He is just learning non-conventional sounds. Publication by a teacher on the topic Activation of speech and thinking activity of students with disabilities through the use of folklore material." severe speech disorders
“A child does not only learn conventional sounds when studying his native language, but drinks spiritual life and strength from the birthplace of his native word. It explains nature to him as no natural scientist could explain it, it introduces him to the character of the people around him, to the society among which he lives, to its history and aspirations, as no historian could introduce him; it introduces it into popular beliefs, into folk poetry, as no esthetician could; it finally gives such logical concepts and philosophical views that, of course, no philosopher could convey to a child.”K.D. Ushinsky:
Preschool childhood as a period in human life plays an important role in shaping what not only each individual person will become, but also all of humanity and the world as a whole. The educational, ideological, moral, and cultural priorities laid down in preschool childhood determine the life path of generations and influence the development and state of the entire civilization. It is necessary to pay as much attention as possible to the development of the child’s inner world. Communication with a book provides invaluable assistance in this.
“Reading is the main skill,” wrote A.S. Pushkin. Through reading fiction, a child learns the past, present and future of the world, learns to analyze, and develops moral and cultural values.
Modern children spend more and more time playing computer games and watching TV. Sociological research in our country and abroad has revealed negative trends: interest in reading among younger preschoolers and adolescents is noticeably reduced; The share of reading in children's free time has been sharply reduced.
Today, the relevance of solving this problem is obvious. To raise a reader in a child, an adult must himself show an interest in the book, understand its role in a person’s life, know the books recommended for preschool children, and be able to have an interesting conversation with kids
Reading develops a person’s speech, makes it correct, clear, understandable, imaginative, and beautiful.
Reading develops a person’s soul, teaches him to be compassionate, to be merciful, to feel the pain of others and to rejoice in the success of others.
Reading is an impulse to creative insight, to the creation of a new artistic creation.
A person who reads knows how to use information and research it.
A special place in preschool institutions is occupied by introducing children to fiction as an art and a means of developing intelligence, speech, a positive attitude towards the world, love and interest in books.
A preschooler is a kind of reader. He perceives literature by ear, and this process lasts until he himself learns to read. But, even having mastered the technique of reading, he still has a childish attitude towards book events and characters for a long time.
A preschool child is characterized by a non-contextual perception of art. In his ideas about what is happening in the work, he goes far beyond the boundaries of the text itself: he animates the inanimate, does not correlate the events described with real time and place, changes the work in his own way, making it the heroes of himself, his friends and acquaintances, characters of previously read books. A children's book that a child likes captivates him so much that he does not separate himself from what is happening in it, immersing himself in it, imagining to the smallest detail the events and the process of his participation in what is depicted. Such qualities are characteristic of children of older preschool age.
Works of fiction reveal to children the world of human feelings, arousing interest in the personality, in the inner world of the hero.
Having learned to empathize with the characters of works of art, children begin to notice the mood of loved ones and people around them. Humane feelings begin to awaken in them - the ability to show participation, kindness, protest against injustice. This is the basis on which integrity, honesty, and true citizenship are fostered. “Feeling precedes knowledge; “Whoever did not feel the truth did not understand or recognize it,” wrote V. G. Belinsky.
The child’s feelings develop in the process of assimilating the language of those works with which the teacher introduces him. The artistic word helps the child understand the beauty of his native speech; it teaches him an aesthetic perception of the environment and at the same time forms his ethical (moral) ideas.
A 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 folklore miniature works. Finally, the child is read original fairy tales, poems, and stories that are accessible to him.
The people are unsurpassed teachers of children's speech. In no other works, except folk ones, will you find such an ideal arrangement of difficult-to-pronounce sounds, such an amazingly thoughtful combination of words that barely differ from each other in sound. For example: “There was a blunt-lipped bull, a blunt-lipped bull, the bull had a white lip and was blunt”; “The cap is not sewn in the Kolpakov style, you need to re-cap it, whoever re-caps it will get half a cap.” And friendly banter, the subtle humor of nursery rhymes, teases, and counting rhymes are an effective means of pedagogical influence, a good “cure” against laziness, cowardice, stubbornness, whims, and selfishness.
A journey into the world of a fairy tale develops the imagination of children, and encourages them to write. Children brought up on the best literary examples in the spirit of humanity show themselves to be fair in their stories and fairy tales, protecting the offended and weak and punishing the evil. Thus, by helping children master the language of a given work of art, the teacher also fulfills the tasks of education.
Children should derive both aesthetic and especially moral (ethical) ideas from works of art, and not from the moralizing arguments of educators about the works they read or prepared questions on questions. The teacher must remember: excessive moralizing about what is read brings great, often irreparable harm; a work “disassembled” with the help of many small questions immediately loses all its charm in the eyes of children; interest in him disappears. One must completely trust the educational capabilities of a literary text.
Fiction plays a very important role in the development of the social experience of a preschooler.
In fiction, especially fairy tales, there are plots in which children find themselves alone, without parents, the trials and tribulations that befall them in this regard are described, and the desires of the child characters to regain their home and parents are very emotionally represented.
Many works that are written for preschool children form in them a correct attitude towards nature, the ability to carefully handle living beings; form a positive attitude towards work, form knowledge about the work of adults, about the organization of work activities. All this contributes to educational opportunities for teaching children labor skills. Mastering skills raises work activity to a higher level of development, allows the child to set and achieve goals; ensures a more complete and successful use of work activity as a means of moral education.
The reader in a child will grow when literature and a book correspond to his worldview, his needs, his spiritual impulses, when the book contains the answer to a question still ripening in the mind, when emotions are anticipated. The circle of children's reading is the circle of those works that I read (or listen to reading) and are perceived by the children themselves.
The reading range of preschoolers is changing especially quickly. Here, in fact, each year of a child’s life corresponds to its own works. And what sounded and was understood to a child of the second year of life will be uninteresting to a five-year-old or will be rethought by him. For children 6-7 years old, longer books are needed that require continued reading, have a multi-pronged plot, a large number of characters, and complex artistic techniques.
Thus, the selection of literature for children's reading depends on the age of the child, on his passions and preferences, but not only...
The selection of literature for children's reading is greatly influenced by the historical and moral time in which the child reader lives. When choosing a book to read to a child today, we must think about its focus on developing the child’s positive emotions and positive activities. The nature of art is such that it inspires a person, including a small one, to some accomplishments, deeds, actions.
For preschool children, it is necessary to choose literature with bright illustrations.
You should also remember the thematic diversity of works. All topics should be represented in children's reading: the topic of children's games and toys; theme of nature, animal world; the topic of relationships between children and adults, relationships in children's groups; the theme of family, duty to parents, relatives; childhood theme; theme of honor and duty; theme of war; historical theme and many others. It is advisable to present all these topics to the child as both eternal and cutting-edge.
It is also necessary to remember about the variety of author's names, which will show the child a variety of approaches to depicting something or, conversely, the same approach, which will be perceived as the only correct one in relation to what is depicted.
Correct selection of literature for children's reading involves taking into account the gender differences of children. This does not mean that boys and girls should read completely different literature. This means that an adult who selects literature to read to children must take into account that girls mostly need to read those books that talk about female virtues, about running a home, and about women’s destiny. Boys will be interested in literature about strong, courageous people, travel, inventions, human behavior in emergency situations, and so on.
It is logical to remember the seasonal principle in the selection of literature for reading, because in the hot summer season it is inappropriate to read about how “white fluffy snow falls and swirls.”
Children's reading should include works imbued with humanistic ideas that carry the eternal values of goodness, justice, equality, labor, health and happiness, peace and quiet for one and all. The works are moral, but not moralizing. Literature for children should not set itself the task of correcting morals. It is designed initially to talk to the child about what an ideal is and what are the ways to achieve it, what is eternal truth and how to follow it, what are true values and what are false. Its task is to teach the child to think about what is happening around him, analyze and draw conclusions. She must develop his mind and soul.
Thus, we can conclude that the role of reading in the development of a preschool child is very great. Reading, telling and retelling fiction to a preschool child has a huge impact on intellectual, mental, creative, psychological and psychophysiological development. Reading develops artistic and speech skills, shapes the moral and cultural side of the child, conveys ideas about life, work, and attitude towards nature, thereby developing the social experience and work activity of the preschooler.
All these priorities, laid down in preschool age, harmoniously develop the child as a full-fledged personality.
Fiction is an effective means of mental, moral and aesthetic education, has a great influence on the overall development of the child, and directly contributes to the formation of readiness for learning.
In poetic images, fiction reveals and explains to the child the life of nature and society, the complex world of human relationships, promotes the child’s speech development, giving him examples of correct literary language.
For successful subsequent schooling, a six-year-old child must develop a certain interest and love for books, the ability to perceive and understand the text read to him, answer questions about the content, independently retell simple works, give a basic assessment of the characters and their actions, and determine his attitude towards them. . These qualities and skills are acquired by the child in preschool age and improved in the process of becoming familiar with works of art.
Through a special organization, intonation coloring, and the use of specific linguistic means of expression (comparisons, epithets, metaphors), literary works convey the attitude of the people to a particular object or phenomenon. The visual means of language in them are meaningful, emotional, they enliven speech, develop thinking, and improve children’s vocabulary.
Among the factors influencing the effectiveness of solving problems in introducing children to the arts, an important role belongs to the educational program. The educational objectives of the Rainbow program in the analyzed educational field are fully consistent with Federal state requirements.
Rainbow program
(authors T. N. Doronova, V. V. Gerbova, T. I. Grizik and others).In the “Introduction to the Book” section, it is suggested that children read works of children’s literature every day (except for classes). One of the criteria for selecting works for such reading is that the characters, in their manifestations, should be close and understandable to children.
The program provides a rationale for the need to read works of different genres to children (fairy tales - folk and original, small forms of folklore, humorous works, playful and lyrical poems, etc.), and sets certain pedagogical and philological tasks.
Pedagogical:
extract information from children's literature, develop children's cognitive activity with its help;
when reading poems, in dramatizations - to improve the artistic and speech skills of children (intonation, gesture, facial expressions).
Philological:
develop children's interest in children's literature;
improve the aesthetic perception of works of art;
teach compassion towards the characters, evoke joy in children from meeting the kind and beautiful world of a children's book:
develop in children the ability to pay attention to visual and expressive means, to the beauty of language;
learn to notice differences between genres (fairy tale, story, poem).
Particular attention in the program is paid to organizing a book corner. It is proposed to involve children in selecting books, calling them to talk about the contents of the book corner, organizing exhibitions, etc.
The program's creators recommend different forms of organization for introducing a child to books:
classes;
daily reading;
dramatization games and performances based on works.
For older preschoolers, topics for daily reading have been developed. Notes are also given for classes on introducing children to fiction, where you can see conversations about poetry “Why do people write poetry?”, and examination of illustrations, and conversations about some compositional elements of fairy tales.
The Rainbow program has many advantages (especially the presence of a textbook), but it lacks support for the family, for working with parents, which, unfortunately, is not provided for in the program.
Analysis of the content of speech tasks in the educational program “Rainbow” allows us to note a special concentration of attention on the child’s mastery of the sign system of speech, as well as the development of dialogic speech as a method of communication, at the same time, it should be noted that there is a lack of detail in the specific knowledge, skills and abilities of children in the field of their native language .
A child of the sixth year of life is ready for all types of education. A universal way of learning life, a way of discovering and understanding the world with the help of a book. At the age of six, a child is able to listen for 30-40 minutes and look at a book independently for half an hour. In the senior group, work continues to introduce children to the treasury of world fiction.
Target:
nurturing in preschoolers the need to communicate with books.
Tasks
Continue to develop children's interest infiction:
– improve the aesthetic perception of works of art;
– draw children's attention to figurative and expressive means (figurative words
and expressions, epithets, comparisons);
– help the child feel the beauty and expressiveness of language and work, instilling sensitivity to the poetic word;
– improve children's artistic and speech performing skills when reading poems and dramatizing works;
– to cultivate in the child the need to look at a book and talk about its contents;
– show children the main differences between a fairy tale, story, poem.
Forms and methods of work:
literary lounge;
literary evenings;
themed weeks.
quizzes;
conversations and activities;
book exhibitions and thematic exhibitions of drawings and crafts;
reading competitions;
literary games and holidays;
excursions;
viewing filmstrips, cartoons, presentations;
stock.
K.D. Ushinsky:
Preschool childhood as a period in human life plays an important role in shaping what not only each individual person will become, but also all of humanity and the world as a whole. The educational, ideological, moral, and cultural priorities laid down in preschool childhood determine the life path of generations and influence the development and state of the entire civilization. It is necessary to pay as much attention as possible to the development of the child’s inner world. Communication with a book provides invaluable assistance in this.
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“A child does not only learn conventional sounds when studying his native language, but drinks spiritual life and strength from the birthplace of his native word. It explains nature to him as no natural scientist could explain it, it introduces him to the character of the people around him, to the society among which he lives, to its history and aspirations, as no historian could introduce him; it introduces it into popular beliefs, into folk poetry, as no esthetician could; it finally gives such logical concepts and philosophical views that, of course, no philosopher could convey to a child.”
K.D. Ushinsky:
Preschool childhood as a period in human life plays an important role in shaping what not only each individual person will become, but also all of humanity and the world as a whole. The educational, ideological, moral, and cultural priorities laid down in preschool childhood determine the life path of generations and influence the development and state of the entire civilization. It is necessary to pay as much attention as possible to the development of the child’s inner world. Communication with a book provides invaluable assistance in this.
“Reading is the main skill,” wrote A.S. Pushkin. Through reading fiction, a child learns the past, present and future of the world, learns to analyze, and develops moral and cultural values.
Modern children spend more and more time playing computer games and watching TV. Sociological research in our country and abroad has revealed negative trends: interest in reading among younger preschoolers and adolescents is noticeably reduced; The share of reading in children's free time has been sharply reduced.
Today, the relevance of solving this problem is obvious. To raise a reader in a child, an adult must himself show an interest in a book, understand its role in a person’s life, know the books recommended for preschool children, and be able to have an interesting conversation with kids
Reading develops a person’s speech, makes it correct, clear, understandable, imaginative, and beautiful.
Reading develops a person’s soul, teaches him to be compassionate, to be merciful, to feel the pain of others and to rejoice in the success of others.
Reading is an impulse to creative insight, to the creation of a new artistic creation.
A person who reads knows how to use information and research it.
A special place in preschool institutions is occupied by introducing children to fiction as an art and a means of developing intelligence, speech, a positive attitude towards the world, love and interest in books.
A preschooler is a kind of reader. He perceives literature by ear, and this process lasts until he himself learns to read. But, even having mastered the technique of reading, he still has a childish attitude towards book events and characters for a long time.
A preschool child is characterized by a non-contextual perception of art. In his ideas about what is happening in the work, he goes far beyond the boundaries of the text itself: he animates the inanimate, does not correlate the events described with real time and place, changes the work in his own way, making it the heroes of himself, his friends and acquaintances, characters of previously read books. A children's book that a child likes captivates him so much that he does not separate himself from what is happening in it, immersing himself in it, imagining to the smallest detail the events and the process of his participation in what is depicted. Such qualities are characteristic of children of older preschool age.
Works of fiction reveal to children the world of human feelings, arousing interest in the personality, in the inner world of the hero.
Having learned to empathize with the characters of works of art, children begin to notice the mood of loved ones and people around them. Humane feelings begin to awaken in them - the ability to show participation, kindness, protest against injustice. This is the basis on which integrity, honesty, and true citizenship are fostered. “Feeling precedes knowledge; “Whoever did not feel the truth did not understand or recognize it,” wrote V. G. Belinsky.
The child’s feelings develop in the process of assimilating the language of those works with which the teacher introduces him. The artistic word helps the child understand the beauty of his native speech; it teaches him an aesthetic perception of the environment and at the same time forms his ethical (moral) ideas.
A 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 folklore miniature works. Finally, the child is read original fairy tales, poems, and stories that are accessible to him.
The people are unsurpassed teachers of children's speech. In no other works, except folk ones, will you find such an ideal arrangement of difficult-to-pronounce sounds, such an amazingly thoughtful combination of words that barely differ from each other in sound. For example: “There was a blunt-lipped bull, a blunt-lipped bull, the bull had a white lip and was blunt”; “The cap is not sewn in the Kolpakov style, you need to re-cap it, whoever re-caps it will get half a cap.” And friendly banter, the subtle humor of nursery rhymes, teases, and counting rhymes are an effective means of pedagogical influence, a good “cure” against laziness, cowardice, stubbornness, whims, and selfishness.
A journey into the world of a fairy tale develops the imagination of children, and encourages them to write. Children brought up on the best literary examples in the spirit of humanity show themselves to be fair in their stories and fairy tales, protecting the offended and weak and punishing the evil. Thus, by helping children master the language of a given work of art, the teacher also fulfills the tasks of education.
Children should derive both aesthetic and especially moral (ethical) ideas from works of art, and not from the moralizing arguments of educators about the works they read or prepared questions on questions. The teacher must remember: excessive moralizing about what is read brings great, often irreparable harm; a work “disassembled” with the help of many small questions immediately loses all its charm in the eyes of children; interest in him disappears. One must completely trust the educational capabilities of a literary text.
Fiction plays a very important role in the development of the social experience of a preschooler.
In fiction, especially fairy tales, there are plots in which children find themselves alone, without parents, the trials and tribulations that befall them in this regard are described, and the desires of the child characters to regain their home and parents are very emotionally represented.
Many works that are written for preschool children form in them the correct attitude towards nature, the ability to carefully handle living beings; form a positive attitude towards work, form knowledge about the work of adults, about the organization of work activities. All this contributes to educational opportunities for teaching children labor skills. Mastering skills raises work activity to a higher level of development, allows the child to set and achieve goals; ensures a more complete and successful use of work activity as a means of moral education.
The reader in a child will grow when literature and a book correspond to his worldview, his needs, his spiritual impulses, when the book contains the answer to a question still ripening in the mind, when emotions are anticipated. The circle of children's reading is the circle of those works that I read (or listen to reading) and are perceived by the children themselves.
The reading range of preschoolers is changing especially quickly. Here, in fact, each year of a child’s life corresponds to its own works. And what sounded and was understood to a child of the second year of life will be uninteresting to a five-year-old or will be rethought by him. For children 6-7 years old, longer books are needed that require continued reading, have a multi-pronged plot, a large number of characters, and complex artistic techniques.
Thus, the selection of literature for children's reading depends on the age of the child, on his passions and preferences, but not only...
The selection of literature for children's reading is greatly influenced by the historical and moral time in which the child reader lives. When choosing a book to read to a child today, we must definitely think about its focus on developing the child’s positive emotions and positive activities. The nature of art is such that it inspires a person, including a small one, to some accomplishments, deeds, actions.
For preschool children, it is necessary to choose literature with bright illustrations.
You should also remember the thematic diversity of works. All topics should be represented in children's reading: the topic of children's games and toys; theme of nature, animal world; the topic of relationships between children and adults, relationships in children's groups; the theme of family, duty to parents, relatives; childhood theme; theme of honor and duty; theme of war; historical theme and many others. It is advisable to present all these topics to the child as both eternal and cutting-edge.
It is also necessary to remember about the variety of author's names, which will show the child a variety of approaches to depicting something or, conversely, the same approach, which will be perceived as the only correct one in relation to what is depicted.
Correct selection of literature for children's reading involves taking into account the gender differences of children. This does not mean that boys and girls should read completely different literature. This means that an adult who selects literature to read to children must take into account that girls mostly need to read those books that talk about female virtues, about running a home, and about women’s destiny. Boys will be interested in literature about strong, courageous people, travel, inventions, human behavior in emergency situations, and so on.
It is logical to remember the seasonal principle in the selection of literature for reading, because in the hot summer season it is inappropriate to read about how “white fluffy snow falls and swirls.”
Children's reading should include works imbued with humanistic ideas that carry the eternal values of goodness, justice, equality, labor, health and happiness, peace and quiet for one and all. The works are moral, but not moralizing. Literature for children should not set itself the task of correcting morals. It is designed initially to talk to the child about what an ideal is and what are the ways to achieve it, what is eternal truth and how to follow it, what are true values and what are false. Its task is to teach the child to think about what is happening around him, analyze and draw conclusions. She must develop his mind and soul.
Thus, we can conclude that the role of reading in the development of a preschool child is very great. Reading, telling and retelling fiction to a preschool child has a huge impact on intellectual, mental, creative, psychological and psychophysiological development. Reading develops artistic and speech skills, shapes the moral and cultural side of the child, conveys ideas about life, work, and attitude towards nature, thereby developing the social experience and work activity of the preschooler.
All these priorities, laid down in preschool age, harmoniously develop the child as a full-fledged personality.
Fiction is an effective means of mental, moral and aesthetic education, has a great influence on the overall development of the child, and directly contributes to the formation of readiness for learning.
In poetic images, fiction reveals and explains to the child the life of nature and society, the complex world of human relationships, promotes the child’s speech development, giving him examples of correct literary language.
For successful subsequent schooling, a six-year-old child must develop a certain interest and love for books, the ability to perceive and understand the text read to him, answer questions about the content, independently retell simple works, give a basic assessment of the characters and their actions, and determine his attitude towards them. . These qualities and skills are acquired by the child in preschool age and improved in the process of becoming familiar with works of art.
Through a special organization, intonation coloring, and the use of specific linguistic means of expression (comparisons, epithets, metaphors), literary works convey the attitude of the people to a particular object or phenomenon. The visual means of language in them are meaningful, emotional, they enliven speech, develop thinking, and improve children’s vocabulary.
Among the factors influencing the effectiveness of solving problems in introducing children to the arts, an important role belongs to the educational program.The educational objectives of the Rainbow program in the analyzed educational field are fully consistent with Federal state requirements.
Rainbow program
In the “Introduction to the Book” section, it is suggested that children read works of children’s literature every day (except for classes). One of the criteria for selecting works for such reading is that the characters, in their manifestations, should be close and understandable to children.
The program provides a rationale for the need to read works of different genres to children (fairy tales - folk and original, small forms of folklore, humorous works, playful and lyrical poems, etc.), and sets certain pedagogical and philological tasks.
Pedagogical:
extract information from children's literature, develop children's cognitive activity with its help;
when reading poems, in dramatizations - to improve the artistic and speech skills of children (intonation, gesture, facial expressions).
Philological:
develop children's interest in children's literature;
improve the aesthetic perception of works of art;
teach compassion towards the characters, evoke joy in children from meeting the kind and beautiful world of a children's book:
develop in children the ability to pay attention to visual and expressive means, to the beauty of language;
learn to notice differences between genres (fairy tale, story, poem).
Particular attention in the program is paid to organizing a book corner. It is proposed to involve children in selecting books, calling them to talk about the contents of the book corner, organizing exhibitions, etc.
The program's creators recommend different forms of organization for introducing a child to books:
classes;
daily reading;
dramatization games and performances based on works.
For older preschoolers, topics for daily reading have been developed. Notes are also given for classes on introducing children to fiction, where you can see conversations about poetry “Why do people write poetry?”, and examination of illustrations, and conversations about some compositional elements of fairy tales.
The Rainbow program has many advantages (especially the presence of a textbook), but it lacks support for the family, for working with parents, which, unfortunately, is not provided for in the program.
Analysis of the content of speech tasks in the educational program “Rainbow” allows us to note a special concentration of attention on the child’s mastery of the sign system of speech, as well as the development of dialogic speech as a method of communication, at the same time, it should be noted that there is a lack of detail in the specific knowledge, skills and abilities of children in the field of their native language .
A child of the sixth year of life is ready for all types of education. A universal way of learning life, a way of discovering and understanding the world with the help of a book. At the age of six, a child is able to listen for 30-40 minutes and look at a book independently for half an hour. In the senior group, work continues to introduce children to the treasury of world fiction.
Target:
nurturing in preschoolers the need to communicate with books.
Tasks
Continue to develop children's interest infiction:
– improve the aesthetic perception of works of art;
– draw children’s attention to figurative and expressive means (figurative words
and expressions, epithets, comparisons);
– help the child feel the beauty and expressiveness of language and work, instilling sensitivity to the poetic word;
– improve children’s artistic and speech performing skills when reading poems and dramatizing works;
– to cultivate in the child the need to look at a book and talk about its contents;
– show children the main differences between a fairy tale, story, poem.
Forms and methods of work:
- literary lounge;
- literary evenings;
- themed weeks.
- quizzes;
- conversations and activities;
- book exhibitions and thematic exhibitions of drawings and crafts;
- reading competitions;
- literary games and holidays;
- excursions;
- viewing filmstrips, cartoons, presentations;
- stock.
“A child does not only learn conventional sounds when studying his native language, but drinks spiritual life and strength from the birthplace of his native word.It explains nature to him as no natural scientist could explain it, it introduces him to the character of the people around him, to the society among which he lives, to its history and aspirations, as no historian could introduce him; it introduces it into popular beliefs, into folk poetry, as no esthetician could;it finally gives such logical concepts and philosophical views that, of course, no philosopher could convey to a child.”
K.D. Ushinsky:
Preschool childhood as a period in human life plays an important role in shaping what not only each individual person will become, but also all of humanity and the world as a whole. The educational, ideological, moral, and cultural priorities laid down in preschool childhood determine the life path of generations and influence the development and state of the entire civilization. It is necessary to pay as much attention as possible to the development of the child’s inner world. Communication with a book provides invaluable assistance in this.
“Reading is the main skill,” wrote A.S. Pushkin. Through reading fiction, a child learns the past, present and future of the world, learns to analyze, and develops moral and cultural values.
Modern children spend more and more time playing computer games and watching TV. Sociological research in our country and abroad has revealed negative trends: interest in reading among younger preschoolers and adolescents is noticeably reduced; The share of reading in children's free time has been sharply reduced.
Today, the relevance of solving this problem is obvious. To raise a reader in a child, an adult must himself show an interest in the book, understand its role in a person’s life, know the books recommended for preschool children, and be able to have an interesting conversation with kids
Reading develops a person’s speech, makes it correct, clear, understandable, imaginative, and beautiful.
Reading develops a person’s soul, teaches him to be compassionate, to be merciful, to feel the pain of others and to rejoice in the success of others.
Reading is an impulse to creative insight, to the creation of a new artistic creation.
A person who reads knows how to use information and research it.
A special place in preschool institutions is occupied by introducing children to fiction as an art and a means of developing intelligence, speech, a positive attitude towards the world, love and interest in books.
A preschooler is a kind of reader. He perceives literature by ear, and this process lasts until he himself learns to read. But, even having mastered the technique of reading, he still has a childish attitude towards book events and characters for a long time.
A preschool child is characterized by a non-contextual perception of art. In his ideas about what is happening in the work, he goes far beyond the boundaries of the text itself: he animates the inanimate, does not correlate the events described with real time and place, changes the work in his own way, making it the heroes of himself, his friends and acquaintances, characters of previously read books. A children's book that a child likes captivates him so much that he does not separate himself from what is happening in it, immersing himself in it, imagining to the smallest detail the events and the process of his participation in what is depicted. Such qualities are characteristic of children of older preschool age.
Works of fiction reveal to children the world of human feelings, arousing interest in the personality, in the inner world of the hero. Having learned to empathize with the heroes of works of fiction, children begin to notice the mood of those close to them 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 integrity, honesty, and true citizenship are fostered. “Feeling precedes knowledge; “Whoever did not feel the truth did not understand or recognize it,” wrote V. G. Belinsky.
The child’s feelings develop in the process of assimilating the language of those works with which the teacher introduces him. The artistic word helps the child understand the beauty of the sounding native speech, it teaches him the aesthetic perception of the environment and at the same time forms his ethical (moral) ideas. A 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 folklore miniature works. Finally, the child is read original fairy tales, poems, and stories that are accessible to him. The people are an unsurpassed teacher of children's speech. In no other works, except folk ones, will you find such an ideal arrangement of difficult-to-pronounce sounds, such an amazingly thoughtful combination of words that barely differ from each other in sound. For example: “There was a blunt-lipped bull, a blunt-lipped bull, the bull had a white lip and was blunt”; “The cap is not sewn in the Kolpakov style, you need to re-cap it, whoever re-caps it will get half a cap.” And friendly banter, the subtle humor of nursery rhymes, teasers, and counting rhymes are an effective means of pedagogical influence, a good “cure” against laziness, cowardice, stubbornness, whims, and selfishness. Traveling into the world of fairy tales develops the imagination and fantasy of children, and encourages them to write. Children brought up on the best literary examples in the spirit of humanity show themselves to be fair in their stories and fairy tales, protecting the offended and weak and punishing the evil. Thus, by helping children master the language of a given work of art, the teacher also fulfills the tasks of education. Children should derive both aesthetic and especially moral (ethical) ideas from works of art, and not from the moralizing arguments of educators about the works they read or prepared questions on questions. The teacher must remember: excessive moralizing about what is read brings great, often irreparable harm; a work “disassembled” with the help of many small questions immediately loses all its charm in the eyes of children; interest in him disappears. One must completely trust the educational capabilities of a literary text.
Fiction plays a very important role in the development of the social experience of a preschooler.
In fiction, especially fairy tales, there are plots in which children find themselves alone, without parents, the trials and tribulations that befall them in this regard are described, and the desires of the child characters to regain their home and parents are very emotionally represented.
Many works that are written for preschool children form in them a correct attitude towards nature, the ability to carefully handle living beings; form a positive attitude towards work, form knowledge about the work of adults, about the organization of work activities. All this contributes to educational opportunities for teaching children labor skills. Mastering skills raises work activity to a higher level of development, allows the child to set and achieve goals; ensures a more complete and successful use of work activity as a means of moral education.
The reader in a child will grow when literature and a book correspond to his worldview, his needs, his spiritual impulses, when the book contains the answer to a question still ripening in the mind, when emotions are anticipated. The circle of children's reading is the circle of those works that I read (or listen to reading) and are perceived by the children themselves.
The reading range of preschoolers is changing especially quickly. Here, in fact, each year of a child’s life corresponds to its own works. And what sounded and was understood to a child of the second year of life will be uninteresting to a five-year-old or will be rethought by him. For children 6-7 years old, longer books are needed that require continued reading, have a multi-pronged plot, a large number of characters, and complex artistic techniques.
Thus, the selection of literature for children's reading depends on the age of the child, on his passions and preferences, but not only...
The selection of literature for children's reading is greatly influenced by the historical and moral time in which the child reader lives. When choosing a book to read to a child today, we must think about its focus on developing the child’s positive emotions and positive activities. The nature of art is such that it inspires a person, including a small one, to some accomplishments, deeds, actions.
For preschool children, it is necessary to choose literature with bright illustrations.
You should also remember the thematic diversity of works. All topics should be represented in children's reading: the topic of children's games and toys; theme of nature, animal world; the topic of relationships between children and adults, relationships in children's groups; the theme of family, duty to parents, relatives; childhood theme; theme of honor and duty; theme of war; historical theme and many others. It is advisable to present all these topics to the child as both eternal and cutting-edge.
It is also necessary to remember about the variety of author's names, which will show the child a variety of approaches to depicting something or, conversely, the same approach, which will be perceived as the only correct one in relation to what is depicted.
Correct selection of literature for children's reading involves taking into account the gender differences of children. This does not mean that boys and girls should read completely different literature. This means that an adult who selects literature to read to children must take into account that girls mostly need to read those books that talk about female virtues, about running a home, and about women’s destiny. Boys will be interested in literature about strong, courageous people, travel, inventions, human behavior in emergency situations, and so on.
It is logical to remember the seasonal principle in the selection of literature for reading, because in the hot summer season it is inappropriate to read about how “white fluffy snow falls and swirls.”
Children's reading should include works imbued with humanistic ideas that carry the eternal values of goodness, justice, equality, labor, health and happiness, peace and quiet for one and all. The works are moral, but not moralizing. Literature for children should not set itself the task of correcting morals. It is designed initially to talk to the child about what an ideal is and what are the ways to achieve it, what is eternal truth and how to follow it, what are true values and what are false. Its task is to teach the child to think about what is happening around him, analyze and draw conclusions. She must develop his mind and soul.
Thus, we can conclude that the role of reading in the development of a preschool child is very great. Reading, telling and retelling fiction to a preschool child has a huge impact on intellectual, mental, creative, psychological and psychophysiological development. Reading develops artistic and speech skills, shapes the moral and cultural side of the child, conveys ideas about life, work, and attitude towards nature, thereby developing the social experience and work activity of the preschooler.
All these priorities, laid down in preschool age, harmoniously develop the child as a full-fledged personality.
Fiction is an effective means of mental, moral and aesthetic education, has a great influence on the overall development of the child, and directly contributes to the formation of readiness for learning. In poetic images, fiction reveals and explains to the child the life of nature and society, the complex world of human relationships, promotes the child’s speech development, giving him examples of correct literary language. For successful subsequent schooling, a six-year-old child must develop a certain interest and love for books, the ability to perceive and understand the text read to him, answer questions about the content, independently retell simple works, give a basic assessment of the characters and their actions, and determine his attitude towards them. . These qualities and skills are acquired by the child in preschool age and improved in the process of becoming familiar with works of art. Through a special organization, intonation coloring, and the use of specific linguistic means of expression (comparisons, epithets, metaphors), literary works convey the attitude of the people to a particular object or phenomenon. The visual means of language in them are meaningful, emotional, they enliven speech, develop thinking, and improve children’s vocabulary.
Among the factors influencing the effectiveness of solving problems in introducing children to the arts, an important role belongs to the educational program. The educational objectives of the Rainbow program in the analyzed educational field are fully consistent with Federal state requirements.
In the “Introduction to the Book” section, it is suggested that children read works of children’s literature every day (except for classes). One of the criteria for selecting works for such reading is that the characters in their manifestations should be close and understandable to children. The program provides justification for the need to read works of different genres to children (fairy tales - folk and original, small forms of folklore, humorous works, gaming and lyrical poems, etc.), certain pedagogical and philological tasks are set. Pedagogical: extract information from children's literature, develop children's cognitive activity with its help; when reading poems, in dramatizations - to improve children's artistic and speech skills (intonation, gesture, facial expressions). Philological: to develop children's interest in children's literature; improve the aesthetic perception of works of art; teach compassion towards the characters, evoke joy in children from meeting the kind and beautiful world of a children's book: develop in children the ability to pay attention to visual and expressive means, to the beauty of language; learn to notice differences between genres (fairy tale, short story, poem). Particular attention in the program is paid to organizing a book corner. It is proposed to involve children in selecting books, calling them to talk about the contents of the book corner, organizing exhibitions, etc. The creators of the program recommend different forms of organization for introducing a child to books: classes; daily reading; dramatization games and performances based on works. For older preschoolers, topics for daily reading have been developed. Notes are also given for classes on introducing children to fiction, where you can see conversations about poetry “Why do people write poetry?”, and examination of illustrations, and conversations about some compositional elements of fairy tales. The “Rainbow” program has many advantages (especially the presence of an anthology) , but there is not enough support for the family, for working with parents, which, unfortunately, is not provided for in the program. Analysis of the content of speech tasks in the educational program “Rainbow” allows us to note a special concentration of attention on the child’s mastery of the sign system of speech, as well as the development of dialogic speech as a method of communication, at the same time, it should be noted that there is a lack of detail in the specific knowledge, skills and abilities of children in the field of their native language .
A child of the sixth year of life is ready for all types of education. A universal way of learning life, a way of discovering and understanding the world with the help of a book. At the age of six, a child is able to listen for 30-40 minutes and look at a book independently for half an hour. In the senior group, work continues to introduce children to the treasury of world fiction.
Target:
nurturing in preschoolers the need to communicate with books.
Continue to develop children's interest in fiction:
– improve the aesthetic perception of works of art;
– draw children’s attention to figurative and expressive means (figurative words and expressions, epithets, comparisons);
– help the child feel the beauty and expressiveness of language and work, instilling sensitivity to the poetic word;
– improve children’s artistic and speech performing skills when reading poems and dramatizing works;
– to cultivate in the child the need to look at a book and talk about its contents;
– show children the main differences between a fairy tale, story, poem.
Forms and methods of work:
literary lounge;
literary evenings;
themed weeks.
quizzes;
conversations and activities;
book exhibitions and thematic exhibitions of drawings and crafts;
reading competitions;
literary games and holidays;
excursions;
viewing filmstrips, cartoons, presentations;
