poems in connection with life circumstances. While dressing for a walk, it may be appropriate to read a poem by E. Blaginina “I’ll teach you to put on shoes and a brother” (“I know how to put on shoes, if I only want to, I’ll teach my little brother to put on shoes. Here they are, boots: this one is from the left foot, this one is from right foot"). Calming the child, the teacher goes over his fingers and says a nursery rhyme: “Finger-boy, where have you been?” - I went to the forest with this brother, cooked cabbage soup with this brother. , Vovino) face, so that the eyes shine, so that the cheeks turn red, so that the mouth laughs, so that the tooth bites. It’s good if folk songs, jokes, jokes sound constantly, teach the child the mind, amuse, create a mood.

The teacher needs to know a lot of short poems, proverbs, turnarounds, so that at any suitable time he can turn to children with them. At an older age, the literary baggage is systematically expanded by reading program and non-program works of Russian and world literature. Middle-aged children show an interest in fairy tales about animals and fairy tales.

In older groups, reading books for a long time (reading with continuation) is of particular interest, such as "The Adventures of Dunno and His Friends" by N. Nosov, "The Golden Key" by A. Tolstoy, etc. In addition to classes, it is possible to plan reading in order to push children to play. Often children themselves ask the teacher to read. They love to listen to fairy tales, bring their favorite books from home. Such requests should be supported. True, the contents of the book should be familiarized in advance.M. M. Konina believed that children should not be read more than once during the day. Babies 3-4 years old should not read more than 10-15 minutes, children aged 5-6 years - more than 25 minutes, children 6-7 years old - 30-35 minutes.

Consolidation of what is read is facilitated by a conversation about fairy tales and stories, about the works of the writer, guessing the heroes of works of art, peculiar quizzes, looking at illustrations for books read and stories on the topics of familiar plots. All these techniques are aimed at forming a positive emotional attitude towards literature, at cultivating artistic taste and respect for the book. Thus, the educator has many opportunities for the book to take pride of place in the lives of children. The implementation of the second task is associated with solving the problems facing the educator - the education of politeness, kindness, the formation of skills of correct behavior. The solution of any of these tasks can be considered in two ways: educating children of missing qualities and consolidating existing ones. Literature is selected accordingly. To educate the missing qualities of M.M. Konina recommended the technique of "condensed reading" of literary works on a specific topic for a short period of time.

Reading is accompanied by conversations. Children will listen, remember, talk about what they read, and sometimes act in accordance with their actions. literary characters. The child moves on to good deeds on his own. At first, he needs confirmation of whether he did the right thing, and later doing good deeds gives him pleasure even without approval. Such impulses of children must be supported and treated seriously, with understanding. In order to form children's interest in fiction and to cultivate a careful attitude to the book, a corner of the book is created in each group.

This is a calm, comfortable, aesthetically designed place where children have the opportunity to communicate in an intimate atmosphere with a book, look at illustrations, magazines, albums. A number of requirements are imposed on the device of the corner: convenient location - a quiet place, remote from the doors to avoid walking and noise; good illumination in the daytime and in the evening, proximity to the light source (near the window, the presence of a lamp in the evening), so that children do not spoil their eyesight; aesthetic design - the corner of the book should be cozy, attractive, with slightly different furniture. The decoration can be a bust or a portrait of a writer, objects of folk arts and crafts. In the corner there should be shelves or showcases on which books, reproductions from paintings by famous artists are displayed. It is good to have a closet nearby for storing books, albums, material for repairs. It can store characters and scenery for the shadow theater, flannelograph, as well as filmstrips.

There are different options for decorating the corner. Periodic change of material (literature, paintings, portraits) and connection with educational work in the group are necessary. For example, in a book corner, you can prepare children for a conversation about Moscow: look at illustrations, photographs, make an album. In younger groups, the corner of the book is not organized immediately, since children do not have the skill to use a book and often they use it as a toy.

In the book corner there should be 3-4 books suitable for children, but always several copies of the same title, separate pictures, a thematic album. Books should be with a small amount of text, with large colorful illustrations - picture books: fairy tales "Gingerbread Man", "Turnip"; "Toys" by A. Barto, "Horse-Fire" by V. Mayakovsky, "Mustache-striped" by S. Marshak, etc. A lot of material is not given, this leads to disorganization of children's behavior. The teacher teaches children to communicate independently with the book, examines illustrations with them, reads the text, talks about the rules for using it (do not draw in the book, do not tear it, take it with clean hands, etc.).

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Topic: "The role of children's literature in the development of the child's personality"

The work was completed by: Bikbova V. M.

We often say: "A book is the discovery of the world." Indeed, while reading, the child gets acquainted with the surrounding life, nature, the work of people, with peers, their joys, and sometimes failures. The artistic word affects not only the consciousness, but also the feelings and actions of the child. A word can inspire a child, cause a desire to become better, to do something good, helps to understand human relationships, get acquainted with the norms of behavior. The formation of moral ideas and moral experience is facilitated by the communication to children of knowledge about the moral qualities of a person.

Children, first of all, must learn the concepts of kindness, benevolence, responsiveness, justice, learn to distinguish between them. These qualities are interrelated. So, a kind person will always be sensitive, responsive, fair, and fair man, as a rule, is responsive and sensitive. It is important to teach the child to see the manifestation moral qualities in life, to distinguish between good and evil, sensitivity and indifference, justice and injustice, real and false help to a comrade.

Children's works are aimed at ensuring that children can understand and understand why people should be attentive to each other, relatives, comrades, treat others with respect and benevolence, why it is necessary to come to the aid of a person when he needs it. It is important that children understand that good deeds should be done without expecting praise.

Raising good feelings in children, it is necessary at the same time to evoke in them an intolerant attitude towards polar qualities: rudeness, cruelty, greed, to evoke emotions of condemnation, indignation.

A large section of children's literature is devoted to the education in children of love for all living things. When selecting stories in this section, the task is to draw children's attention to nature, to arouse in them a desire to protect the flora and fauna. A child, who from childhood has been accustomed to treat with disdain for living beings who cannot speak, but are capable of feeling pain and resentment, transfers this attitude to people as well.

You can put the question before the child: did he observe anything similar to this case in his life? The conversation should be conducted in such a way as to evoke emotions in children not only of approval, but also of condemnation. This will contribute to the education in children of intolerance to manifestations of cruelty, selfishness, indifference and will help to better see the positive and negative traits hero, give them the right assessment. Where it is appropriate and follows from the course of the discussion of the story, you should talk with the children about the organization of practical cases, help to implement them. AT practical work moral ideas and concepts in children will be clarified and consolidated.

Reading hours should be held in a sincere, friendly atmosphere, conducive to frankness and reflection. Such reading aloud, accompanied by collective experiences, unites the children, strengthens the spirit of camaraderie and mutual understanding.

The nature of the conversation matters a lot. They should not be edifying, purely moralizing, leading children to ready-made conclusions. Children need to think more on their own.

An important role is played by the emotional mood of the teacher himself. With voice, intonation, facial expressions, the teacher must show the children his attitude towards positive and negative characters, to convey to them the lyrical, comic and dramatic situations of the work. The emotional reactions of the teacher are transmitted to the children, contribute to the formation of a certain attitude towards what they read.

The direction of the questions, summing up the results of the discussion of the read work should awaken the child’s thought, be “problematic”.

Quite often children evaluate an act on the basis of only external facts. They are limited most often to the words “acted well” or “acted badly”. To help children express their thoughts more accurately and definitely means to help them realize the moral side of the actions and feelings of a literary hero.

So, education should be aimed at forming in children a system of correct moral concepts, ideas and beliefs, the correct motives for behavior and the correct forms and methods of behavior - in the inseparable unity of all these manifestations.

First of all, you need to know that any method of education cannot be considered and evaluated in the abstract. When applying various methods, it is necessary to take into account, firstly, the age and individual characteristics of the educated person, secondly, the characteristics of the children's team of which he is a member, and, finally, these specific conditions in which the educational impact takes place.

In order for a positive orientation of the personality to be formed, for the child to want to do the right thing and do the right thing, in all situations and circumstances, it is necessary that he knows how to act, he sees that people he respects are doing this, and he exercises himself (this is the most important thing! ) in correct behavior.

verbal impact. plays an important role in shaping the personality of children living word the teacher with whom he addresses the student. The role of the second signaling system in the organization of the child's behavior is very great. Therefore, the method of explanation, clarification, verbal persuasion is an important means of moral education, the formation of correct moral (moral) ideas and concepts in children. All this is all the more necessary because many children have immature, erroneous ideas, prejudices and delusions in the field of moral concepts (for example, a false understanding of friendship and fellowship, stubbornness, courage and courage, etc.). This is the reason for many cases of misbehavior in children.

Personal example . Of great importance in shaping the personality of the child is the personal example of educators and teachers. The educational power of personal example is based on the tendency of children to imitate the one they love and respect, who enjoys their authority. The teacher should always remember that he is a model, an example for pupils, whose behavior sometimes simply reflects his own dignity or shortcomings. The teacher must make the most stringent demands on himself and his behavior. It is rightly said that a teacher is a person whose specialty is correct behavior.

Exercises in Right Conduct. The main thing, the main thing in the education of a personality, as already noted, is the organization of practical experience in correct behavior. Reading and talking on what they read, children gradually learn to single out the moral side of people's actions and actions, to evaluate behavior from the standpoint of moral norms.

Literary heroes can serve as an example. An emotional connection to a beloved character creates a personally meaningful situation. Reading literary works, children learn to understand the behavior and actions of people, the motives of actions, to feel the beauty of good, to condemn the ugly, evil.

The role of approval and condemnation. When educating a child's personality, of course, one cannot expect that he will immediately choose the right forms of behavior under all conditions and circumstances.

Effective means of regulating and correcting behavior are approval and condemnation, encouragement and punishment. Approval, encouragement serve as a means of reinforcing and through this means of fixing and stimulating the right motives and the right forms of behavior. Condemnation, censure, punishment are a means of inhibition and delay of negative motives and irregular shapes behavior.

main goal literary reading, is the development of the personality of the child, his intellect, emotional sphere, moral ideas.

Literature:

1. ABC of moral education. / Ed. I.A.Kairova. - M., 1979.
2. Vygotsky L.S. Questions of child psychology. - L., 1997.
3. Parenting Dialogues (A Book for Parents). / Ed. V.N. Stoletov. – 1984.
4. Kindness starts from childhood. // Primary School. - 2000. - No. 4.
5. Zenkovsky V.V. Psychology of childhood. - M., 1995.
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1. Features of children's perception and understanding of literary works of different genres 3
2. Tasks and content of introducing children to fiction 4
3. Principles for the selection of literary works 7
4. Methods of acquaintance with fiction 8
Spend comparative analysis programs for the development of speech of preschool children in the section "Introduction to fiction" 11
References 15

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2. Features of children's perception and understanding of literary works of different genres

The influence of fiction on the mental and aesthetic development of a child is well known. Its role is also great in the development of the speech of a preschooler.
The importance of introducing children to the beauty of the native word, the development of a culture of speech was pointed out by teachers, psychologists, linguists (K.D. Ushinsky, E.I. Tikheeva, E.A. Flerina, L.S. Vygotsky, S.L. Rubinstein, A.V Zaporozhets, A. A. Leontiev, F. A. Sokhin, A. M. Shakhnarovich, L. I. Aidarova, etc.)
Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child's thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language.
Its educational, cognitive and aesthetic significance is enormous, since, by expanding the child's knowledge of the world around it, it affects the personality of the baby, develops the ability to subtly feel the form and rhythm of the native language.
The problem of perception of literary works of different genres by children of preschool age is complex and multifaceted. The child goes a long way from naive participation in the events depicted to more complex forms of aesthetic perception. The researchers drew attention to the characteristic features of preschoolers' understanding of the content and artistic form of literary works. This is, first of all, the concreteness of thinking, a little life experience, a direct relationship to reality. Therefore, it is emphasized that only at a certain stage of development and only as a result of purposeful perception is it possible to form aesthetic perception, and on this basis - the development of children's artistic creativity.
Based on the analysis of a literary work in the unity of its content and artistic form, as well as in the active development of means of artistic expression, children master the ability to convey a certain content in a figurative word.

2. Tasks and content of introducing children to fiction

The most important sources for the development of the expressiveness of children's speech are works of fiction and oral folk art, including small folklore forms (proverbs, sayings, riddles, nursery rhymes, counting rhymes, phraseological units).
The educational, cognitive and aesthetic value of folklore is enormous, since, by expanding knowledge of the surrounding reality, it develops the ability to subtly feel the artistic form, melody and rhythm of the native language.
The artistic system of Russian folklore is unique. The genre forms of works are extremely diverse - epics, fairy tales, legends, songs, legends, as well as small forms - ditties, nursery rhymes, riddles, proverbs, sayings, the language of which is simple, precise, expressive.
The formation of imagery of speech should be carried out in unity with the development of other qualities of a coherent statement, based on ideas about compositional features fairy tales, short stories, fables, poems, a sufficient supply of figurative vocabulary and an understanding of the appropriateness of its use in relevant essays.
AT junior group acquaintance with fiction is carried out with the help of literary works of different genres. At this age, it is necessary to teach children to listen to fairy tales, stories, poems, as well as to follow the development of the action in a fairy tale, to sympathize with positive characters.