The perception of artistic literature by children. Course work on the discipline "Psychology" on the topic: Features of the perception of children of preschool age of fiction

Kirov Regional State Professional

educational budget institution

"Kirov Pedagogical College"

TEST

mDC 03.02

Theory and methodology for the development of speech in children

Features of perception of artistic literature preschoolers

specialty 44.02.01 "Pre-school education"

extramural studies

group D-31

Chistyakova Daria Alexandrovna

MKDOU 102 "Spikelets"

Introduction 3.

1. The role of fiction in the development of the speech of children. four

2. Features of the perception of children of pre-school age of fiction. five

3. Tasks and content of the work of a kindergarten for familiarization with fiction. 6.

4. Principles of selection of literary works for reading and telling children. eleven

5. Features of the perception of artistic literature in the second youngest group. 12

Conclusion. 21.

References .. 23

Introduction

Pre-school education - the basis of universal education of children.

In GEF to (clause 2.6), educational areas represent the following directions of the development of the child of preschool age: speech development; cognitive development; Communicative development; physical development; Artistic and aesthetic development.

Speech development includes speech possession as a means of communication and culture; enrichment of the active dictionary; the development of a connected, grammatically correct dialogic and monoological speech; development of speech creativity; development of sound and intonation culture of speech, phonderatic hearing; Acquaintance with book culture, children's literature, understanding of the texts of various genres of children's literature; Formation of sound analytical synthetic activity as a literacy training background. Among the targets at the stage of completion of pre-school education, it is indicated: "A child is familiar with the works of children's literature."

GEF to - support for the development of promising plans, writing the abstracts of classes, which should be aimed at the perception of artistic literature by children of preschool age.

Preschool age - this is the period when the perception of fiction by children of preschool age can become the main passiveness of not only gifted preschoolers, but also almost all the other children of this age, therefore, fascinating the child of preschool age in the fabulous world of perception of fiction, we develop creative Abilities and imagination.

The role of fiction in the development of the speech of children.

In the implementation of the implementation of the GEF special place in preschool Education is assigned to the role artistic literature in the development of the speech of preschoolers.

Speech the development of a preschooler includes: Mastering speech as a means of communication and culture; enrichment of the active dictionary; development of connected grammatically correct dialogic and monologic speech; development of speech creativity; development Sound and intonation culture speech, phonderatic hearing; acquaintance with book culture, children's literature, understanding on the hearing of the texts of various genres of children literature; Formation of sound analytical synthetic activity as a literacy training background.

The book has always been and remains the main source of formation of the right developed speech. Reading enriches not only intellect, vocabulary, but also makes thinking, to comprehend, forms images, allows you to fantasize develops Personality of multilateral and harmoniously. It must be aware, first of all, adults, parents and teachers who are engaged in raising a child and instill love cymotic literature. After all, as V. A. said Sukhomlinsky: "Reading books is a path, according to which skillful, smart, thinking teacher finds the path to the heart of the child."

Artistic literature has a great influence on the development and enrichment of the child's speech: it raises the imagination, gives excellent samples of the Russian literary language. Listening to a familiar fairy tale, poem, the child is worried, worries with heroes. So he learns to understand the literary works and through this is formed as a person.

In folk fairy tales, the accuracy and expressiveness of the language are revealed before children; In stories, children know the laconicity and accuracy of the word; in verses catch the title, musicality and rhythm of Russian speech. However, the literary work is fully perceived only if the child is appropriately prepared. Therefore, it is necessary to pay the attention of children both on the content itself of the literary work and its expressive funds. Do not forget that interest in reading can be instilled only if the literature will correspond to the interests of the baby, his worldview, requests, mental impulses.

Features of the perception of children of the pre-school age of fiction.

Table 1 shows the age characteristics of the perception by children of fiction.

Table 1 - Features of the perception of children of the pre-school age of fiction.

Thus, fiction affects the feelings and mind of the child, develops its susceptibility, emotionality, consciousness and self-consciousness, forms the worldview, motivates behavior.

In psychological literature, there are different approaches to the definition of perception. So, ld Stolyarenko considers perception as a "psychological process of reflecting objects and phenomena of reality in the aggregate of their various properties and parts with direct impact of the senses." S.L. Rubinstein under perception understands the "sensual reflection of the subject or phenomenon of objective reality, affecting our senses." The properties of perception are: meaningfulness, generalization, subject, integrity, structurality, selectivity, constancy. Perception is the leading cognitive process of preschool age. Its formation ensures the successful accumulation of new knowledge, the rapid development of new activities, adaptation in a new environment, full-fledged physical and mental development.

The perception of fiction is considered as an active volitional process, which implies not passive contemplation, and the activity that is embodied in the internal assistance, empathizing the heroes, in the imaginable transfer of "events", in mental action, resulting in the effect of personal presence, personal participation. The role of fiction in the comprehensive education of children is revealed in the works of N.V. Gavrish, N.S. Karpinskaya, L.V. Tanina, E.I. Thaiyeva, O.S. Ushakova.

According to N.V. Gavrish, "Perceiving the work on a rumor, a child, through the form presented by the Contractor, focusing on the intonation, gestures, penetrates the content of the work." N.S. Karpinskaya notes that the full perception of the artistic work is not exhausted by his understanding. It is a "complex process that certainly includes the occurrence of one or another relationship, both to the work itself and to the reality that is depicted in it."

S.L. Rubinstein highlights two types of attitude to the artistic world of the work. "The first type of relationship is emotionally-shaped - represents the immediate emotional reaction of the child to the images standing in the center of the work. The second is intellectual-evaluated - depends on the life of the child's everyday and reader experience, in which there are elements of analysis. "

The age dynamics of an understanding of the artwork can be represented as a path from empathizing a particular hero, sympathizing with him to understand the author's position and further to the generalized perception of the artistic world and the realization of his relationship towards him, to understanding the influence of the work on his personalities. Since the artistic text allows the possibility of various interpretations, in the methods it is customary to talk not about the right, but about full-fledged perception.

MP Wolshina Under full perception understands the "The ability of the reader to empathize with the heroes and the author of the work, to see the dynamics of emotions, to reproduce the painting of life created by the writer, reflect on the motives, circumstances, the consequences of the actions of the characters, to evaluate the heroes of the work, to determine the author's position, master the idea of \u200b\u200bthe work, There is a response to the problem set by the author in your soul. "

In the works of L.S. Vygotsky, L.M. Gurovich, etc. Zinkevich-Evstigneeva, N.S. Karpinskaya, E. Kuzmenkova, O.I. Nikiforova and other scientists are investigated by the peculiarities of the perception of fiction by a child of preschool age. For example, the perception of fiction is considered by L.S. Vygotsky as "an active volitional process, involving not passive content, but activities that are embodied in internal assistance, empathizing heroes, in an imaginable experience of events," mental action ", resulting in the effect of personal presence, personal participation in events."

The perception of children of the preschool age of fiction does not boil down to the passive statement of the well-known parties of reality, at least very important and essential. The child enters inside the circumstances depicted, mentally takes part in the actions of heroes, is experiencing their joy and sadness. This kind of activity is extremely expanding the scope of the child's spiritual life, is important for his mental and moral development.

From the point of view of M.M. Alekseeva and V.I. Yashina "The hearing of artworks along with creative games is essential for the formation of this new type of inner mental activity, without which no creative activity is impossible." Clear Fabul, a dramatized image of events contribute to the fact that the child entered the circle of imaginable circumstances began to mentally assist with the heroes of the work.

S.Ya. Marshak wrote in "big literature for small": "If the book has a clear unfinished plot, if the author is not an indifferent registrar of events, but a supporter of his heroes and an opponent of others, if the book has a rhythmic movement, and not dry, reasonable sequence, if The conclusion from the book is not a free application, but the natural consequence of the whole thing of the facts, and even to all this book you can play, like a play, or turn into an endless epic, inventing new and new continuations to it, it means that the book is written in the real children's Language. "

MM Alekseeva showed that "with the appropriate pedagogical work, the baby is already at the kid - the predoshlik, it is possible to cause interest in the fate of the hero of the narrative, to make the child monitor the course of the events and experience new feelings for him." The predoshlik can only be observed in the root of such assistance and empathizing the heroes of the artistic work. More complex forms, the perception of the work acquires a preschooler. His perception of the artistic work is extremely active in nature: the child puts himself in the place of the hero, mentally acting with him, struggles with his enemies. The activities carried out at the same time, especially at the beginning of the preschool age, in psychological nature is very close to the game. But if in the game the child actually acts in imaginary circumstances, then here are actions, and the circumstances are imaginary.

O.I. Nikiforova allocates three stages in the development of the perception of the artwork: "Direct perception, recreation and experience of images (based on the work of imagination); Understanding the ideological content of the work (based on thinking); The effect of fiction on the identity of the reader (through feelings and consciousness). "

The artistic perception of the child during preschool age is developing and improving. LM Gurovich, based on the generalization of scientific data and its own research, considers the age characteristics of perception by preschoolers of a literary work, allocating two periods in their aesthetic development: "From two to five years, when art, including the art of the word, becomes self-concrete."

The development of artistic perception is very noticeable in preschool age. It can be understood that the artwork reflects typical features of phenomena, the child may already have 4-5 years. O. Vasilishin, E. Konovalov, celebrate such a feature of the artistic perception of a child, as "activity, deep empathy of the heroes of works." The senior preschoolers appear the ability to mentally act in imaginary circumstances, as if to become a hero in place. For example, together with the heroes of the fairy tale, children feel a sense of fear into tense dramatic moments, a sense of relief, satisfaction when victory of justice. Magic Russian folk fairy tales with their wonderful fancy, fancy fairy tales with their wonderful fiction, fantastic, developed plot action, complete conflicts, obstacles, dramatic situations, various motives (cunning, wonderful assistance, combining evil and good forces, and others, are becoming Bright, strong characters of heroes.

The artwork attracts a child not only with its bright shape, but also semantic content. N.G. Smolnikova proves that "Senior preschoolers, perceiving the work, can give a conscious, motivated assessment of characters, using them in their judgments that have developed under the influence of the education criteria for human behavior in society." Direct empathy of the heroes, the ability to monitor the development of the plot, comparing the events described in the work, with those that he had to observe in life, help the child relatively quickly and correctly understand realistic stories, fairy tales, and by the end of the preschool age - inverted. The insufficient level of development of abstract thinking makes it difficult for children of such genres such as Basni, proverbs, riddles, necessitates the need for an adult.

Yu. Tunnikov rightly notes: "The children of senior preschool age under the influence of the targeted leadership of educators are able to see the unity of the content of the work and its artistic form, find in it the shaped words and expressions, feel the rhythm and rhyme poems, even remember the figurative means used by other poets. Perceiving poetic images, children get aesthetic pleasure. Poems act on the child by force and charm of rhythm, melodics; Children attracts the world of sounds.

In work with senior preschoolers, small folklore genres continue to be actively used. Concurations have long been used in education as pedagogical techniques, in order to emotionally paint the importance of a child's lifetime. Proverbs and sayings are available to understanding the child of a senior preschool age. But the saying is to affiliate the speech of an adult, the children can almost use it and only bodice to this form of folklore. However, individual proverbs addressed to children can inspire some rules of behavior.

V.V. Herbo notes that "Senior Preschool Age is a qualitatively new stage in the literary development of preschoolers." Unlike the previous period, when the perception of literature was still inseparable from other activities, and above all of the game, children go to the stages of their own artistic attitude to art, to literature in particular. The art of words reflects reality through artistic images, shows the most typical, comprehensive and summarizing real life facts. It helps the child to know life, forms his attitude towards the surrounding. Thus, fiction is an important means of education of culture of behavior from senior preschoolers.

However, for the competent use of fiction in the education of culture of behavior in children of senior preschool age. Under the means of G. Babina, E. Beloborodova understands "objects of material and spiritual culture, which are used in solving pedagogical problems. One of the tasks in the formation of the identity of the older preschooler is to educate culture of behavior. To the means of education of culture behavior should include a developing environment, game, fiction.

The role of artistic literature is great. Listening to the work, the child meets the surrounding life, nature, the labor of people, with peers, their joys, and sometimes failures. The artistic word affects not only consciousness, but also on the feelings and acts of the child. The word can be chopped by a child, causing a desire to become better, to do something good, helps to realize human relationships, will get acquainted with the norms of behavior.

Artistic literature affects the feelings and mind of the child, develops its susceptibility, emotionality. According to E.I. Thaiyeva, "Art captures various sides of human psyche: imagination, feelings, will, develops his mind and self-consciousness, forms the worldview." Using fiction as a means of education of culture of behavior, the teacher should pay special attention to the selection of works, the method of reading and conducting conversations on artworks in order to form in children of humane feelings and ethical ideas, for the transfer of these ideas to the life and activities of children (how much feelings are reflected Children awakened by art in their activities, in their communication with the surrounding people).

By selecting literature for children, it should be remembered that the moral, the moral impact of the literary work on a child depends, above all, from his artistic value. L.A. Vvedenskaya presents two basic requirements for children's literature: ethical and aesthetic. On the ethical orientation of children's literature L.A. The introduction says that "the artwork should touch on the soul of the child so that he has an empathion, sympathy of the hero." The teacher picks up artwork depending on the specific educational tasks facing it. From the content of the artistic work, those educational tasks that solve the teacher both in class and out of them are dependent.

The author of the "Program of Education and Training in kindergarten" MA Vasilyeva talks about the importance of the thematic distribution of works for reading children in classes and out of occupation. "This will allow the teacher to work on the education of the culture of the behavior of children purposefully and comprehensively." At the same time, it is necessary to use a re-reading that deepens the feelings and presentation of children. It is not necessary to read a lot of artistic works for children, but it is important that they are all highly artistic and deep ones.

The problem of selection of books for reading and telling preschoolers reveals in the works of L.M. Gurovich, N.S. Karpinskaya, L.B. Fesyukov and others. They developed several criteria:

• - the ideological orientation of the book (for example, the moral appearance of the hero);
• - High art skill, literary value. The criterion of artism is the unity of the content of the work and its shape;
• - the availability of a literary work, compliance with the age and psychological characteristics of children. In the selection of books, the peculiarities of attention, memory, thinking, the circle of interests of children, their life experience are taken into account;
• - plot engagement, simplicity and clarity of the composition;
• - Specific pedagogical tasks.

The child, due to a small life experience, can not always see the main thing in the content of the book. Therefore, M.M. Alekseeva, L.M. Gurovich, V.I. Yashin indicates the importance of conducting an ethical conversation about read. "Preparing for a conversation, the teacher must consider which aspect of cultural behavior it is going to reveal to children with the help of this artwork, and in accordance with this, to choose questions." It is inappropriate to put too many questions before children, as it prevents them from realizing the main idea of \u200b\u200bthe artwork, reduces the impression of the read. Questions must encourage interest from preschoolers to the actions, motives the behavior of the heroes, their inner world, their experiences. These questions should help the child understand the image, express their attitude towards it (if the assessment of the image is complex, additional issues that facilitate this task are offered); They must help the teacher to understand the spiritual state of the pupil while reading; identify the ability of children to compare and generalize read; Stimulate the discussion among children in connection with the read. Representations received by children from artistic works are transferred to their life experience gradually systematically. Artistic literature contributes to the emergence of the heroes in children, and then around the people, their own aids.

Thus, conversations for the content of works of artistic literature contribute to the formation of cultural behavior in the children of the moral motives, which he is in the future is guided in his actions. From the point of view of I. Zimina, "it is children's literature that allows preschoolers to reveal the complexity of relations between people, the manifold of human characters, the features of certain experiences, clearly represents examples of cultural behavior that children can use as samples for imitation."

The role of artistic literature is great. Listening to the work, the child meets the surrounding life, nature, the labor of people, with peers, their joys, and sometimes failures. The artistic word affects not only consciousness, but also on the feelings and acts of the child. The word can be chopped by a child, causing a desire to become better, to do something good, helps to realize human relationships, will get acquainted with the norms of behavior. During the preschool age, the development of attitudes towards the artistic work passes from the immediate naive participation of the child in the events depicted to more complex forms of aesthetic perception, which for the correct evaluation of the phenomenon require the ability to take a position outside them, looking at them as it were from the side.

So, the preschooler in the perception of the artwork is not egocentric: "Gradually, he learns to become the position of the hero, to promote him to promote him, rejoice at his successes and disappear because of his failures." The formation in the preschool age of this internal activity allows the child not only to understand the phenomena that it does not directly perceives, but also treat from the side to the events in which he did not take direct participation, which is crucial for subsequent mental development.

Thus, the following conclusions can be drawn.

The problem of perceiving the literary works of different genres by children of preschool age is complex and multidimensional. The child passes a long way from naive participation in the events depicted to more complex forms of aesthetic perception. It is possible to highlight the features of the perception of literary works by children of senior preschool age:

• - the ability to empathize, allowing the child to give a moral assessment to various actions of characters, and then real people;
• - increased emotionality and the immediacy of the perception of the text, which affects the development of imagination. The pre-school age is most favorable for the development of fantasy, as the child is very easily enters the imaginary situations proposed by him in the book. He quickly arises sympathy and antipathy towards "good" and "bad" heroes;
• - increased curiosity, acuity of perception;
• - focusing on the hero of the literary work, his actions. Children are available simple, active motives of actions, they verbally express their attitude towards heroes, they are impressive bright, figurative language, the poetry of the work.

Cognition - reproduction in consciousness (individual and collective) characteristics of objective reality. Cognition is socially and culturally mediated historical character and in most cases implies a more or less pronounced awareness of the funds used and methods of cognitive activity.

The formation of cognitive interests, naturally associated with the process of teaching, when the main content of the child's life consists in a gradual transition from one level of knowledge to another, from one level of mastering cognitive and practical skills to another, higher.

Preschool age is the period of the most intensive formation of the motivational sphere. Among the diverse motives of preschoolers, the cognitive motive is a special place, which is the most specific to senior preschool age.

In the context of GEF to, cognitive development involves the development of the interests of children, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; Development of imagination and creative activity, the formation of primary ideas about themselves, other people, objects of the surrounding world, about the properties and relations of the objects of the surrounding world, the organization of activities in the form of affiliate activities with adults, where it demonstrates samples of research activities, and children get the opportunity to show their own cognitive activity.

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

At the beginning of the XXI century, numerous problems of modernizing the Company affected the possibilities of access to culture and education, which was reflected in both adult reading and child reading. Researchers note the manifestation of the following negative trends in this area: a decline in interest in the book, the slowdown entry of children in the book culture, reducing the interest of reading in the structure of the freedom of the younger generation. The reading process has a significant impact of the powerful development of audiovisual media information. It becomes obvious that at the present stage, education issues in children interest in fiction and folk genre require increased attention from teachers of pre-school educational institutions..

The relevance of this problem in our time leads to the idea that we, educators, it is necessary to carry out huge work with children in this direction: from the revival of the lullaby, the ability to tell the children of fairy tale and legend of their people, before the admission of children to the heights of the classical, domestic and world literature, Plastic arts, theater, music.

Based on this, one of the most important tasks of the identity of the child of preschool age is the development of the spiritual wealth of the people, its cultural and historical experience created by the centuries of the enormous number of previous generations.

A lot of teachers and psychologists and psychologists are devoted to the formation of the formation of children's interest in the artistic literature. Various aspects of this problem were studied by E.A. Flelin, M.M. Konified, N.S. Karpinskaya, N.A. Vetlugin, E.I. Theheeva, R.M. Zhukovskaya.

Modern children's readings researchers, such as M. K. Bogolyubsky, L. M. Gurovich, E. P. Korotkov, V. V. Shevchenko et al., Great importance attached to the effects of artistic work on the moral, aesthetic, emotional, speech development of children When paying particular attention to the psychological and pedagogical features of familiarization with children of preschool age with fiction literature.

The educational area "Cognitive development" sets itself tasks:

• development of the interests of children, curiosity and cognitive motivation;
• the formation of cognitive actions, the formation of consciousness;
• development of imagination and creative activity;
• formation of primary ideas about themselves, other people, objects of the surrounding world, the properties and relations of the objects of the world, about the Maja Motherland and the Fatherland;
• ideas about the sociocultural values \u200b\u200bof our people, about domestic traditions and holidays;
• about planet Earth, as a common house of people, about the peculiarities of its nature, the manifold of countries and the peoples of the world.

The study of fiction and folklore contributes to the implementation of the objectives of the standard.

The purpose of the DOO's work in accordance with GEF to familiarize children with fiction should be the formation of interest and needs in reading (perception) of books.

The formation of a holistic picture of the world, including primary value ideas;

Development of literary speech;

Promotion for verbal art, including the development of artistic perception and aesthetic taste.

Choosing a circle of works for reading, it is necessary to introduce a preschooler to artistic texts that reveal the wealth of the surrounding world and human relations before him, give birth to a feeling of harmony, beauty, teach to understand the beautiful in life, form in the child their own aesthetic attitude to reality in the child. When choosing a product, preference is given to those of them that contain the moral foundation, whose heroes are close and understandable to preschoolers. It is necessary to take into account the features of children as susceptibility, the desire to imitate the loved heroes.

In all countries, preschool literary education and upbringing is based primarily on national material. It is in the literature that the principles and models of behavior peculiar to this cultural tradition are reflected. They play an important role in the formation of the ideas of children about good and evil, which subsequently serve as guidelines in the moral assessment of their own behavior.

Choosing works for reading with children, it is necessary to take into account the age characteristics of their perception of fiction.

So, for children of junior preschool age, the following features are characterized:

• dependence of the text of the text from their personal experience;
• establishing easily realized links when events follow each other;
• the focus of the main character, children most often do not understand his experiences and motives of actions;
• emotional attitude towards heroes brightly painted;
• there is a thrust to the rhythmically organized speech warehouse.

In the middle preschool age, some changes occur in understanding and understanding the text, which is associated with the expansion of the life and literary experience of the child. Children establish simple causal connections in the plot, in general correctly evaluate the actions of characters. In the fifth year, the reaction to the word appears, interest in it, the desire to repeatedly reproduce it, beat, comprehend. According to K. I. Chukovsky, a new stage of the child's literary development begins, there is a close interest in the content of the work, to comprehend its inner meaning.

In a senior preschool age, children begin to realize events that were not in their personal experience, they are interested in not only the actions of the hero, but also the motives of actions, experiences, feelings. They can sometimes catch the subtext. The emotional attitude towards heroes arises on the basis of comprehension by the child of the entire collision of the work and accounting for all characteristics of the hero. Children has the ability to perceive text in unity of content and form. The understanding of the literary hero becomes more complicated, some features of the work form (sustainable turns in a fairy tale, rhythm, rhyme) are aware.

In various sections of the program, which is successfully operating our kindergarten, tasks are registered to familiarize children with folk culture:

• expansion of ideas about Russian folk arts
• national life, culture, traditions and customs;
• accumulation of sensory - emotional impressions about works of people's - applied art;
• enrichment of children's plan with vivid impressions through fiction, musical - theatrical activity;
• acquisition of children to folk games.

Before teachers there is a challenge to help children suffer from the originality of a Russian national nature, its beautiful original qualities on the example of folk art. It is important not easy to achieve mechanical playback of games, songs, chains, and return them live, natural existence.

When forming a circle of children's reading, it is necessary, first of all, to be guided by the principle of comprehensive development of the child, since the selection of fiction in accordance with the applied principles (by genres, periods, writers) is focused more on the study of literature, or literary education of children. The conditions for the effectiveness of the organization of the reading process are systematic, expressiveness and organization of reading as joint activities of adults and children (and not within the framework of the regulated classes). Efficiency criterion - the joy of children when meeting with a book, reading it with direct interest and passion.

It is also important to teach children to compare heard with the facts of life. In kindergarten, a child form some elementary skills to analyze the work (its content and form). By the time of admission to school, each child should be able to identify the main characters (about the com, it is stated in the work, show your attitude to them, who likes and why), determine the genre of the work (poem, story, fairy tale), catch the most vivid examples of language imagery (definitions , comparisons, etc.).

Part of the program works Kids must learn by heart (poems, small folk genres), part - be able to transmit close to the text (retell). In addition, the child masters the ways of executing roles in the dramatization, in the game-dramatization on literary plots.

Thus, the tasks and content of the DOO's work on the development of children's educational module "Reading fiction" are aimed at achieving the goal of the formation of cognitive interest and the need for reading and perceiving books in accordance with the requirements for the structure of the main educational program of pre-school education.

Effective forms and methods of formation of cognitive interests in the process of perception of fiction and folklore.

The formation of cognitive interests in the process of perception of fiction and folklore includes both traditional and innovative methods and techniques.

Traditional methods include reading and tolding of works of literature in special occupations and outside classes (during games, theatrical ideas, for walking, etc.).

Innovative methods of working with fiction include the following:

Integrated classes that combine the content of different educational modules (for example, "reading fiction" and "artistic creativity", etc.),

Theatrical submissions set with the participation of children in stories of stories, fairy tales;

Discussion of illustrations of famous artists on the topic of fairy tales,

- "Writing" fairy tales. It is proposed to children to remember the famous fairy tale and tell it in a new way. For example, add a new character, bring new information;

- "Salad of fairy tales." It is proposed to children in a new fairy tale of the heroes of various works. For example, three bears, wolves and seven kids, a red hat, and describe their adventures in the forest;

Project activities (for example, the game project "Play in a fairy tale");

Classes using multimedia tools;

Classes - excursions (for example, "Golden autumn in verses A. S. Pushkin"), etc.

The relationship between traditional and innovative methods and techniques make the process of familiarizing preschoolers with artwork more efficient.

Familiarization with fiction is carried out both in class and in the joint, and independent activities of children. In the process of classes, work on text includes four stages.

1. Before reading, it is necessary to name the author's name, the name of the work, you can read a fragment from it, to show the children preceding the text. This encourages the guys to build assumptions about the content of the text, its subjects, heroes. The main thing is to cause children a desire to read the book.

2. Reading text. In the process of reading, it is necessary to make short stops to explain and clarify the meaning of words, to offer children to imagine one scene, condemble the following events, feel the emotional state of heroes, ask questions. Thus, the guys develop the ability to listen carefully, meaningfully to perceive the text, express its attitude to the read.

After reading to discuss the text to identify:

1. how children understood the main idea of \u200b\u200bthe work;
2. what is their attitude to the actions of the characters;
3. what is the attitude of the author to his heroes;
4. as far as the assumptions about the content of the text came true.

In conclusion, children reproduce the content of the text: they drag episodes, "revive" illustrations, play pantomimes, draw pictures, voiced them and retell them with pictograms.

The preparation of children to the perception of a new product can be carried out in different ways. For example: Place a new book in the bookcard, if you have the opportunity, separately drawings of artists to this work. Children, considering illustrations trying to determine what kind of book (fairy tale, story), what she is. At the beginning of the classes to ask pupils about their assumptions, praise for observation, guess. Call the work. Then demonstrate toys, objects related to the content of fairy tales, help children remember their names, explain the appointment, tell about the peculiarities. In addition, spend a special speech exercise that helps children to master new words. So, before reading the fairy tale "Hare - Missing" to tell children: "There is a house-giant. "Not a house, but a domic!" - Admiring passersby. " And to offer children themselves to come up with words characterizing very large items. Listen to the answers. Ask to complete the phrases that will be pronounced ("Kota mustache, a tiger - will be more, at the cat's cat, at Lion? - Papebin"). Explain that the words are more convicted, the lamps belong to the hare - the hero of the new fairy tale "Hare Ball". This hare is praised, said: "I do not have a mustache, and the crash, not the paws, and the lamps, not the teeth, and the teubes." Ask for children to repeat how the hare said. Ask: "What do you think it will be a speech about the hare - Giant?" Listen to the opinions of children, then offer: "Well, let's check, which of you is right," and read the fairy tale. Another admission: to report that now you will tell a fairy tale with a completely unusual name - "Winged, shaggy and oil". Ask: "What do you think, who are these?" "Target name you know. Try to compose her beginning, "offer a new task. Then propose to come up with an ending for the work.

The preparatory group uses schools, especially in cases where there was no preparatory work on the lesson. By your configuration, the surcharge is associated with the work. In the second half of the year, children, learning to listen to the promotion, often quite correctly guess what we are talking about. The promotion should be told twice. The preparatory group uses the following scores:

Fox in the forest went,

Song calls output

Fox skins Drare, fox lapties

Horse at the porch in three hoofs beats,

And the dodder in the boots hut sweeps.

As a cat in the furnace pies bake,

Cat at the window shirt sews,

Piggy in a lot of peas throughs.

The tale tagging is completed by one of the traditional folklore conventions, for example:

So they live

Gingerbreads chew

Honey wash

We will have a visit to visit.

Viscories can be used by reading the children a fairy tale in your free time. All this helps children remember the promscar and independently use them in games, dramatizations, performances, enrich the speech of preschoolers.

After reading, there is a conversation, questions are given questions that help pupils better understand the content of the fairy tale, correctly evaluate some of its episodes; The most interesting comparisons, descriptions, typically fabulous speech turns, are repeated, to comprehend the linguistic feature of the works of this genre. Another group of techniques used has a training and evaluation orientation: Tweak words or phrases, retelling in parts, assessment, questions. If there is a dialogue in the text, retelling on roles.

For the formation of interest in reading, a variety of forms of organization of joint activities are conducted to familiarize themselves with fiction: tournament of literary heroes, theater miniature, literary ring, literary living room writer.

For the development of cognitive interest in the group, important importance is the creation of a developing subject-spatial environment, which includes a "book corner", in which albums are selected with portraits of writers, illustrations and lots of plot pictures to books, colorful editions of various genres - poems, stories, fairy tales, Folklore, riddles and others. In addition, there are audiobooks that can be heard. In the bookshop, you can make the most child to make mini books with illustrations and take them home for family reading.

The most important means of working with fiction is the game - dramatization. Its originality is that it combines the plot-role-playing game and the creative activity of children. In addition to the game-dramatization, where the plot and the language of works is mainly maintained, role-playing games are used in kindergarten, which are generally developing arbitrarily as a plan. The work of the child is manifested in the truthful image of the hero, in the penetration of his inner world.

Special emotional impact on children provide literary holidays, holidays books - integrated activities that include various forms - conversation, story, watching the film, competition, quiz, a theatrical presentation. Literary holidays can be devoted to the jubilee date of the beloved children's writer, as well as a certain topic ("Congratulations to Mom", "Let's laugh with the writer" and others) with an effective means of attaching children to the book, reading the tours to the Children's Library, meetings with children's writers .

A huge work to familiarize preschoolers with the richest art of the Russian people allows you to attach children to national culture. We, adults, it is necessary to surround the children with love, care, attention, caress, teach him to enjoy life, friendly handling with peers and adults. Adults lead a child along the path of knowledge of the world and aware of themselves in this world, playing with him, and later and creating all the conditions for his independent game.

With the acquaintance of children with the folk culture, I make an active, creative assimilation of many, it would seem already dead and frozen traditions of popular culture.

Reliating the developing environment necessary objects of people's life, made manuals for classes, attributes to games, collecting material, creating card files.

Working on the younger group, constantly noticed the interest of children to speeches, mysteries. They liked when I took a doll Katya on my arms and a gentle voice I started to pick it up, shaking it:

Bai, Bay, Bai, Bai!

You are not a dog,

Belolakka, not skuli,

My daughter is not awake!

During the washing, the combing of children acquainted them with the songs "Voddy, Voddy ...", "grow spit ...". After such short bellows, children easily remembered songs and transferred them into a casual game. Acquaintance with fungus begins with pictures, illustrations, toys. In the preliminary conversation, the meaning of new words that guys heard in the pitchers are explained. It is nice to watch how children use songs during the game "Mother's daughter", as carefully refer to their dolls.

Children adults, it was necessary to select folk material with a more complex meaning. Before children, the task is not only to remember the text, but also emotionally lose and beat it. Children learn to move, speak like a chanterelle, hare, bear, etc., depending on what song is about. For example, in a flow:

Shadow, shadow, sweeping,

Above the city woven

Sat down the beasts under the woven,

Boiled all day.

Praise Lisa:

"The whole world is the beauty!"

Bracket boasts:

"Look, catch up!"

Not all children can pass the character of the character. But gradually every child washes to learn to play any role.

In the senior groups, a long time is given to telling fairy tales. During telling, it is necessary to show emotions, facial expressions. It helps children understand the content of the fairy tales, express the attitude towards her characters. Among the children it is advisable to hold a competition for the best drawing or craft based on fairy tales, for example, "What a miracle these fairy tales ...", "Who met a bunker?" Conduct the game-dramatization of individual episodes at the request of children.

This technique is used, as listening to fairy tales in audio recordings. The music accompanying the fairy tale, the songs of her characters help children listen to melodies, think about the character of heroes, enjoy the title of native language.

Folklore gives excellent samples of Russian speech, imitating which allows the child to more successfully master the native language.

Proverbs and sayings are pearls of folk art. They affect not only the mind, but also on human feelings. The proverb can be used in any situation: "Seven one is not waiting for", "Hurry - the people rush."

During walks, the proverbs help the guys better understand the various phenomena and events: "Spring is red with flowers, and autumn fruits", "March with water, April with grass", etc. Studying proverbs about labor, children become assistants in creating proverbs and sayings. They draw them together with their parents, and in kindergarten they explain their meaning, they learn to understand what situations can be applied. The guys often encourage each other: "Patience and work - all a little", "The Master's Case is afraid," "finished the case - Guliai bolder." In free activities, competition "Continue proverbs" is held.

To deepen and clarify the knowledge of the children about the world around the world, it is useful to make riddles: "Who and what is it?", "I will come in, and you will be guess", "tell a word".

The Russian folklore has been reflected in dance games, so it is important to pay great importance to teaching children by popular plot, moving and dance games. Gradually, encouraging interest in joint and independently conducting games, introduce children with ritual, leisure, movable, plot games. Considering with the guys illustrations, household and art items, you must acquaint them with national customs, folklore. Talk about the plot of the game, explain the role of the water, choose it using readers.

The children learned many different games: "Geese - Swans", "woven", "Zhmurki" and others.

The group creates the necessary conditions for games. Collected a card file of folk games with rules and their description. In an affordable place - masks, costumes, outfits for reincarnation of children in the heroes of different games.

My job would not be so fruitful if it were not for the help of parents. To find a response in their hearts, he spent short conversations with them, consultation.

The project "Talented readers" was developed in the group, which made it possible to find the necessary and reliable assistants in the face of the parents, deepening in children the love of books and interpretation of folk creativity.

The project "Talented readers" includes:

1. questioning of parents "Reading Persons of My Family";
2. homework on the development of perception and understanding of literary works by children and works of folklore;
3. mapping cards for family reading;
4. thematic parental meeting "Teaching children to read";
5. literary evenings;
6. memo for parents on family reading.

During the year, literary evenings were organized together with their parents: - "My favorite book," "evening of poetry", "Show a fairy tale." In the spring, a children's book was traditionally held in kindergarten. In most part, this activity organized by adults. With indirect support of educators, children are already on their own initiative, consider or draw illustrations for the books liked, communicate with each other, considering illustrations and telling a favorite book "reading" to a friend. Analysis of the results of the implementation of the educational program in this direction of work showed that children relate to books with interest. The book locker every time there were children looking at the illustrations that make mini books.

Thus, it can be concluded that the development of perception and understanding of literary works in children contributes to a variety of interesting and informative activities, which may include both forms organized by adults and independent creative activity of children themselves, thereby forming cognitive interest.

Conclusion

The works of fiction and folklore form the cognitive interest of the child, open and explain to children the life of society and nature, the world of human feelings and relationships. They not only entertain, make children, but also laid the foundations of morality, develop the thinking and imagination of the child, enrich its emotions, give samples of a literary language. Gradually, children produces electoral attitude to literary works, artistic taste is formed.

Artistic literature is a universal developing and educational means, withdrawing a child beyond the most perceived, immersing it into possible worlds with a wide range of models of human behavior and focusing in them a rich linguistic environment.

The role of fiction and folklore in the development of cognitive interests of children is valid. And in many respects, both parents and educators depends, whether the child will experience joy from communicating with a book so that this communication becomes need, then the book will contribute to the development and education of the child.

Bibliography:

1. Bogolyubskaya, M. K. Artistic reading and told in kindergarten [Text] / m. K. Bogolyubskaya, V. V. Shevchenko. - M.: Enlightenment, 1980 - 224 p.
2. Budarina TA, Korepanova ON Acquaintance of children with Russian folk creativity. Methodological manual - S.-PB: Childhood - Press, 2001.
3. Gurovich, L. Child and book [Text] / L. Gurovich, L. Coast, V. Loginova. - St. Petersburg. : Peter, 1996. - 324 p.
4. Dal V.I.Prasovtsy Russian people. - M.: Publishing house Eksmo Press, publishing house NNU-2002.
5. Childhood: Program for the development and raising of children in the D / s.
6. Kabarenkova N. Days, lived with children / folklore in the life of children - // Pre-school education, №4, 1997.
7. Karpinskaya, N. S. Artistic Word in the upbringing of children [Text] / N. S. Karpinskaya - M.: Pedagogy, 1972. - 152 p.
8. Knyazeva O.L., Mahaneva MD Acquisition of children to the origins of Russian folk culture / program. Uch. - Method, allowance / SPb.: Childhood-press, 2000.
9. Korotkov, E. P. Training of children of preschool age telling. [Text] / E. P. Korotkov. - M.: Education, 1982. - P. 128.
10. Vintage Russian proverbs and sayings / entry. Article, Sost., Note. V.P. Nikina; - 2nd extra. ed. - M.: Children. lit., 1984.
11. Flelin, E. A. Aesthetic education of the preschooler [Text] / e. A. Flelin. - M.: APN RSFSR, 1961. - 334 p.

In accordance with GEF, pre-school education implies acquaintance with book culture, children's literature, an understanding of the hearing of the texts of various genres of children's literature. The most important condition for the implementation of this task is to know the age characteristics of the perception of preschoolers, in this case, the perception of works of fiction.

In 3-4 years (junior group) Children understand basic facts. Work, Calculate the dynamics of events. However, the understanding of the plot is often fragmented. It is important that understanding is connected with their immediate personal experience. If the story does not cause them any visual representations, not familiar from personal experience, for example, a bun, maybe they are no longer understandable than the Golden Egg from the Fairy Tale "Ryaba".
Baby Baby comprehend the beginning and end of the work. To present the hero himself, they will be able to present his appearance if an adult suggests it with an illustration. In the behavior of the hero they see only actionsBut not notice his hidden motives of actions, experiences. For example, they may not understand the true motives of Masha (from the fairy tale "Masha and the Bear"), when the girl hid in the box. Emotionic attitude to the heroes of the work in the kids is pronounced.

Features of the perception of the literary work by children of junior preschool age determine tasks:
1. Enrich the life experience of children with knowledge and impressions necessary for awareness of the literary work.
2. Help correlate the existing child experience with the facts of literary work.
3. Help to establish the simplest links in the work.
4. Help to see the most bright deeds of heroes and correctly evaluate them.

In 4-5 years (middle group) Children enriches the experience of knowledge and relationships, expands the circle of specific representations. Preschoolers are easy install simple causal relationships In the plot. Can make the main thing in the sequence of actions. However, the hidden intentions of the heroes of children are not yet clear.
Focusing on their experience and knowledge of the norms of behavior, most often, give the correct assessment of the actions of the hero, but allocate only simple and understandable acts. Hidden motifs of heroes still do not notice.
Emotional attitude to the work at this age is more contextual than 3-year-old.

Tasks:
1. To form the ability to establish a variety of causal relationships.
2. To draw the attention of children to a variety of actions of the hero.
3. To form the ability to see simple, open motives of the actions of heroes.
4. Promotes the children to determine their emotional attitude towards the hero and motivated it.

In 5-6 years (senior group) Children more carefully relate to the content of the work, to its meaning. Emotional perception is less pronounced.
Children create events that were not in their immediate experience. They are able to establish multiple relationships and relationships among heroes. The most loved ones become "long" works - "Golden Key" A. Tolstoy, "Chippolino" D. Terry, etc.
Conscious appears interest in the author's word develops an auditory perception. Children take into account not only the actions and actions of the hero, but also his experiences, thoughts. At the same time, the senior preschoolers empathize with the hero. Emotional attitude relies on the characteristic of the hero in the work and more adequately copyright.

Tasks:
1. Contribute to the establishment of children of diverse causal ties in the plot of works.
2. To form the ability to analyze not only the actions of the heroes, but also their experiences.
3. To form a conscious emotional attitude towards the heroes of the work.
4. To draw the attention of children to the language style of the work, the author's methods of presenting the text.

In 6-7 years (preparatory group) Preschoolers begin to comprehend the works not only at the level of causal relationships, but also understand emotional subtext. Children see not only a variety of hero actions, but also distinguished pronounced external feelings. Completely emotional attitude towards heroes. It depends not from a separate bright act, but from accounting for all actions throughout the plot. Children can not only empatheres with the hero, but also consider events from the point of view of the author.

Tasks:
1. Enrich the literary experience of preschoolers.
2. To form the ability to see the author's position in the work.
3. Help the children to comprehend not only the actions of the heroes, but also to penetrate their inner world, see the hidden motives of actions.
4. Promote the ability to see the semantic and emotional role of the word in the work.

Knowing the age characteristics of the perception of children of the literary work will allow teacher develop the content of literary education and on the basis of it to implement the tasks of the educational region "Speech Development".

Dear teachers! If you have questions about the topic of the article or there are difficulties in working in this area, then write to

Description of the presentation on individual slides:

1 Slide

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The perception of fiction and folklore The content of educational activities has prepared an educator V.K. Balykova I.Yu. Introduction GEF

2 Slide

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The perception of fiction and folklore is one of the types of activities ensuring development in all educational areas and part of the tasks this type of activity will be solved directly, and part only under certain conditions. The perception of fiction and folklore contributes to the assignment of moral and moral norms and values \u200b\u200badopted in society.

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Perception of fiction and folklore thinking memory imagination The attention of sensations and emotions provides development in all educational areas Artistic and aesthetic development of speech development Social and communicative development Cognitive development physical development

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Perception of fiction and folklore Technical Side Saturated Side Understanding of the text of the emotion, imagination, logical understanding Creative process Creating a book Reading the text Discussion read reproduction and understanding

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Technical Side Reading Fiction In kindergarten: Stages of reader's activities Methodical techniques Consider books a) Discussion of the text of the text, illustrations b) conversation (what questions arose?) C) the main result - the desire to read the book Reading the reading book by adults in slow reading the task: Help the small readers "Log in" in the text Important is: the nature of reading text, the primary reading of the discussion read a) Suggest children to briefly talk about how the text b) to play in "True - not true" c) to propose to express their attitude to read with the help of paints, gestures , Mimici reproduction of understanding read with specials. Tasks a) You can play a story in the faces b) draw "cartoon" (with the help of an adult) c) to propose a preset from the use of strength, free told D) poetic text: Declamation, choir reading D) performing a task in specials. Education. Manual "Our books" O.V. Schindilova, A.V. Badenova

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Semantic Party Formation of the fields of readership activities: sectors of readership Age of children Methods and techniques of work Emotional sphere: with 2 years Expressive reading, joint chanting, comparison of the literary work with other types of art, the revitalization of personal impressions on the Association with the text IDR. The sphere of recreation and creative imagination: from 4 -5 years drawing, creative retelling, drasting, mapping, schemes, layouts, costumes, etc. Scope of the reaction to the art form: from 5 -6 years. The story about the hero, event, a discussion of a co-smugger, selective retelling , setup issues on the text, answers to questions, etc. The sphere of reaction to the art form: C6-7 seal observation of sound recordings, rhythm, rhyme

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Sending Party Structure of readership: The main criterion for the choice of methods and techniques in organizing children's activity of the perception of fiction and folklore is a landmark for the most active scope of readership and on the tasks of one or another activity stage of the motivational stage: the inclusion of motives, formation Objective and Research Stage Goals: Forecasting and planning Performing Stage: Impact on emotions, inclusion of imagination, Semantic text processing Reflexing Stage: Fixation of emotions, sense of text, creativity

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The artistic and aesthetic development of the child is formed the elementary ideas about various types of art: music: the child expresses the hero or plot through the song, the dance is art: the child illustrates a fairy tale or considers illustrations to the theater: the child will refuse the work of the teacher: comes to the child to the perception of text through dialogue and commented reading; Creates conditions for the development of prerequisites for value-semantic perception and understanding of works; Forms elementary ideas about various types of art; Stimulates the empathy of artistic works; Creates conditions for the formation of aesthetic attitude to the world described in the work

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Speech development develops a coherent, grammatically correct dialogic and monological speech of the child; The child captures a speech as a means of communication; The sound and intonational culture of speech, the phonderatic hearing of the child is developing; Sound analytic is formed - synthetic activity, as a premise of child learning; An elementary view of the children's literature and its genres is formed; The perception of text on the rumor is formed, and in the reflective stage, children are reproduced (insistence) work, etc. Pedagogue: Comes children to conversations for spiritual and moral topics; Stimulates speech activity with a support for literary works and folklore; Teaches children to rely on personal experience (real childcare situations); He introduces children with book culture (considering the book)

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Socio-communicative development of the teacher: draws the attention of the child to the importance of the actions of the heroes of the work (the child does not like the character of the character, assesses his actions, imitates him); Contributes to the development of emotional responsiveness, empathy; Develops the ability to communicate and interact with peers and adults; Contributes to the establishment of self-regulation and independence of the child formed a respectful attitude and a sense of belonging to his family, a small homeland and the Fatherland; The child has ideas about the sociocultural values \u200b\u200bof our people, about domestic traditions and holidays, continuity of generations; The child develops the ability to communicate and interact with adults and peers, sharing will be prepared for joint activities; The rules of safe behavior in everyday life, society and nature are enshrined