Acquaintance with fiction in the preparatory group. References in the preparatory group

The child's love of the book and the world of fiction comes from childhood. The children learn to find beautiful and moral works in the works before the primary school, namely, in the kindergarten. Today we will talk about reading the literature in the preparatory group: why this age should not be ignored, what forms of the process are most effective, how to build a dialogue with a small child, if it is a question of categories that are not easy to understand?

Features of the age of children who have moved into the preparatory group

Acquaintance with fiction in the preparatory group is important because the age of 6-7 years is a particularly active stage in the development and development of the child. There is a complication of the playing space, the mastering of the complex interaction between people begins. Children of this age, unlike younger children, are able to perceive and comprehend categories such as employment, marriage, illness, childbirth, etc. The range of roles used in the process of play is increasing, as the child day by day becomes more and more susceptible to Images of the surrounding world. That is why getting acquainted with fiction in the preparatory group is an opportunity to make sure that these images, ideals, and samples are as positive as possible.

What favorable outcomes can be achieved?

If the work is organized correctly and rationally, at the exit from the pre-school educational institution (DOW) the child will have skills of competent dialogical and some kinds of monologic speech. The formation of the position of the student, the development of the forms of positive communication with others and the perception of the material world as a space for the achievements of human culture, the possession of a high level of personal and cognitive development are all global tasks that the educator and parents must work together in order to achieve As a result, the child was able to successfully continue studying at school, felt calm and comfortable. Achievement of the set goals is also served by acquaintance with the literature in the preparatory group.

Local, specific tasks

Reading fiction in the preparatory group is necessary in order to:

• Form the child's initial ideas about the features of the world of fiction. At the simplest, understandable level, explain to him the categories of genre, poetry, prose and their specifics, composition, elements of linguistic imagery.
• To develop poetic perception, a sense of beauty, the ability to perceive a work in the aggregate of its content and sonority, rhythm, musicality, and poetry. This is especially helped by the poem (about autumn, summer, spring, winter, about animals, adults, children, etc.), although these provisions are typical for stories, fairy tales, and small stories.
• To educate the literary taste and ability to capture, understand and interpret the mood of the work.
• To increase interest in the works of literary creativity, ensure the consolidation of information about the content of the book and evoke an emotional response to it.

Why are parents important to the process?

As already mentioned above, it is necessary to actively involve parents in acquainting children with fiction, since if in the mind of the child the cognition and assimilation of the new is fixed only for the person of the educator, in the future this can lead to disastrous results. The habitual "mentor" will leave, and the school teacher will replace it, to what the newly made pupil may not be ready. This causes maladjustment, it is sometimes difficult to cope with it with your child. In this case, there is a risk of recourse to a real specialist - a psychologist who alone can resolve the difficulties that have arisen. That is why parents as the permanent accompanying child in the way of his growing up should take an interested part in his life and gradual formation as a pupil.

What should I consider when selecting books?

The list of literature in the preparatory group is a component of the process, which can vary depending on the views of the leadership, the direct opinion of the educator-educator, as well as parents. Here, in contrast to the school curriculum, where the invisible specter of the need to keep within the allotted annual period over personnel of all levels and to have time to cover the material, everything is much simpler. However, this does not mean that you can approach the choice of material "anyhow". On the contrary, every literary work should provide cognitive, moral and aesthetic functions. Lesson on fiction in the preparatory group should always put at the head of the book a book that:

• Has an ideological focus, that is, consistent with the goals of a diverse moral education, instills love for the fatherland, man, nature. As the main character is a hero with a positive moral character.
• Characterized by high artistic skill and literary value, which is reflected in the availability of exemplary literary language and the existence in the product of unity of content and form. A vivid example is Pushkin for children and his tales, where the word itself is an art.
• Solves specific pedagogical tasks. For example, it consolidates knowledge of names, heroes, authors, perhaps even illustrators, develops logical and imaginative thinking, imagination, memory, speech, etc.
• It is defined as accessible for a given age due to the correspondence to the age and psychological features of development, the life experience of children, the circle of their interests.
• Has an entertaining plot, clarity and simplicity of composition. For example, Hans Christian Andersen, whose fairy tales are still loved by children today, did not overset his works with the vicissitudes of the narrative. In "Thumbelina" we see miracles, and adventures that develop progressively and linearly, do not confuse the baby.

Groups of works

Based on the above criteria, in the modern preparatory groups of pre-school educational institutions the following groups of products of artistic creativity are distinguished, namely:

1. Works of Russian folklore and creativity of the peoples of the world. Traditionally, the most active attention is paid to small forms of folklore, namely proverbs, sayings, riddles, nursery rhymes, songs, fables, pestles, jokes, shifters, but the fairy tale shares the laurels for the title of the most beloved children's genre.
2. Works of Russian and foreign classics of literature for children.
3. Works of Russian and foreign contemporary literature.

Teacher-educator is the main landmark, organizer and coordinator of reading

The educator should never forget that literature for the period of childhood is constantly replenished with new copies. That is why the important mission is fixed for him as the head of this process, namely - tireless acquaintance with the products of the creativity of new authors, the revision of the circle of children's reading, the exclusion of obsolete and irrelevant works and the addition of new, vivid, living, interesting to children of the 21st century. A competent educator should also be able to apply with the children to a variety of methods, techniques and tools, namely:

• Conversation;
• Verbal reading of the material;
• Retelling;
• Expressive reading;
• Theatrical play-dramatization;
• Verbal didactic game;
• Elements of the staging;
• Compiling the simplest algorithms;
• Analysis;
• Design of the exhibition, book corner;
• Demonstration of illustrative material, visual diagrams, etc.

Genres, books and works that will never be superfluous

Despite the fact that there is no universal list of works for training in the preparatory group, it is possible to list the literature recommended by the specialists of pedagogical science and practice, the reference to which, together with preschool children, will never be wasted. These include:

• Songs. For example, "Early-early in the morning ...", "As a thin little ice ...", "Vesnyanka" in the literary work of G. Litvak, "Grechku washed" in the artistic processing of Yu. Grigoriev, etc. Заклички - for example, "It's raining, it's raining, it's more fun."
• Russian folk tale: "Fox and a pitcher" in the processing of O. Kapitsa, "Khavroshechka" in the processing of A. N. Tolstoy, "Finist - Clear Falcon", "Hare-braggart", etc.
• Poetic works: works by A. Fet, S. Marshak, D. Kharms, B. Zakhoder, I. Turgenev, S. Yesenin, etc. What form is most helpful for a child of this age to systematize knowledge? Of course, a poem! About autumn ("Autumn, our entire poor garden is showered ..." by AK Tolstoy, in shortening), winter and other seasons, about surrounding phenomena, about people - children of 7 years can not only read, understand and memorize, but also At the initial level to analyze the work.
• Prosaic literature: stories by L. Tolstoy, for example, "Kostochka", "Jump", separate chapters from A. Gaidar's "Chuk and Huck", small in form, but extremely witty works for V. Dragunsky's children, namely "Friend of Childhood" , "From top to bottom, obliquely", etc., the cycle of L. Panteleev "Stories about Belochke and Tamarochka" and the like.
• Fairy tales.

For example, Pushkin for children and his famous "Tale of Tsar Saltan, his son, the glorious and mighty hero of Prince Guidon Saltanovich and the beautiful princess of Swans." P. Bazhov, V. Bianki ("Owl" and others) are all authors with whom the child will still face in the near future of the school. Hans Christian Andersen, whose tales appeared from the writer's memories of his own youth and childhood. Therefore, an expedient step is to start working with their works already with the children of the preparatory group, the benefit of the material for this age is excellent.