Instilling in a child a love for books and the world of fiction takes place as early as childhood. The children learn to find the beautiful and moral in the works before elementary school, namely in kindergarten. Today we will talk about getting acquainted with fiction in the preparatory group: why this age should not be overlooked, what forms of the process are most effective, how to build a dialogue with a small child when it comes to categories that are difficult to understand?
Features of the age of children who have moved to the preparatory group
Familiarization with fiction in the preparatory group is important because the age of 6-7 years is a particularly active stage in the development and formation of the child. There is a complication of the playing space, the development of complex interaction between people begins. Children of this age, unlike younger children, are able to perceive and comprehend suchcategories such as employment, marriage, illness, the birth of a child, etc. The range of roles used in the process of playing is increasing, since the child is becoming more and more receptive to the images of the world around him day by day. That is why familiarization with fiction in the preparatory group is an opportunity to make these images, ideals, samples as positive as possible.
What favorable outcomes can be achieved?
If the work is organized correctly and rationally, then at the exit from the preschool educational institution (DOE), the child will have the skills of competent dialogic and some types of monologue speech. Formation of a student's position, mastering the forms of positive communication with others and the perception of the material world as a space for the achievements of human culture, possessing a high level of personal and cognitive development - all these are global tasks that both the educator and parents should work to achieve in tandem in order to as a result, the child was able to successfully continue his studies at school, he felt calm and comfortable. The achievement of the set goals is, among other things, familiarization with fiction in the preparatory group.
Local, narrowly focused tasks
Reading fiction in the preparatory group is necessary in order to:
- To form the child's initialideas about the features 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 language figurativeness.
- To develop poetic perception, a sense of beauty, the ability to perceive a work in the aggregate of its content and sonority, rhythm, musicality, poetry. A poem especially helps in this (about autumn, summer, spring, winter, about animals, adults, children, etc.), although these provisions are typical for stories, fairy tales, and short stories.
- To cultivate literary taste and the ability to capture, understand and interpret the mood of the work.
- Grow interest in 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 mentioned above, it is necessary to actively involve parents in introducing children to fiction, because if in the mind of the child the knowledge and assimilation of the new is assigned only to the personality of the educator, in the future this can lead to disastrous results. The usual "mentor" will leave, and the school teacher will replace him, for which the newly minted student may not be ready. This causes maladaptation, which is sometimes difficult for a child to cope with on his own. In this case, there is a risk of needing to turn to a real specialist - a psychologist who is the only one who canresolve the difficulties that have arisen. That is why parents, as permanent guides of the child on the way of his growing up, should take an interested part in his life and gradual formation as a student.
What should be considered when selecting books?
The list of literature in the preparatory group is a component of the process, which may vary depending on the views of the leadership, the direct opinion of the teacher-educator himself, as well as parents. Here, in contrast to the school curriculum, where the invisible ghost of the need to meet the allotted annual period and manage to cover the material prevails over employees at all levels, everything is much simpler. However, this does not mean that the choice of material can be approached “anyhow”. On the contrary, each literary work must ensure the implementation of cognitive, moral and aesthetic functions. Kindergarten Fiction should always focus on a book that:
- Has an ideological orientation, that is, it corresponds to the goals of versatile moral education, instills love for the fatherland, man, nature. As the main character, he is a hero with a positive moral character.
- It is characterized by high artistic skill and literary value, which is reflected in the presence of an exemplary literary language and the existence of unity of content and form in the work. A vivid example is Pushkin for children and his fairy tales, where the word itself is art.
- Solves specific pedagogical tasks. For example, it reinforces knowledge about names, characters, authors, perhaps even illustrators, develops logical and figurative thinking, imagination, memory, speech, etc.
- Defined as accessible for a given age due to age and psychological characteristics of development, life experience of children, range of their interests.
- It has an interesting plot, clarity and simplicity of composition. For example, Hans Christian Andersen, whose fairy tales are still loved by children today, did not oversaturate his works with the twists and turns of the story. In "Thumbelina" we see both miracles and adventures that develop progressively and linearly, without confusing the baby.
Groups of products
Based on the above criteria, the following groups of products of artistic creativity are distinguished in modern preparatory groups of preschool educational institutions, namely:
- Works of Russian folklore and creativity of the peoples of the world. Traditionally, the most active attention is paid to small forms of folklore, namely proverbs, sayings, riddles, nursery rhymes, songs, fables, pestushkas, jokes, shifters, however, the fairy tale shares the laurels for the title of the most beloved children's genre with them.
- Works of Russian and foreign classics of literature for children.
- Works of Russian and foreign contemporary literature.
The teacher-educator is the main guide, organizer and coordinator of reading
Educator should never forget that literature for the period of childhood is constantly updated with new copies. That is why, as the head of this process, an important mission is assigned to him, namely, the tireless acquaintance with the products of the work of new authors, the revision of the circle of children's reading, the exclusion of outdated and irrelevant works from it and the addition of new, bright, lively, interesting children of the 21st century. A competent educator should also be able to apply with children to a variety of methods, techniques and means, namely:
- conversation;
- verbal reading material;
- retell;
- expressive reading;
- theatrical play-dramatization;
- verbal didactic game;
- staging elements;
- drawing up the simplest algorithms;
- analysis;
- exhibition design, book corner;
- show illustrative material, visual diagrams, etc.
Genres, books and works that will never be superfluous
Despite the fact that there is no universal list of works for classes in the preparatory group, it is possible to list the literature most recommended by experts in pedagogical science and practice, which, together with preschoolers, will never be in vain. These include:
- Songs. For example,“Early, early in the morning …”, “Like thin ice …”, “Vesnyanka” in the literary adaptation of G. Litvak, “They washed buckwheat” in the artistic processing of Yu. Grigoriev and others. Calls - for example, “Rain, rain, more fun”.
- Russian folk tales: "The Fox and the Jug" by O. Kapitsa, "Khavroshechka" by A. N. Tolstoy, "Finist the Bright Falcon", "The Bragged Hare" and others.
- Poetic creations: works by A. Fet, S. Marshak, D. Kharms, B. Zakhoder, I. Turgenev, S. Yesenin, etc. What form most helps a child of this age to systematize knowledge? Of course, a poem! About autumn (“Autumn, our whole poor garden is sprinkled …” by A. K. Tolstoy, in abbreviated form), winter and other seasons, about surrounding phenomena, about people - children of 7 years old can no longer only read, understand and memorize, but also analyze works at an elementary level.
- Prose literature: stories by L. Tolstoy, for example, "Bone", "Jump", separate chapters from "Chuk and Gek" by A. Gaidar, small in form, but extremely witty works for children by V. Dragunsky, and namely “A friend of childhood”, “From top to bottom, obliquely”, etc., L. Panteleev’s cycle “Stories about Squirrel and Tamarochka” and similar ones.
- Fairy tales.
For example, Pushkin for children and his famous "The Tale of Tsar S altan, of his glorious and mighty son Prince Gvidon S altanovich and the beautiful princess of the Swans." P. Bazhov, V. Bianchi ("Owl" and others) - all these are authors with whom the child will still encounter in the near school future. Hans Christian Andersen, whose tales emerged from the writer's memoirs of his own youth andchildhood. Therefore, an appropriate step is to start working with their works already with the children of the preparatory group, since the material is perfect for this age.
