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

Encouraging the child to love the book and the worldfiction is happening as a child. The children learn to find beautiful and moral works in the works before the elementary school, namely, in the kindergarten. Today we are going to talk about the literature in the preparatory group: why this age should not be ignored, what forms of the process are most effective, how to build a dialogue with a young child, if it's about difficult categories for understanding?

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

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

What favorable outcomes can be achieved?

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

Local, specific tasks

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

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

Why are parents important to the process?

As already mentioned above, to familiarize the children withfiction should be actively involved and parents, because if in the mind of the child the knowledge and assimilation of the new will be fixed only for the personality of the educator, in the future this can lead to deplorable results. The habitual "mentor" will leave, and the school teacher will replace it, to what the newly made pupil may not be ready. This causes maladjustment, it is sometimes difficult for the child to cope with it independently. In this case, there is a risk of recourse to a real specialist - a psychologist who alone can resolve the difficulties that have arisen. That is why parents as the permanent accompanying children in the way of his growing up should take an interested part in his life and gradually form as a student.

What should I consider when selecting books?

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

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

Groups of works

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

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

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

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

• conversation;
• verbal reading of the material;
• retelling;
• expressive reading;
• theatrical play-dramatization;
• verbal didactic game;
• elements of the staging;
• compiling the simplest algorithms;
• analysis;
• design of the exhibition, book corner;
• demonstration of illustrative material, visual diagrams, etc.

Genres, books and works that will never be superfluous

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

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

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