Consultation on fiction on the topic: Speech on the topic: “Fiction as a means of comprehensive development of a preschooler.” Fiction as a means of correction and development of the personality of convicts

INTRODUCTION

1. The concept of “creativity” and “creative abilities” of children, developmental features in older preschool age

Children's fiction as a means of developing theatrical play

Development of perception

The importance of theatrical play in a child’s life

CONCLUSION

INTRODUCTION

Preschool age is a bright, unique page in the life of every person. It is during this period that the process of socialization begins, the child’s connection with the leading spheres of existence is established: the world of people, nature, objective world. There is an introduction to culture, to universal human values. The foundation of health is laid. Preschool childhood is the time of initial personality formation, the formation of the foundations of self-awareness and individuality of the child.

It is not difficult to see the peculiarity of theatrical games: they have a ready-made plot, which means the child’s activity is largely predetermined by the text of the play.

A real theatrical game is a rich field for children’s creativity. Developing the creativity of preschoolers is a complex matter, but important and necessary.

Theatrical play is closely related to literary and artistic works. Fiction shapes the idea of ​​beauty, teaches you to feel the word, and you need to enjoy it with early age.

Children's fiction is one of the most important means of developing theatrical play, because thanks to all the known genres of fiction, the child develops aesthetically, morally, emotionally, his speech, imagination, and perception develop, which is very important for the theater.

The formation of children's creative activity in the process of theatrical activities: the accumulation of artistic and imaginative impressions through the perception of theatrical art, active involvement in artistic and play activities, the search and interpretation of behavior in a role, the creation and evaluation by children of products of joint and individual creativity depends entirely on the teacher.

The object is the process of development of theatrical activity.

The subject is fiction, as a means of developing theatrical play in children of senior preschool age. The purpose of the study is to develop the content of pedagogical activities aimed at developing theatrical play through the means of fiction.

Research objectives:

.Study special literature on the program.

.Study children's fiction as a means of developing theatrical play.

.Study the development of perception.

.To study the importance of theatrical play in a child’s life.

1. The concept of “creativity” and “creative abilities” of children, developmental features in older preschool age

Very often, in everyday consciousness, creative abilities are identified with abilities for various types of artistic activity, with the ability to draw beautifully, write poetry, and write music. What is creativity really?

It is obvious that the concept under consideration is closely related to the concept of “creativity”, “ creative activity" Creative activity should be understood as such human activity, as a result of which something new is created - be it an object of the external world or the construction of thinking, leading to new knowledge about the world, or a feeling reflecting a new attitude to reality.

Upon careful consideration of human behavior and his activities in any field, two main types of activity can be distinguished:

reproductive or reproductive. This type of activity is closely related to our memory and its essence lies in the fact that a person reproduces or repeats previously created and developed methods of behavior and action;

creative activity, the result of which is not the reproduction of impressions or actions that were in his experience, but the creation of new images or actions. This type of activity is based on creativity.

Thus, in the most general form, the definition of creative abilities is as follows. Creative abilities are individual characteristics of a person’s qualities that determine the success of a person’s performance of various types of creative activities.

Since the element of creativity can be present in any form human activity, then it is fair to talk not only about artistic creativity, but also about technical creativity, mathematical creativity, etc.

Children's creativity in theatrical and play activities is manifested in three directions:

as productive creativity (composing your own stories or creative interpretation of a given story);

performing (speech, motor) - acting abilities; design (scenery, costumes, etc.).

These areas can be combined. From a psychological point of view, preschool childhood is a favorable period for the development of creative abilities because at this age children are extremely inquisitive, they have a great desire to learn about the world around them.

The development of a child’s competence in various areas of artistic activity, readiness for play - dramatization is carried out in the family, with the support of parents and in the pedagogical process of a preschool educational institution.

Psychological and pedagogical studies indicate that older preschoolers maintain a positive attitude towards the game - dramatization, it remains interesting for them.

These games expand the child's capabilities. In older preschool age, children's physical capabilities increase significantly: movements become more coordinated and plastic, they can experience a certain emotional state for a long time, and are ready to analyze and express it.

Children of the 7th year of life are distinguished by their ability to establish cause-and-effect relationships between events and phenomena, to understand the reasons for the behavior and actions of heroes of literary works; children’s activities in preparing and conducting theatrical performances acquire a more independent and collective character, to choose independently literary basis performance, sometimes they themselves compose a collective script, combining various plots, distribute responsibilities, and prepare the attributes of the scenery.

By the age of 5, children are capable of complete transformation, conscious search stage aids expressiveness to convey the mood, character, state of the character, are able to find connections between words and actions, gestures and intonation, independently think out and enter into the role, give it individual features. Personal sensations, emotions, and experiences begin to play a leading role. The child has a desire to direct the performance, to be a director. The main task of the teacher is to activate and develop the individual characteristics and capabilities of each child.

2. Children's fiction as a means of developing theatrical play

preschool theater fiction

Fiction as “the art of words” is one of the types of art that includes the ability to reflect reality through words, evoking in consciousness visual images. The word is not the only sign that evokes visual ideas in a person. This is observed both in pictographic writing and in symbolic painting. Fiction, on the other hand, has only words. This is its limitation compared to other types of art, but this is also its strength, since the word is capable of reflecting not only what can be directly seen and heard, but also experiences, feelings, aspirations, etc. The word has enormous power generalizations, the ability to convey the subtlest movements of the soul, various social processes. Depending on the methods of organizing verbal material, there are two main types of fiction: prose and poetry.

The richest possibilities of the word in reflecting reality and expressing the inner world of a person, his spiritual life make it possible to recreate pictures of ideological clashes, social and political conflicts, including ideological struggle, philosophical views, clashes of characters, moral and political principles, etc. Within each of these Of the varieties of fiction, there are, naturally, smaller divisions, forms, and genres.

The basis for their identification is the content of the vital material they cover. The main genres (genres) of literature are epic, lyricism and drama. The following types correspond to them: essay, story, story, novel - in epic; tragedy, drama, comedy - in drama; song, lyric poem in lyrics.

A word is usually associated in our minds with the idea of ​​the concept it conveys. But in fiction, the word gives rise to an artistic image, that is, a living picture of reality, in which the reader comes to life real people with their life problems, thoughts, searches and misconceptions. The great masters of literature made excellent use of the power of words for a truthful, highly artistic reflection of reality.

And here literature for children occupies a special place, as the broadest area of ​​artistic creativity of masters who create for children. Children's literature is a form of art. Its content is the sphere of children's aesthetic attitude to reality. Children's consciousness has a concrete, fantastic form, i.e. acts as the fulfillment of specific desires aimed at the “I”, while the very fulfillment of desires is, as it were, absolutized and has a fantastic character. Children's literature satisfies the aesthetic needs of the child.

Artistic and aesthetic education in communication with literature is, first of all, the education of a creative listener and reader, the development of the literary and creative abilities of children.

With the development of creative listening and reading skills, general creative potential child.

In children, one can note the figurativeness of perception of reality. The vividness of a preschooler’s imagination is an absolute virtue; One cannot, say, say that a child’s imagination is richer than an adult’s. The vividness of a child's imagination is not coordinated by knowledge of the laws of the surrounding life. Based on this, we can name the main task of the literary and creative development of children: developing the imagination characteristic of children, making it at the same time more meaningful, saturated with knowledge of the laws of the surrounding world, i.e. to educate an intelligent and attentive listener and, then, a reader.

The creative development of a literary work occurs in the process of its perception. With preschoolers, it can be organized as listening to the text of a work, read by the teacher, teacher, audio recording, etc. Listening to a literary work being performed makes you pay more attention to the literary text, listen to it attentively, the experiences have a certain collective nature, since the same listeners are sitting nearby, this unites, adjusts feelings, and elevates them.

The level of perception of a literary work, like any other, depends on the level of general development of the child, on his level of reading, interests and needs. An undeveloped interest in literature is manifested in superficiality of perception, attention only to the eventful side of the work, indifference to poetic, artistic elements. For such a reader, the most complex, rich in thought and feeling, the deep basis of the work turns out to be incomprehensible. A cultured reader considers the plot, conflict, plot book to read as a means of seeing in a living, figurative form the life of that moral and aesthetic idea that worries the artist, and which became the basis of the work.

A child with developed and creative perception approaches listening thoughtfully, attentively, and follows the development of the plot. The depth of each line, its poetry is revealed to him, he is able to understand the movement of the author’s thoughts, distinguishes the author’s attitude towards his characters, and identifies the thoughts and ideas that are closest to the artist’s worldview. Essentially, such a child, as it were, re-creates a literary work in his imagination, acting as if he were a co-creator of the author: in the child’s imagination it is recreated again, takes on the forms of a living spiritual life, and is intensely experienced by him. In the process of perception, the abilities of analytical assessment are revealed, the reader’s orientation toward certain moral and aesthetic ideals is revealed, and by his reading range one can already judge his attitude to life, his character, and certain features of his worldview.

3. Development of perception

Completeness of perception is a necessary condition for adequate and complete perception of a literary work; it is a distant, although achievable, ideal. In the process of developing aesthetic perception, it is necessary to take into account that at each age one must rely on those psychological and cognitive capabilities that were achieved in previous development.

Perception is enriched more actively when its development is based on an achievable goal, when continuity is observed both in the psychological-physiological and spiritual development child.

A preschooler, who does not yet have much experience in communicating with fiction, turns to it seriously and consistently for the first time in classes and conversations in kindergarten. A distinctive psychological feature of a child is the ability to relate emotionally to the content of a literary work and impulsively takes the side of goodness and justice. These qualities need to be constantly strengthened. When a child begins to become acquainted with the peculiarities of literature as a form of art, begins to feel and understand its figurative character and artistry, the most educationally valuable trait is strengthened in him - responsiveness to art. Depth figuratively emotional attitude to a work is realized when a child (middle and senior preschooler) can express his attitude to what he heard and read.

One of important qualities creative perception is the meaningfulness of understanding the content of a literary work. Perception is meaningful when the content of a work of art is not distorted, and something alien to the author is not introduced into it.

Expanding children's knowledge about the arts (fine, music, theater, etc.) allows the teacher to connect this knowledge with literature, show the common features of all arts, the connection between them, etc., so that children develop initial ideas about artistic imagery - quality, inherent in all arts, as well as about the system of expressive means - the language of literature (comparisons, metaphors, rhyme, rhythm, epithet, etc.).

A child’s perception can become deep and creative when he is interested in literature, and this must be cultivated in children - to form and develop the need for a book. An indifferent reader who turns to a book out of boredom will never know the charm and charm, admiration of the work, and will not be at the mercy of the charm of the writer’s personality. An active attitude towards literature helps to find in a work of art what is common to oneself and the writer, his characters. True perception begins when the child not only emotionally experiences the content, but also reaches the level of co-creation, turning from a passive contemplator into an active creator, reviving a work of art in his spiritual consciousness.

The most important task of using such art as literature is the speech development of the child. The book broadens a child’s horizons, introduces him to the world of artistic and aesthetic images, instills a love of art, develops emotional and cognitive activity, an active attitude to life, and artistic taste. A smart and kind book helps a child develop his own opinions about what he read, the need to speak out, and develops speech. Children's artistic speech activity arises, that is, activity associated with the perception of literary works, their execution, and various creative manifestations (inventing riddles, rhyming lines, fairy tales, stories, etc.)

Raising children through fiction and expressive reading and retelling (literary, artistic and creative activities) is primarily aimed at developing a love and interest in literature. The child’s emotional response to the stories, fairy tales, poems, nursery rhymes, riddles, etc. he listened to. contributes to their better understanding and assimilation, strengthens educational value literary works not only intellectually, but also morally, artistically and aesthetically.

Already in kindergarten, children should be introduced to various genres of fiction: a story, a fairy tale, a poem, when the teacher tells, reads from a book or by heart. By acquiring expressive speech skills, a child is spiritually enriched, he develops the ability to feel an artistic image, to grasp the rhythm of a poetic syllable.

Children of the fifth year of life, who already have a fairly large vocabulary, a certain amount of ideas about the environment, who have learned to react emotionally to the events they witness, who have become more attentive, generally perceive works of art more deeply: they not only understand the plot, but notice the bright, imaginative speech, poetry of fairy tales and stories. express their attitude towards the characters. Perception also becomes more differentiated artistic form: children are clearer than in younger age, distinguish between prosaic and poetic speech, notice epithets and comparisons, provided, of course, that the teacher draws their attention to the expressive properties of speech. In the fifth year, they already know a lot of nursery rhymes and quatrains, which they become familiar with not only in class, but also outside of them. Performing activities are intensified. Children happily carry out all the teacher’s tasks: retell a fairy tale, accompanying the presentation of the plot with the display of flat figures, dramatize famous fairy tales, strive to reproduce in speech and facial expressions the characteristic features of the characters depicted, and to convey their attitude towards them. They try to read by heart and tell stories with intonation and expressiveness.

By the age of five or six, children already acquire the skill of concentrated, attentive listening to works, the ability to motivatedly express their attitude to the content, to the characters of the work and its visual and expressive means. A child of this age already has a preference for certain works and genres; he has a desire to compare them, to compare what he has just heard with what is already known. He can not only distinguish poetic speech from prose text, but also understand the diversity of poetry, distinguish a story from a fairy tale and, highlighting the visual and expressive means in fairy tales, stories, poems, explain their necessity. A stable interest in a certain type of activity appears: some people like to read poetry, others like to tell fairy tales. Creative abilities develop: children themselves come up with riddles, poems, and compose fairy tales by analogy with already known characters. An evaluative attitude towards the creative manifestations and performing activities of their peers is developed: children note who came up with the best idea, told it, or read it by heart.

The child rejoices at the happy ending, the victory of a just, honest, fearless hero, the reward for perseverance and hard work. The fairy tale introduces the baby to brightness and expressiveness. native language. Children not only learn the meaning of a fairy tale, but remember repetitions, epithets, typical fairy tale phrases, i.e. begin to understand the beauty of form, the originality of style, and transfer into their speech those words and phrases that they remember.

Along with fairy tales, an important pedagogical task is performed by riddles, where various phenomena of reality are depicted in figurative form. Riddles also help children get acquainted with the world around them, enriching them with knowledge of specific details of individual objects and phenomena. Folk riddles and jokes, while entertaining, require children to be resourceful and quick-witted, and develop their memory and observation skills.

Revealing the poetic side of the most seemingly prosaic things, the riddle develops a poetic view of reality, subject to active perception on the part of the listener.

Familiarity with small forms of folklore: riddles, nursery rhymes, tongue twisters - is very important both for the formation of the child’s emotional sphere and development imaginative thinking, creative imagination it, and for the development of the speech apparatus. The game of consonances, characteristic of tongue twisters and nursery rhymes, amuses the child, forces him to overcome phonetic difficulties and acquire skills correct pronunciation sounds.

Reading stories is of great importance for the moral and aesthetic education of children. Their topics are widely varied. Work experience shows that through literary works children can be introduced to phenomena and events that go beyond their personal life experience. The writer's artistic skill helps make complex topics accessible.

So, the perception of works of fiction depends on the age of children, their experience, and individuality. The study of age characteristics shows that preschoolers can develop an emotional aesthetic perception of literature and folklore, that is, the ability to understand and feel not only the content, but also the form of a work, demonstrate a poetic ear, respond to figurative speech, expressiveness of intonation. Education and learning through works of art requires the use of a variety of methods, which should be aimed not only at enriching children with knowledge about the world around them, but also at developing their attitude towards the acquired knowledge and at cultivating emotions. Mastery of knowledge is only the beginning of a long and complex process of formation spiritual world a person, his views, beliefs, behavior.

The great interest of children of senior preschool age in role-playing games on the themes of literary works and in dramatization games is explained by the fact that they are attracted by the depiction in games of people who are brave and sincere, courageous and courageous, strong and kind. Soviet children's literature, humanistic in its essence, provides rich material for games. Individual characters from literary works begin to appear in the independent games of children of younger groups, but children cannot fully reveal them due to insufficient experience.

The dramatization game has big influence to the child's speech. The child assimilates the richness of his native language, its means of expression, uses various intonations that correspond to the character of the characters and their actions, and tries to speak clearly so that everyone understands him.

Thus, children's fiction is one of the most important means of developing theatrical play, because thanks to all known genres of fiction, the child develops aesthetically, morally, emotionally, his speech, imagination, and perception develop, which in turn manifests itself in theatrical play.

4. The importance of theatrical play in a child’s life

The concept of “theatrical play” is closely related to the concept of “dramatization game”. Theatrical games are performance games in which a literary work is acted out in faces using expressive means such as intonation, facial expressions, gesture, posture and gait, that is, specific images are recreated.

Theatrical and play activities of preschool children, according to L.S. Furmina, takes two forms: when the characters are objects (toys, dolls), and when the children themselves, in the image of the character, play the role they have taken on. The first games (subject) are different kinds puppet theater and the second games (non-objective) are dramatization games.

A dramatization game is a game that usually does not require special preparedness of the players, since most often it does not pursue the goal of staging a performance for the audience. The motive of such a game lies in its very process, and not in the result. These signs express the processual nature of the game itself: its motive, simply put, is not “to make a building, but to do it.” In a dramatization game literary plot can be outlined in the most general terms, but otherwise children can improvise, think out, vary, change, that is, act creatively, in their own way. It is not difficult to see the peculiarity of theatrical games: they have a ready-made plot, which means the child’s activity is largely predetermined by the text of the play.

Theatrical games vary depending on the leading methods of emotional expressiveness through which the theme and plot are played out.

All theatrical games in this case are divided into two main groups: director's games and dramatization games. In these games, a child or adult acts as all the characters. Thus, in director's play, the “artists” are toys or their substitutes, and the child, organizing the activity as a “scriptwriter and director,” controls the “artists.” “Voicing” the characters and commenting on the plot, he uses different means of verbal expression. Directing games include board games, shadow theater, theater on flannelgraph.

The creativity of children in their theatrical and play activities is manifested in three directions:

productive creativity (composing your own stories or creative interpretation of a given story);

performing creativity (speech, motor);

design creativity (scenery, costumes, etc.).

In one of the types of theatrical games, these three areas of creativity can be combined, which should be regarded as the highest achievement in artistic creative development children.

Creative role-playing in a theatrical play is significantly different from creativity in a role-playing game. In the last game, the child is free to convey the image of features role behavior: Mom can be kind, stern, caring or indifferent to family members.

In a theatrical play, the image of the hero, his main features, actions, and experiences are determined by the content of the work. The child's creativity manifests itself in true portrayal character. To do this, you need to understand what the character is like, why he acts this way, imagine his state, feelings, that is, penetrate into his inner world. Full participation of children in the game requires special preparedness, which is manifested in the ability to aesthetically perceive the art of artistic expression, the ability to listen attentively to the text, to capture intonations, and peculiarities of speech patterns. To understand what a hero is like, you need to learn to simply analyze his actions, evaluate them, and understand the moral of the work. The ability to imagine the hero of a work, his experiences, the specific situation in which events develop, largely depends on personal experience child: the more diverse his impressions of the life around him, the richer his imagination, feelings, and ability to think. To play a role, a child must master a variety of visual means (facial expressions, body movements, gestures, speech expressive in vocabulary and intonation, etc.) In theatrical games, various types of children's creativity: artistic and speech, musical and game, dance, stage, singing. Speaking about theatrical games, we understand that this very name contains the meaning of theater as the art of play. Theatrical art is close and understandable to children because the basis of theater (any kind) is play, and preschoolers love to play, because this is their main activity.

The organization of theatrical and play activities in a preschool institution has the goal, through theater, to teach the child to see the beautiful in life and in people, to instill the desire to bring the beautiful and good into life. The harmonious combination of different types of artistic activity in theatrical play allows us to solve the problem of developing artistic taste and creative activity of preschool children.

Thus, the theatrical play of a preschooler contributes to the development of mental processes and various personality traits - independence, initiative, emotional world and imagination. This type of game also has a great influence on the development of children’s coherent, literate, emotional and content-rich speech.

CONCLUSION

The study of psychological and pedagogical literature on the development of theatrical play in older children made it possible to determine that theatrical play contributes to the development of all mental processes, various personality traits and the development of competent emotional speech in children.

Children's fiction is one of the most important means of developing theatrical play. Thanks to all known genres of fiction, the child develops emotionally, his speech, imagination, and perception develop, which is very significant in the development of theatrical activities.

In children's educational institutions can and should be given to all types children's theater because they help:

form the correct model of behavior in the modern world;

improve the child’s general culture and introduce him to spiritual values;

introduce him to children's literature, fine arts, rules of etiquette, rituals, traditions, instill a sustainable interest; gives basic ideas about the types of theater.

improve the skill of embodying certain experiences in the game, encourage the creation of new images, encourage thinking.

contribute to the development of play behavior, the ability to communicate with peers and adults, the development of stage creativity, musical and artistic abilities of children;

develops skills public speaking and creative community.

LIST OF REFERENCES USED

1.Belyaev V.I. Pedagogy of A.S. Makarenko: traditions and innovation. M.:MIUPU, 2015.

.Gubanova N.F. Play activity in kindergarten. M., 2016.

.Gubanova N.F. Theatrical activities of preschool children. M., 2015.

.Diderot D. Paradox about the actor. - L.-M., 2014.

.Doronova T.N. Upbringing, education and development of children 4-5 years old in kindergarten. M., 2016.

.Doronova T.N. Upbringing, education and development of children 5-6 years old in kindergarten. M., 2016.

.Kozlova S.A., Kulikova T.A. Preschool pedagogy. M., 2014.

.Komarova T.S. Children's artistic creativity. M., 2015.

.Petrova T.I. Theatrical games in kindergarten. - M., 2014.

Fiction, as a means of all-round development of a child, is determined by its social, as well as educational role in the life of our entire people.

O. S. Ushakova notes that fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child’s thinking and imagination, enriches his emotions, and provides excellent examples of Russian literary language. Its educational, cognitive and aesthetic significance is enormous, since by expanding the child’s knowledge of the world around him, it influences the child’s personality and develops the ability to subtly sense the form and rhythm of the native language.

Children's books are considered as a means of mental, moral and aesthetic education. Children's poet I. Tokmakova calls children's literature the fundamental basis of education. According to V. A. Sukhomlinsky, “reading books is the path along which a skillful, intelligent, thinking teacher finds the way to a child’s heart.”

Fiction shapes moral feelings and assessments, norms of moral behavior, and cultivates aesthetic perception.

The kindergarten introduces preschoolers to the best works for children and, on this basis, solves a whole complex of interrelated problems of moral, mental, and aesthetic education.

Works of literature contribute to the development of speech and provide examples of the Russian literary language. E. A. Flerina noted that a literary work provides ready-made linguistic forms, verbal characteristics of the image, definitions with which the child operates. By means of artistic words even before school, before mastering grammatical rules Small child practically masters the grammatical norms of the language in unity with its vocabulary.

From the book, the child learns many new words and figurative expressions, his speech is enriched with emotional and poetic vocabulary. Literature helps children express their attitude to what they have heard, using comparisons, metaphors, epithets and other means of figurative expression.

When reading the book, the connection between speech and aesthetic development, language is acquired in its aesthetic function. Mastery of linguistic figurative and expressive means serves the development artistic perception literary works.

The educational function of literature is carried out in a special way, inherent only to art - by the force of influence of the artistic image. The art of words reflects reality through artistic images, shows the most typical, comprehending and generalizing real life facts. This helps the child learn about life and shapes his attitude towards the environment. Works of fiction, revealing the inner world of the heroes, make children worry and experience the joys and sorrows of the heroes as if they were their own.

Fiction influences the child’s feelings and mind, develops his sensitivity and emotionality. According to B. M. Teplov, art captures various aspects of the human psyche: imagination, feelings, will, develops his consciousness and self-awareness, and shapes his worldview. 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 experience 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. “Feelings precede 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, can one 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 lose half a kopeck of peas.” Friendly banter, subtle humor of nursery rhymes, teasers, rhymes - effective remedy pedagogical influence, a good “cure” against laziness, cowardice, whims, 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 of humanity show themselves to be fair in their stories and fairy tales, protecting the offended and weak, and punishing the evil.

The process of development of aesthetic perception is very noticeable in preschool age. Understand what a work of art represents typical features phenomena, a child can already be 4-5 years old. Researchers note such a feature of a child’s artistic perception as activity and deep empathy for the heroes of the works. Older preschoolers acquire the ability to mentally act in imaginary circumstances, as if to take the place of the hero. For example, together with the heroes of a fairy tale, children experience a feeling of fear in tense dramatic moments, a feeling of relief, and satisfaction when justice triumphs.

A work of art attracts a child not only with its bright figurative form, but also with its semantic content. Older preschoolers, perceiving a work, can give conscious, motivated assessment characters, using in their judgments the criteria of human behavior in our socialist society that they have developed under the influence of upbringing.

Direct empathy for the characters, the ability to follow the development of the plot, comparison of 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 preschool age - shapeshifters, fables.

The insufficient level of development of abstract thinking makes it difficult for children to perceive genres such as fables, proverbs, riddles, and necessitates the help of an adult.

Researchers have found that preschoolers are capable of mastering a poetic ear and can understand the main differences between prose and poetry.

Children of senior preschool age, under the influence of the targeted guidance of educators, are able to see the unity of the content of a work and its artistic form, find figurative words and expressions in it, feel the rhythm and rhyme of the poem, even remember the figurative means used by other poets.

The ideas children receive from works of art are transferred into their life experience gradually, systematically.

Fiction is an important means of instilling a culture of behavior in children of senior preschool age. Works of fiction contribute to the formation in children of moral motives of cultural behavior, which later guide them in their actions. It is children's literature that allows preschoolers to discover the complexity of relationships between people, the diversity of human characters, the characteristics of certain experiences, and contributes to the emergence in children of an emotional attitude towards the actions of the characters, and then the people around them, and their own actions. Fiction provides visual examples of cultural behavior that children can use as role models.

The role of reading fiction is great for instilling a culture of behavior. Listening to the work, the child gets acquainted with the surrounding life, nature, the work of people, with peers, their joys, and sometimes failures. The artistic word affects not only the consciousness, but also the feelings and actions of the child. A word can inspire a child, make him want to become better, do something good, help him understand human relationships, and get acquainted with norms of behavior.

Using fiction as a means of instilling a culture of behavior, the teacher must pay attention to Special attention on the selection of works, the methodology of reading and conducting conversations on works of art in order to develop humane feelings and ethical ideas in children, on the transfer of these ideas into the lives and activities of children (to what extent are children’s feelings awakened by art reflected in their activities, in their communication with others people).

When selecting literature for children, you need to remember that the moral impact of a literary work on a child depends, first of all, on its artistic value. V.G. Belinsky presented two main requirements for children's literature: ethical and aesthetic. He said about the ethical orientation of children's literature that a work of art should touch the child's soul so that he develops empathy and sympathy for the hero.

Speech development in preschool children through exposure to fiction

“Literature also needs

talented readers,

like writers"

S. Ya. Marshak

Every year different children come to kindergarten: smart and not so smart, sociable and reserved. But they all have one thing in common - they are surprised and admired less and less, their interests are monotonous: cars, Barbie dolls, some have game consoles. Interest in fiction and the poetic Russian word is receding further into the background.

In our age of new information technologies the role of the book has changed. According to numerous studies, already in preschool age children prefer other sources of information to books: television, video products, computers, so my role as a teacher is to interest preschoolers, arouse their interest in literary works, instill in them a love for the literary word, respect book. The book gives you the opportunity to speculate, to “imagine.” It teaches you to think about new information, develops creativity, artistic abilities, and the ability to think independently.

Fiction serves effective means mental, moral and aesthetic education. It develops the child’s thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language. The role of fiction in the development of a child’s speech is great, without which successful schooling is impossible. Therefore, the goal of her pedagogical activity was the development of speech of preschool children when familiarizing themselves with fiction.

To achieve the goal, I set the following tasks:

Improve children's artistic and speech performance skills when reading poems;

Draw children's attention to figurative and expressive means (figurative words and expressions, epithets, comparisons); help to feel the beauty and expressiveness of the language of the work, instill sensitivity to poetic word.

Creation of a subject-development environment.

In the group, she created a subject-development environment in the form of a book corner, which included albums with images of domestic and foreign writers, in the theater corner, different types of theaters were updated to dramatize and improve speech and performing skills in children. Selected and systematized didactic games, enriching and activating the vocabulary (“Journey”, “Rhyme”, “Who hid and where”), improving the sound culture of speech (“Sound Domino”, “Find the Sound”, “Who is screaming like that?”, “Listening to the sounds of the street”, developing coherent speech, memory, thinking, imagination in preschoolers (“Imagine”, “Tell me which one:”, “Topsy-turvy”, “Talking about polysemantic words”, “The Wizard”, “The Great Unwanted”, “Circus”, “ Animals and their young", "Poets", etc.).

She created a collection of expressive means of language “The Box of Wisdom” (riddles, proverbs, sayings, catchphrases, tongue twisters);

She designed visual didactic aids “Stories from pictures”, “Portraits of children’s writers. 19th century”, “Portraits of children’s writers. 20th century”, “Polysemantic words”, “Antonyms. Verbs”, “Antonyms. Adjectives”, etc., selected plot pictures, pictures with plot development of action. I designed an album with illustrations for fairy tales.

Work with children.

To work with children in this area, I have developed a long-term plan for introducing them to fiction. An appendix to the long-term plan is a selection of classes on speech development and familiarization with fiction.

In our group, we have a children’s organization called “Book Defenders,” in which my students not only repair books from their group, but also actively help children from other groups. I developed and conducted a lesson “The Path of Creating a Book”, in which children learned that publishing one book requires the work of many people.

When introducing children to fiction, I use the following forms:

Conversations based on text, the ability to ask and answer questions;

Coming up with cognate words;

The use of phraseological units and proverbs in children's speech;

Retelling a fairy tale by roles.

Reading folk tales “The Fox with a rolling pin”, “Morozko”, “The Fox and the Crane”, etc.;

Conversations on ethical topics“Is it good to be like this? ”, “Did the hero do the right thing”, etc.;

Dramatization games – exercise children in synchronous expression of feelings and body movements.

Games with geometric shapes“Make a figure” (for example, Hare, Fox, Kolobok);

Game with counting sticks “Depict the heroes of a fairy tale.”

Conversations on the topic “Everything in nature is interconnected and everything is in development”;

Didactic games aimed at development logical thinking“What if the wind disappeared? ” or “What if the water disappeared? ", "Harm - benefit", etc.

Labor activity (the process of making fairy tale books with your own hands in joint activities with parents) .

Working with parents

A successful factor in working with children is to increase parents’ knowledge about the use of fiction for the development of children’s speech; for this purpose, the following work was organized:

A long-term plan for working with parents has been developed. Consultations were organized: “What and how to read to children”, “Fairytale therapy in speech development classes”.

From December to January, the group held an exhibition of didactic games for the speech development of children. Together with the parents, the group held a recitation competition, where the parents acted as a jury, and the children read their favorite poems. This event increased interest in fiction and aroused interest in poetry.

Traditionally, the group holds family readings together with parents, where parents tell their favorite fairy tales from childhood.

Thus, interaction with parents influenced the increase in children’s knowledge, skills and abilities in this area, in the process of becoming familiar with fiction.

Working with society

For more efficient work with children in this area, work with society has been organized. My children and I constantly visit the city children's library named after. Chekhov, where they took part in next events: literary hour “Forest Tales” based on the works of V. Bianchi, “Guys about Animals”, “And the Russian Language is Tall and Mighty”.

We also constantly visit the regional Art Museum, where specialists organized complex classes with elements of a costume performance: “The Muzeevich Museum welcomes guests”, “Clay Fairy Tale”, “Earth Day”, “The Image of the Mother in Works of Art”, “Living Rainbow”.

In 2012-2013, an agreement was concluded in the kindergarten on the joint work of the kindergarten with the Decembrist house-museum, joint plan work, where topics for the cognitive development of children are outlined by month. For example: “I am writing to you” is a fascinating journey into the past. A story about how writing, paper, and mail appeared. The conversation is accompanied by a demonstration of various museum exhibits.

These forms of working with a fairy tale will teach the child not only to perceive the content in an original, unusual, and unique way, but also to creatively transform, think, draw conclusions, prove, and draw a moral lesson.

Using fiction as a means of developing coherent speech in preschoolers.

The speech of a preschooler develops in spontaneous conditions [in the family, on the street]. The creation of special psychological and pedagogical conditions conducive to its development is of great importance.

The communicative function of language as a means of communication makes it a powerful tool for the development of thought, and, in turn, the development of thinking entails the development of students’ oral and written speech and improves their speech culture.

The entire learning process, if it is properly organized and carried out in a strict system, should at the same time be a process of developing students’ logical thinking and speech.

Speech helps a child not only communicate with other people, but also explore the world. Mastering speech is a way of understanding reality. The richness, accuracy, and meaningfulness of speech depend on the enrichment of the child’s consciousness different views and concepts, from the life experience of the student, from the volume and dynamism of his knowledge. In other words, speech, while developing, needs not only linguistic, but also factual material.

There is also an inverse relationship: the more fully the riches of a language are absorbed, the more freer man uses them, the better he understands the complex connections in nature and in society. For a child good speech- the key to successful training and development. Who doesn’t know that children with poorly developed speech often fail in various subjects.

In preschool age, and partly also in school, the child acquires the language spontaneously, in communication, in speech activity. But this is not enough: spontaneously acquired speech is primitive and not always correct:

Acquisition of a literary language subordinate to the norm,

The ability to distinguish literary from non-literary language, from vernacular, dialects, jargons.

A huge amount of material, many hundreds of new words and new meanings of previously learned words.

There are many such combinations and syntactic constructions that children did not use at all in their oral preschool speech practice.

It happens that adults and even teachers misunderstand how extensive this material is, and believe that it can be learned by a child casually, in everyday interactions with adults and with books. But this is not enough: a system for enriching and developing children’s speech is needed.

Initially, the educator should begin by studying the role of fiction in the comprehensive education of children. Its importance should be especially emphasized for the formation of moral feelings and assessments, norms of moral behavior, education of aesthetic perception and aesthetic feelings, poetry, and musicality.

Features of the perception of fiction in the process of speech development by preschoolers are studied in the works of L. S. Vygotsky, A. V. Zaporozhets, O. I. Nikiforova, E. A. Flerina, N. S. Karpinskaya, L. M. Gurovich, T. A. Repina and others.

In addition to the general features of the perception of fiction, it is necessary to study age characteristics this process. They are summarized by L. M. Gurovich.

Determining the objectives of literary education in kindergarten is essential when preparing for classes.

The purpose of introducing preschoolers to fiction, as defined by S. Ya. Marshak, is the formation of a future great “ talented reader", a culturally educated person.

It is recommended to carefully study specific tasks by age group, reveal the content of the principles for selecting fiction, determine the range of children's reading, and trace the lines of complexity in the selection of literature by age group.

– presenting the work to children;

– repetition of reading;

– conversations in connection with reading;

– time and place of reading;

– quality of expressive reading for adults;

It is necessary to fill these provisions with content by studying the relevant literature. It is important to imagine the structure of the lesson and the features of the method of memorizing poetry depending on the age of the children.

To understand the problem of introducing children to book illustration In order to develop a preschooler’s speech, it is necessary to select illustrations from several artists working in this genre. Provide an analysis of them from the point of view of the peculiarities of solving artistic and pedagogical problems by an illustrator. Think over techniques for viewing illustrations.

Analysis of speech products and exemplary texts teaches preschoolers to see the manifestation of general group patterns in the construction of specific texts, to observe how they reflect the specifics of the type of speech, style and genre. Text analysis is based on a concept or a set of concepts.

Conceptually-oriented analysis of works of art helps to identify the characteristics of the concept “text”, common features at different texts the same type or style of speech. It helps the teacher organize the work of teaching preschoolers to see the general in the individual, to analyze a specific text as one of similar texts. With the help of concept-oriented analysis, the teacher forms an idea of ​​the structure of the text, of the general structure of similar texts, which they can use when creating their own text belonging to the same group.

In accordance with what concept is being worked on to assimilate it, three types of analysis are distinguished:

– stylistic [the leading concept is functional style - its genre varieties, stylistic resources];

– typological [the leading concept is the functional-semantic type of speech, or a typical fragment of a text - its structure, “given” and “new”].

I. Definition of the task of speech: painted a picture, conveying his attitude to what he saw, or reported accurate information.

II. Clarifying the main idea of ​​the text, identifying the author’s attitude to the content of the speech [clarify the title of the text so that it reflects not only the topic, but also the main idea; what headings can you come up with for this text, which of the headings you suggested is more accurate, how it differs from the author’s heading, etc.].

III. Determining the type of speech. Analysis of the content and means of language.

Sample questions:

Why specifically to narration [description, reasoning]?

2. What actions of the hero does the writer show by depicting his behavior?

What question is solved by giving examples from his life? ]

In this case, do we see the picture as clearly as in the author’s text? Why?

Why does the author characterize these particular details of the described object? Imagine that the author only named the object and did not describe its characteristics. Try this experiment: remove all adjectives and adverbs from the text [words that answer the question “how?” "].

IV. Analysis of text structure. It includes, first of all, dividing the topic into micro-topics, highlighting the relevant paragraphs and their table of contents, i.e. drawing up a plan. In addition, children find out the role of each part of speech in the organization of the text.

In a literary text, words and their combinations acquire additional meanings and create vivid images. Visual means of language are meaningful, emotional, they enliven speech, develop thinking, and improve children’s vocabulary.

It is necessary to use all possibilities when working on the visual means of the language of artistic works:

main types of tropes [comparison, epithet, metaphor, metonymy, periphrasis, hyperbole],

stylistic figures [gradation of synonyms, antithesis and antonyms, rhetorical appeals and questions, exclamations].

Literary and artistic texts in reading books provide numerous examples and samples that allow preschoolers to be introduced to the stylistic richness of the Russian language.

The kindergarten does not set itself the goal of giving preschoolers theoretical information about the means of figurative expressiveness of language. All work is practical in nature and is subject to the system of development of thinking and speech.

Summarizing what has been said, we will name the main techniques for working on the visual means of language in the process of speech development:

a) detection of “figurative” words in the text;

b) an explanation of the meanings of words and figures of speech found in the text by the children themselves or indicated by the teacher;

c) illustration, verbal drawing, recreation of an image based on the teacher’s question: what picture do you imagine?

d) the use of analyzed and understood images in a retelling, in one’s own story, in a written composition or presentation;

e) practicing intonation, preparing for expressive reading of literary texts;

e) special exercises to select comparisons, epithets, compose riddles, etc.

The language of works of art serves as an excellent model for children: based on reading, analysis, and memorization of passages, students’ speech is formed, their linguistic sense and taste develops.

We must not forget, however, that excessive attention to the details of language can destroy the overall impression of a work of art. Therefore, the analysis of the artistic means of language, with all the interest in it, should not turn into main view work in the process of speech development. We should strive to ensure that work on the visual means of language is organically woven into the system of ideological and artistic analysis of works, emphasizing their ideological content.

Working on the visual means of language fosters attention to the word, sensitivity, understanding of the shades of its meaning, its hidden, allegorical meaning, its emotional colors. The preschooler thus becomes familiar with the stylistics of artistic speech and masters its simplest means. Other directions in essence serve the same purposes. common system vocabulary work: drawing children's attention to synonyms, antonyms, catchwords [phraseology], polysemy of words; exercises on their use in speech, story, in your own story; practicing intonation, preparing for expressive reading of literary texts; special exercises for selecting comparisons, epithets, composing riddles, etc.

Thus, we note that the use of various kinds of works of art in modern speech determines the possibility of effective and fruitful development of the speech of preschool children and contributes to the replenishment of vocabulary latest topics thereby forming the communicative culture of the preschooler.

The development of coherent speech as one of the components of the process of preparing a preschool child to study at school is one of the areas of activity of the teacher in this program. The basis of this direction is the development of coherent speech by means of developing the perception of works of artistic culture, by means of organizing interaction between various participants in the educational process.

Thus, an analysis of the literature allowed us to draw the following conclusion: the comprehensive development of a child is carried out on the basis of assimilating the centuries-old experience of mankind only through the child’s communication with adults. Adults are the guardians of the experience of humanity, its knowledge, skills, and culture. This experience cannot be conveyed except through language. Language is the most important means of human communication.

Among the many important tasks of raising and educating preschool children in kindergarten, teaching their native language, developing speech, and verbal communication is one of the main ones. One of the most important conditions for the development of speech of a preschool child is the use of works of art in this process.

The formation of a child’s verbal communication in the process of becoming familiar with works of fiction begins with emotional communication. It is the core, the main content of the relationship between an adult and a child during the preparatory period of speech development. It's like he's getting infected emotional state works. Lives the life of heroes, learns new vocabulary, and expands the content of his active vocabulary. This is emotional communication, not verbal, but it lays the foundations for future speech, future communication with the help of meaningfully pronounced words.

The teacher should not consider the work on developing the speech of preschool children as a solution to the problem of preventing and correcting grammatical errors in their speech, or “hardening” certain “difficult” grammatical forms. We are talking about creating conditions for the child to fully master the grammatical structure of the language on the basis of spontaneous indicative, search activity in the field of grammar, the use of linguistic means in various forms of communication in the process of getting acquainted with works of artistic culture.

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Information and pedagogical module “Development of children’s speech through fiction”

MUNICIPAL BUDGET PRESCHOOL

EDUCATIONAL INSTITUTION No. 6 “Vasilek”

APPROVED BY THE HEAD OF D/C No. 6 “Cornflower” ___NOVOKSHANOVA L. A

AT THE MEETING OF THE TEACHING COUNCIL ___ 2012-2013 academic year. gg.

TOPIC: "CHILDREN'S SPEECH DEVELOPMENT THROUGH FICTION"

Conditions for the experience:

In our age of new information technologies, the role of the book has changed. According to numerous studies, already in preschool age children prefer other sources of information to books: television, video production, computer - therefore my role as a teacher is to interest preschoolers, arouse their interest in literary works, instill a love for the literary word, respect for the book. The book gives you the opportunity to speculate, to “imagine.” It teaches you to think about new information, develops creativity, artistic abilities, and the ability to think independently.

Fiction serves as an effective means of mental, moral and aesthetic education. It develops the child’s thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language. The role of fiction in the development of a child’s speech is great, without which successful schooling is impossible. Therefore, the goal of her pedagogical activity was the development of speech of preschool children when familiarizing themselves with fiction.

During the preschool period, speech development and its formation occur. During these years, the child masters the sounds of his native language, learns to pronounce words and phrases clearly and grammatically correctly, and quickly accumulates vocabulary. With the development of speech in preschoolers, the need for communication increases. The rules of communication are gradually being clarified, and children are mastering new formulas of speech etiquette. But in some situations, children refuse to use generally accepted speech forms. There may be several reasons for this. The most important thing is the lack of communication, reading and listening to fiction and, as a result, the preschooler’s poor vocabulary. The most important way to solve this problem is to teach speech etiquette to children, especially older preschool children, through reading fiction, since it is during this period that the foundation is laid moral principles, moral culture, the emotional-volitional sphere of the personality develops, and the productive experience of everyday communication is formed.

Unfortunately, nowadays there is a "shortage" respectful attitude to the interlocutor or simply to a stranger: it is not necessary to greet your neighbor, you don’t have to thank him for the service rendered, you don’t have to interrupt. Therefore, I believe that this topic is quite relevant at the moment.

RELEVANCE OF EXPERIENCE

The problem of introducing preschool children to fiction is one of the most pressing, since, having entered the third millennium, society came into contact with the problem of obtaining information from publicly available sources. In this case, it is children who suffer first of all, losing touch with family reading. In this regard, pedagogy faces the problem of rethinking the value guidelines of the educational system, especially the system of preschool education. And here mastering the folk heritage, which naturally introduces the child to the basics of fiction, becomes of great importance. According to V. A. Sukhomlinsky, “reading books is the path along which a skillful, intelligent, thinking teacher finds the way to a child’s heart.”

Addressing the problem of introducing preschool children to fiction as a means of speech development is due to a number of reasons: firstly, as an analysis of the practice of introducing children to fiction has shown, in the education of preschool children, familiarity with fiction is used insufficiently, and only its surface layer; secondly, there is a public need for the preservation and transmission of family reading; thirdly, educating preschoolers with fiction not only brings them joy, emotional and creative inspiration, but also becomes an integral part of the Russian literary language.

When working with children, turning to fiction is of particular importance. Nursery rhymes, chants, sayings, jokes, flip-flops, etc. that have come down from the depths of centuries, the best way open and explain to the child the life of society and nature, the world of human feelings and relationships. Fiction develops a child’s thinking and imagination, enriches his emotions.

The value of reading fiction is that with its help an adult can easily establish emotional contact with a child. The attitude towards fiction as cultural value oral creativity is the defining position of my work.

THEORETICAL BASIS OF EXPERIENCE:

Such domestic teachers as K. D. Ushinsky, A. P. Usova, E. I. Tikheeva, E. N. Vodovozova, O. S. Ushakova dealt with issues of speech development in preschoolers. Modern methods are based on the research of domestic scientists D. B. Elkonin, A. V. Zaporozhets, N. S. Rozhdestvensky, Yu. K. Babansky, L. P. Fedorenko and others. At the origins of self-development, pedagogy of children's creativity, word creation were amazing scientists, child psychologists and teachers: A. V. Zaporozhets, N. A. Vetlugina, F. A. Sokhin, E. A. Flerina, M. M. Konina. Games and exercises for the development of speech in preschoolers were developed by O. S. Ushakova and E. M. Strunina, as well as research assistants, teachers of pedagogical universities who conducted their research under the guidance of F. A. Sokhin and O. S. Ushakova (L. G. Shadrina, A. A. Smaga, A. I. Lavrentieva, G. I. Nikolaychuk, L. A. Kolunov). The authors conducted experimental studies in Moscow preschool institutions and found that children have difficulties communicating with peers.

TECHNOLOGY EXPERIENCE:

Goal: development of speech in preschool children when familiarizing themselves with fiction.

To achieve the goal, I identified the following tasks:

Develop an interest in fiction.

Expand and activate children's vocabulary.

To introduce the main genre features of fairy tales, stories, and poems.

To improve children's artistic and speech performing skills when reading poems and dramatizations.

Draw children's attention to visual and expressive means; help to feel the beauty and expressiveness of the language of the work, instill sensitivity to the poetic word.

Develop creativity in children.

When building a system of work on the development of speech in preschoolers, I identified the main areas of activity:

Creation of a speech development environment;

Work with children; working with parents;

Work with society (city children's library, city museum, municipal theater, and etc.) .

Having studied scientific and methodological literature on this issue,

Made long-term planning for children from 2 to 7 years old, including activities, excursions, games, quizzes and holidays;

* developed lesson notes on speech development and familiarization with fiction;

* selected and systematized didactic games that enrich and activate vocabulary, improve the sound culture of speech, develop coherent speech, memory, thinking, and imagination in preschoolers; made a collection of expressive means of language “The Magic Box”

She purchased visual and didactic aids “Stories from pictures”, “Portraits of children’s writers. 19th century”, “Portraits of children’s writers. 20th century”, with the help of her parents she created a library in the group, which contains books of various genres.

The degree of novelty of the experience.

based on the program for speech development of preschoolers, in it I propose

non-standard techniques, methods, forms and means of developing children's speech

using fiction, modeling techniques, mnemonic tables

the use of which contributes to the development of monologue, dialogical speech, the emergence of children's interest in reading

PERFORMANCE:

The main result of the work carried out is that children love books, read, look at them, exchange their impressions, actively use expressive means of language in speech, compose, fantasize and can independently stage mini-plays.

The graph shows positive dynamics in the development of children’s speech through fiction.” According to the diagnostic results, the indicator of high and average levels of speech development in preschoolers increased by 10% in the period from 2010. to 2013 Analysis of the data obtained shows that the low level from 10% in 2011 decreased by 6% in 2013.

But one of the children remained at a low level. Reason: problems in pronunciation of many sounds. The work of a specialist - a speech therapist - is required. Significant changes were also identified in the development indicators “Retelling a text using a mnemonic table, using expressive means in speech.”

She summarized her pedagogical experience in developing the speech of preschool children when familiarizing themselves with fiction and presented it in 2011. at a meeting of the methodological association of senior educators groups of preschool educational institutions, holding a workshop “Didactic games for the development of intonation expressiveness of preschoolers’ speech”; in 2012 she made a presentation at a seminar on the topic “Formation of the grammatical structure of speech by means of theater”; developed a system of exercises for speech development using game methods,” in 2013. - open lesson on familiarization with fiction with children of the middle group on the topic "Spring"; in 2013 participated in the week of pedagogical excellence on the issue of experience, developed questionnaires for parents, conducted Parent meeting on the topic “The role of the family in the speech development of the child.”

Targeting. The idea of ​​experience involves working with preschoolers of different age periods.

The experience is acceptable for a creative educator who strives for each child to be an individual.

The complexity of the experience.

The development of speech has its own specifics (features, structure, types, types, forms), unfortunately, they have not been sufficiently studied in modern literature; The levels and dynamics of speech development in preschool children have not been described. Insufficient knowledge of parents about the role of fiction in the development of the speech of their children, underestimation of the importance of reading in the speech development of children.

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Fiction as a means of comprehensive development of a preschooler

Fiction occupies a special place in the development of a preschooler.

Fiction is the main source of education, promotes the development of imagination, develops speech, and instills love for the Motherland and nature.

V. G. Belinsky believed that “books that are written specifically for children should be included in the education plan as one of its most important aspects.” It is difficult to disagree with the words of V. G. Belinsky, since the artistic word influences the introduction of children to the development of a culture of speech, and many teachers, psychologists and linguists also pointed out this.

Fiction reveals and explains the life of society and nature, the world of feelings and relationships. Also, reading works of fiction contributes to the development of the child’s thinking and imagination, enriching the child with emotions.

Fiction accompanies a person from the first years of life, starting with lullabies, also with the works of A. Barto, S. Mikhalkov, K. Chukovsky, and then moving on to classical works in school.

Do not forget that a book is, first of all, a source of knowledge. From books, children learn a lot about the life of society and nature.

If we consider the characteristics of the perception of works of art by age groups, we can see that in the younger group, familiarization with fiction occurs using works of different genres: folk tales, songs, nursery rhymes, riddles, which mainly contain rhythmic speech, so children are taught to be colorful speech. It is at this age that it is necessary to learn to listen to fairy tales, stories, poems, sympathize with positive characters and follow the development of the action of the work. For better memorization of the work, it is necessary to highlight the characters when reading, as well as rhythmic phrases, such as “cock - comb”, “goat - dereza”, “little goats - kids”. Junior preschoolers are attracted by small poems that are distinguished by a clear form, rhythm and melody, so we recommend such stories as A. Barto “Toys”, D. Mamin-Sibiryak “Tales about the Brave Hare...”, Yu. Vasnetsov “Don-don”, “Water - water”, A. Eleseeva’s “Zainka Walk”, etc. When reading repeatedly, children remember, learn the meaning, speech is enriched with new words and expressions.

In the middle group, children continue to familiarize themselves with fiction. Children at this age can distinguish some features of literary language, such as comparison. After reading, children can answer questions about the content of the text,

reflect, notice and feel the form of a work of art. At this age, children’s vocabulary is actively enriched, and works such as A. S. Pushkin’s “At the Lukomorye”, A. A. Blok’s “Snow for Snow” and others are recommended.

In the older group, children can already distinguish between artistic genres and notice means of expression. And when analyzing a work, children can feel its deep ideological content and fall in love with poetic images.

Teachers in the senior group are faced with the task of instilling a love of fiction, developing a poetic ear, and the intonation of expressive speech.

Thus, the ability to perceive a work of art and elements of artistic expression does not come to a child by itself; it must be developed and educated from early childhood. With the purposeful study of fiction, it is possible to ensure the perception of works of art and the child’s awareness of its content.

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Fiction as a means of comprehensive development of a preschooler

Teacher of the kindergarten “Beryozka” Kharitonova S.N.

Goal: to educate children through the means of fiction of universal human values ​​and the culture of verbal communication

Objectives: 1. Formation of a holistic picture of the world, including primary value ideas; 2. development of literary speech; 3. introduction to verbal art; 4. foster interest in fiction, ensure the assimilation of the content of works and emotional responsiveness to it; 5. Involve parents in introducing children to fiction.

Basic methods of reading a work of fiction

Teacher reading from a book or by heart

when getting to know others;

in the process of labor;

during holidays and entertainment;

during non-verbal special classes: on the formation of elementary mathematical concepts, drawing, modeling, design, physical education, music.

Thus, the process of speech development of a preschool child is a complex and multifaceted process, and for its successful implementation, a combination of all components that affect the quality and content of speech is necessary. One such medium is fiction.

Using fiction as a means of developing coherent speech in preschoolers

The speech of a preschooler develops in spontaneous conditions. The creation of special psychological and pedagogical conditions conducive to its development is of great importance.

The communicative function of language as a means of communication makes it a powerful tool for the development of thought, and, in turn, the development of thinking entails the development of children’s oral and written speech and improves their speech culture.

The entire learning process, if it is properly organized and carried out in a strict system, should at the same time be a process of developing logical thinking and speech in preschoolers.

For a child, good speech is the key to successful learning and development. Who doesn’t know that children with poorly developed speech often fail in various subjects.

A system for enriching and developing children's speech is needed.

We need systematic work that clearly and definitely dispenses the material - vocabulary, syntactic structures, types of speech, skills in composing a coherent text.

As noted above, the use of works of fiction in the process of developing the speech of a preschool child contributes to the development of correct and complete speech in a preschool child.

Initially, the educator should begin by studying the role of fiction in the comprehensive education of children. Its importance should be especially emphasized for the formation of moral feelings and assessments, norms of moral behavior, education of aesthetic perception and aesthetic feelings, poetry, and musicality.

In order to more fully realize the educational potential of literature, it is necessary to know the psychological characteristics and possibilities of perception of this type of art by preschoolers.

When studying the method of familiarizing yourself with a book in class, you should carefully study the literature, paying attention to the following questions:

– preparing the teacher and children for a lesson in reading and telling fiction;

– presenting the work to children;

– a combination of several works in one lesson;

– structure of a lesson on familiarization with a literary work;

– conversations in connection with reading;

– time and place of reading;

- technique artistic reading and storytelling.

When considering the methodology for memorizing poems, one must proceed from the fact that a poetic work has two sides: the content of the artistic image and the poetic form. Memorizing a poem includes the perception of a poetic text and its artistic reproduction, which allows you to use further epithets in your own speech, which contributes to its development

The following factors influence the memorization and reproduction of poetry:

– psychological age-related characteristics of assimilation and memorization of material;

– techniques used in classes;

– individual characteristics of children.

It is necessary to fill these provisions with content by studying the relevant literature. It is important to imagine the structure of the lesson and the features of the method of memorizing poetry depending on the age of the children

Games and exercises for the development of coherent speech.

"Correct the mistake"

Goal: to teach to see the discrepancy between the signs of familiar objects shown in the picture and to name them.

An adult draws himself or shows a picture and invites the child to find inaccuracies: a red chicken pecks at a carrot; bear cub with hare ears; blue fox without a tail, etc. The child corrects: the chicken is yellow, pecking at grains; the bear cub has round small ears; The fox has a long tail and a red coat.

“Compare different animals”

Goal: learn to compare different animals, highlighting opposite characteristics.

The teacher suggests looking at the bear and the mouse. - The bear is big, and the mouse... (small). What kind of bear... (fat, thick-footed, club-footed)? And what kind of mouse... (small, grey, fast, dexterous)? What Mishka loves... (honey, raspberries), and the mouse loves... (cheese, crackers). - Mishka’s paws are thick, and the mouse’s... (thin). The bear screams in a loud, rough voice, and the mouse... (in a thin voice). Who has the longest tail? The mouse has a long tail, and Mishka has... (short). Similarly, you can compare other animals - the fox and the hare, the wolf and the bear. Based on visualization, children learn to name words with opposite meanings: the Katya doll is big, and Tanya... (small); the red pencil is long, and the blue one... (short), the green ribbon is narrow, and the white one... (wide); one tree is tall, and the other... (low); Katya's doll's hair is light, and Tanya's... (dark). Children develop an understanding and use of general concepts (a dress, a shirt are... clothes; a doll, a ball are toys; a cup, a plate are dishes), develop the ability to compare objects (toys, pictures), relate the whole and its parts ( locomotive, pipes, windows, carriages, wheels - train). Children are taught to understand the semantic relationships of words of different parts of speech in a single thematic space: a bird flies, a fish... (swims); they are building a house, soup... (boiling) ; the ball is made of rubber, the pencil... (made of wood). They can continue the series of words they started: plates, cups... (spoons, forks); jacket, dress... (shirt, skirt, trousers). On the basis of clarity, work is carried out with familiarization with polysemantic words (chair leg - table leg - mushroom leg; handle on a bag - handle on an umbrella - handle on a cup; sewing needle - needle on a hedgehog on its back - needle on a Christmas tree).

"Lay out the pictures"

Goal: to highlight the beginning and end of an action and name them correctly.

Children are given two pictures depicting two sequential actions (Fig. 1) (a boy sleeps and does exercises; a girl has lunch and washes dishes; mother washes and hangs clothes, etc.). The child must name the actions of the characters and compose short story, in which the beginning and end of the action should be clearly visible.

"Who knows how to do what"

Goal: select verbs denoting the characteristic actions of animals.

The child is shown pictures of animals, and he says what they like to do, how they scream (Fig. 2). For example, a cat meows, purrs, scratches, laps milk, catches mice, plays with a ball; the dog barks, guards the house, gnaws bones, growls, wags its tail, runs.

This game can be played on different topics. For example, animals and birds: a sparrow chirps, a rooster crows, a pig grunts, a duck quacks, a frog croaks.

"Who can name more actions"

Goal: select verbs denoting actions.

What can you do with flowers? (Tear, plant, water, look, admire, give, smell, put in a vase.) What does the janitor do? (Sweeps, cleans, waters flowers, clears snow from paths, sprinkles them with sand.) What does the plane do? (Flies, hums, rises, takes off, lands.) What can you do with the doll? (Play, walk, feed, treat, bathe, dress up.) For each correct answer, the child is given a colored ribbon. The winner is the one who collects ribbons of all colors.

“How can I say it differently?”

Goal: replace polysemantic words in phrases.

Say it differently! The clock is running... (running). The boy is walking... (walking). It is snowing... (falls) . The train is coming... (riding, rushing). Spring is coming... (coming). The steamer is coming... (sailing). Complete the sentences. The boy went...

The girl left... People came out... I came... Sasha walks slowly, but Vova walks... We can say that he is not walking, but...

Compiling the fairy tale “Masha’s Adventures in the Forest”

The teacher asks: “Why did Masha go into the forest? Why do they go to the forest at all? (Get mushrooms, berries, flowers, take a walk.) What could have happened to her? (I got lost and met someone.) This technique prevents the appearance of identical plots and shows children possible options for its development.

“Is this true or not?”

Goal: find inaccuracies in the poetic text.

Listen to L. Stanchev’s poem “Is this true or not?” You have to listen carefully, then you can notice what doesn’t happen in the world.

Warm spring now

Business game for teachers “Book as a means of comprehensive development of preschool children” - From work experience

Purpose To show the impact of fiction on the mental and aesthetic development of a child. Talk about its role in the development of a preschooler’s speech. Pay attention to the importance of introducing children to the beauty of their native words and developing a culture of speech.

Materials and equipment: statements by teachers and great people about the role of books in the development and education of a person; d/game “Guess which fairy tale the object is from?” (egg, spoon, cat, hare), d/game “Name book heroes", Crossword with keyword“book”, Illustrations: Charushina, Racheva, Suteeva, Vasnetsova, memos on the topic: “How to become a good reader”, music.

Progress of the game: Dear teachers! Our time is a time of great achievements in science and technology, a time of wonderful discoveries. But of all the miracles created by man, M. Gorky considered the book the most complex and great. In general, fiction serves as an effective means of mental, moral and aesthetic development of children, has a huge impact on the formation of literate speech, and enriches vocabulary. Great teachers spoke about the role of books in the development and education of a person (read out)

A good book deeply touches the feelings of a child, its images have a great impact on the formation of personality. (E. A. Flerina.)

If a child has not developed a love for books since childhood, if reading has not become a spiritual need for the rest of his life, during the years of adolescence the teenager’s soul will be empty, and bad things will creep out into the light of day, as if they came from nowhere. (V. A. Sukhomlinsky.)

Children's books are written for education, and education is a great thing: it decides the fate of a person. (V. G. Belinsky)

Unfortunately, in our age of informatization, children’s attitude towards books has changed, and interest in reading has begun to decline. According to numerous studies, already at preschool age, children prefer watching television programs and cartoons, and computer games to reading.

By reading, a person does not develop, does not improve his memory, attention, imagination, does not assimilate and use the experience of his predecessors, does not learn to think, analyze, compare, and draw conclusions. IN poetic images Fiction opens and explains to a child the life of society and nature, the world of human feelings and relationships.

The ability to understand a literary work (not only the content, but also elements of artistic expression) does not come by itself: it must be developed from an early age. In this regard, it is very important to teach children to listen and perceive a work of art.

S. Ya. Marshak considered the main task of adults to discover the “talent of a reader” in a child. Who introduces a preschooler to the world of books? This is done by parents and kindergarten teachers. The library and school are the next stage in the formation of a reader.

The teacher must be competent in matters of children's reading. After all, he not only solves the problem of introducing preschoolers to books and developing interest in the reading process, but also acts as a book promoter, as a consultant on family reading issues, as a psychologist observing the perception and impact of a literary text on a child.

Preschool children are listeners; a work of art is conveyed to them by an adult. Therefore, a teacher’s mastery of expressive reading skills is of particular importance. After all, it is necessary to reveal the intention of a literary work, to evoke in the listener an emotional attitude towards what is read.

Any book is a smart friend:

She silently teaches

Leisure with her is edifying.

And now we offer you business game. Let's divide into teams. One team will be called “Chuk”, the other – “Gek”. Teams will answer questions one at a time, thereby earning points for correct answers.

At the end of the game, we will count the points, and whichever team has more, that team will win.

In the program "From birth to school" educational area

“Reading fiction” is available in every age group, where the tasks are clearly defined, and a list of literature for children to read is also defined (Russian folklore of the peoples of the world, works of poets and writers of Russia, works of poets and writers of different countries)

1. Task:

Determine in which age group this program task from the educational area “Reading fiction” can be implemented (2 tasks for each team)

1 team: Develop the ability to listen to new fairy tales, stories, poems, follow the development of action, and empathize with the heroes of the work. Explain to children the actions of the characters and the consequences of these actions (younger group)

Continue to develop children's interest in artistic and educational literature. Learn to listen carefully and interestedly to fairy tales, stories, poems; memorize counting rhymes, tongue twisters, riddles. Instill interest in reading large works (by chapter) (senior group)

2nd team: Continue to teach children to listen to fairy tales, stories, poems; remember small and simple rhymes. Help them. using different techniques and pedagogical situations, correctly perceive the content of the work, empathize with its characters (middle group)

Continue to develop children's interest in fiction and educational literature.

Draw their attention to expressive means (figurative words and expressions, epithets, comparisons); help to feel the beauty and expressiveness of the language of the work; instill sensitivity to the poetic word. Replenish your literary baggage with fairy tales, short stories, poems, riddles, counting rhymes, tongue twisters (preparatory group)

Task 2:“Guess which fairy tale the object is from?”

The teacher takes out various objects from the chest and invites the teachers to name fairy tales where these objects are mentioned. For example: egg(“The Pockmarked Hen”, “The Ugly Duckling”, “The Frog Princess”, spoon(“Three Bears”, “Sweet Porridge”, “Zhiharka”, cat(“The cat, the rooster and the fox”, “The cat and the fox”, “Puss in Boots”, “Who said meow?”, hare“Zayushkina’s Hut”, “Bragging Hare”, “Teremok”, “Rukavichka”.

Over many centuries, people have come up with many riddles: about natural phenomena, plants, animals, people and their way of life. There are also riddles about fairy-tale characters: simpletons and cunning people, brave men and cowards, good creatures and villains.

Task 3:“Name the book characters”

1. Once in winter, a woman and her grandfather

The granddaughter was made from snow.

It's a pity, friends, that this fairy tale

It only lasted until summer.

2. The guy got off his favorite stove,

He trudged to the river for water.

Caught a pike in an ice hole

And from then on I had no worries.

Material olga-sad.ru

Home » Articles » Working with parents FICTION AS A MEANS OF DEVELOPING A SPIRITUALLY RICH, HEALTHY PERSONALITY OF A CHILD.

We all come from childhood - from that colorful magical planet where kindness and loyalty, friendship and happiness reign, from the planet of dreamers and visionaries.

What is he like? modern child XXI century? Cute inquisitive why with with a pure heart who wants to know how the world works - from the mysterious depths of the ocean to the sparkling stars of the Universe. And he looks at this beautiful world through the prism of love, fantasy and dreams.

The new era in which we now live has brought great truth and new great delusions. Many who entered its waters became calculating, aggressive, callous in soul towards the grief of others, and cruel.

In society, more and more often they say that kindness, empathy and compassion, mercy are becoming a thing of the past.

Small child turns out to be unprotected from the aggressive influence of society and television. But this does not cancel the task of “raising a person” for you and me; it complicates it.

One of the tasks in the formation of a preschooler’s personality is to enrich him with moral ideas and concepts. The degree of mastery of them in children is different, which is associated with general development child, his life experience.

In this regard, the role of classes in fiction is great. We often say: “A book is a discovery of the world.” Indeed, by reading, we introduce children to the life around us, nature, the work of people, their peers, their joys, and sometimes failures.

The artistic word affects not only the consciousness, but also the feelings and actions of children.

A word can inspire a child, make him want to become better, do something good, help him understand human relationships, become familiar with the rules of behavior, moral and ethical standards.

Children early begin to feel the kindness and fairness of adults and peers and react sensitively to the slightest manifestations of ill will and neglect. It is very important that they extend humane feelings not only to themselves, but that they know how to sympathize with people and be merciful.

The happiest moments for me are when I read or tell stories to children. Eighteen pairs of eyes look at you, and you feel that you have the power to evoke in these boys and girls any movement of the soul - joy, sadness, sympathy, indignation, fun.

Our favorite place is a cozy sofa. I have a book in my hands. Wide-eyed children. Some are waiting for something new, others look with pleasure at the familiar cover: the characters from the pages of this book have already entered their lives and fallen in love with them.

The kids try to sit closer. It’s good to stick your head under the teacher’s arm and be the first to see everything that is drawn on these large colorful pages.

Children expect a lot from a book; they firmly believe what it tells them.

By reading fiction to children, learning proverbs and sayings, and playing didactic games, I tried to enrich their speech with such words as kind, sensitive, responsive, and to instill in children a willingness and desire to care for others.

When I read “The ABC of Morality” to the children, I paid special attention to the words: “Help someone who has fallen get up. Help the old, the weak, the blind cross the road. And do it cordially, from the heart, kindly, without frowning.”

Often the heroes of stories and fairy tales worry because they have caused harm and suffer until they atone for their guilt.

Several times I read to the children the Nenets fairy tale “Cuckoo” about how a mother turned into a cuckoo and flew away from her callous, unkind sons. All the guys understood the guilt of their sons and condemned them.

And therefore my question: “Do you feel sorry for your sons?” - surprised the children, but I wanted the children, realizing their guilt, to still experience a feeling of pity and compassion for them. And at the end of the conversation, she brought the children to the conclusion: “Indeed, the children themselves are to blame for what happened, but I also feel sorry for them - they were left without a mother.”

I try to educate children to care for those who need help and protection. I try to reveal my relationship with loved ones with the help of such works as “A Hard Evening” by N. Artyukhova, “Let’s Sit in Silence” by E. Blaginina, “Vovka is a Kind Soul” by A. Barto, “The Worst Thing” by E. Permyak.

The conversation on the book by V. Mayakovsky “What is good and what is bad” was very interesting. The children looked at a picture that depicted the following situation: a boy took a teddy bear from a little girl. The girl stands and cries.

To my question: “What would you do if you were there?” – the answers were very varied. Vadim said angrily: “I would take the bear cub and give it to the girl, and at the same time beat the boy.”

Then I asked: “What if you asked the boy nicely, and he himself gave the teddy bear to the girl?” Vadim thought about it and said: Then I wouldn’t touch him. But he must apologize."

The purpose of my conversations is to show children that a kind, kind word acts faster and more effectively than physical force.

Develop spiritually rich, healthy personality child is impossible only with the help of comments, instructions, reproaches. It is important to cultivate in children the ability to see, understand and share the sorrows and joys of others. How should this ability manifest itself?

In the ability to treat another as oneself, to understand that it may be painful and unpleasant for him when he is offended.

Ready to forgive unintentionally caused pain, to apologize if you are at fault.

The children in our group have their favorite books that they can listen to as many times as they want. We repeat many poems by S. Marshak, K. Chukovsky, A. Barto, many Russian folk tales, and the children never get tired of them.

This means that the child enjoys meeting his favorite characters as if they were old friends. This means that every time he catches something new for himself, he involuntarily checks his impressions. Of course, only real works deserve such affection - be they fairy tales, poems, stories.

And I select works of art depending on the specific educational tasks facing us. Indeed, when reading, in addition to the task of cultivating feelings and forming ethical ideas, we also solve other problems: the development of speech, artistic taste, poetic ear, interest in literature in general.

A work of art should touch the soul of a child so that he develops empathy and sympathy for the hero. And the questions should be specific, concise, focusing children’s attention on the main thing.

For example, while instilling a love for animals in children, I read A. Tolstoy’s story “Zheltukhin.” To evoke compassion for the little starling who accidentally fell out of the nest, I ask the question: What was Zheltukhin like? Tell us about him."

It is important that the children’s answers reflect the little starling’s helplessness and fear of the outside world. If the children do not emotionally and fully reveal the image of Zheltukhin, I help: “You correctly said that Zheltukhin is a starling that fell from the nest and was afraid of everything.

Listen to how A. Tolstoy describes the starling: “He looked with horror at Nikita as he approached,” “The whole Zheltukhin got ruffled, tucked his legs under his stomach.” He hid in a corner, on dandelion leaves pressed to the ground. His heart was beating desperately."

Why was he afraid of everything? That's right, because he was small and needed protection. Who helped him?

When we're talking about about the development of children’s moral consciousness, the education of humane feelings, I pose questions that awaken preschoolers’ interest in the actions, motives of the characters’ behavior, their inner world, their experiences.

These questions should help the child understand the image, express his attitude towards it, they should help the teacher understand the student’s state of mind while reading, identify the children’s ability to question and generalize what they read, and stimulate discussion among children in connection with what they read.

I structure conversations with children in such a way that the ethical understanding acquires a certain bright, living content for the child. Then his feelings will develop more intensely. That is why it is necessary to talk with children about the states and experiences of the characters, about the nature of their actions, about conscience, about the complexity of various situations.

Children's stories, laughter, tears, statements, exclamations, jumping, clapping their hands about something they saw or amazed - all this speaks of the child's awakening feelings, his emotional reaction to the environment.

Preschool age is the age of fairy tales. This is the most favorite literary genre among children. Russian folk tales delight both children and adults with optimism, kindness, love for all living things, wise clarity in understanding life, sympathy for the weak, slyness, and humor.

The plot is transparent, often it tells you how best to act in a given life situation. After all, almost all children identify themselves with the positive heroes of fairy tales, and a fairy tale shows every time that it is better to be good than bad.

The fairy tale teaches us to understand goodness,

If he is bad, then condemn him,

Well, the weak need to protect him!

Children learn to think, dream,

Every time they learn something

They get to know the world around them.

The fairy tale “The Fox, the Hare and the Rooster” fills the heart with pity for the offended hare. A person, especially a small one, is more likely to feel pity. In this fairy tale, a dog and a bear chickened out in front of what they thought was a terrible fox.

But the Rooster drove her away - the bird is not strong at all, but smart and brave. That's the moral of the story! It leads to the idea that injustice will definitely be punished sooner or later.

But miracles don't only happen in fairy tales. Isn’t it a miracle to communicate with nature, with amazing plants and insects?

The child will look with new eyes at the golden meadow revealed to him by M. Prishvin; V. Bianchi will tell him about the secrets of the forest, about the life of birds and insects; E. Charushin will lead him to small, humanly close animals, and will arouse in children a humane feeling for them - a desire to become their patrons.

Works of fiction: poems by I. Tokmakova, E. Moskva, Z. Alexandrova, stories by Sokolov-Mikitov, I. Sladkov contribute to the formation of a person - a contemplator and researcher, a friend and defender of nature.

For the comprehensive development of feelings, I include children in various activities related to fiction. Children create their own drawings based on fairy tales and stories; participate in organizing exhibitions: “My Favorite Book”, “K.

I. Chukovsky”, “My Favorite Flowers”; watch films and plays based on literary works. Children, entering a fairy tale, receiving the role of one of the heroes, become familiar with the culture of their people, involuntarily absorbing that attitude towards the world that gives strength and resilience to live their future life.

Children are very sensitive to artistic words. Reading stories, memorizing poems, riddles, and proverbs helps them “hear what they see” and “see what they hear.”

And in the process of observations, labor and research activities children began to see in the green sprout a special living creature, whose life and condition depended entirely on whether it was watered or not, planted in the sun or in the shade. Having learned to understand the state of plants, children will sympathize with them, protect them, preserve them, and subsequently not only protect beauty, but also create it around themselves.

When reading the work “Flowers Around Us” N. Bogatyreva took a moment to enter the day.

– What do you think, children, is it good to be a flower? Why? Listen to what this flower wants to tell you. Children, I love you: your eyes, smiles, your kind and caring hands.

I am glad that I live on your beautiful site, and I see your friendship, where there are no rude words, quarrels, or insults. Otherwise I would be sick and lethargic and ugly. Your care and kind words help me grow quickly and give you clean air and my beauty every day.

I view the education of a spiritually rich personality in close connection with the general emotional development child. The emotional attitude of children to the environment is an indirect indicator of the development of their feelings. Fiction contributes to the development in children of an emotional attitude towards the events described, nature, heroes, characters of literary works, towards the people around them, towards reality.

Man is the only living being who lives according to the laws of morality, but this does not mean at all that he is born with this moral law in his soul. No, he still needs to be educated. To cultivate humanity, kindness, responsiveness, sensitivity, hard work, nobility.

You cannot rely on nature: responsibility for how a child grows up lies entirely with those around him. We all strive for our children to grow up honest, kind, and happy. And how I would like the instinct for good and evil brought up in childhood to remain in a person forever.

Wherever yours is life path designated

Wherever you go out in the early morning -

Don't go anywhere as a hasty passer-by,

Be an attentive and wise person.

Be careful not to suddenly crunch under your feet

The shoots of green leaves are bare.

And if you accidentally trip over a stone,

Throw it away so that others will not stumble.

Look into faces and souls more often.

If you need help, guess without asking.

It’s not easy to ask, even if you’re walking next to you

He won’t immediately ask for the most cherished things.

Use a spade if you need to clean it

The road is mossy from old stones.

On our land for you, my dear,

There are no affairs that are not yours - everything here is your business!

Consultation for educators on the topic: “Fiction as a means of comprehensive development of the child.”

O. S. Ushakova notes that fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child’s thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language. Its educational, cognitive and aesthetic significance is enormous, since by expanding the child’s knowledge of the world around him, it influences the child’s personality and develops the ability to subtly sense the form and rhythm of the native language.

Children's books are considered as a means of mental, moral and aesthetic education. Children's poet I. Tokmakova calls children's literature the fundamental basis of education. According to V. A. Sukhomlinsky, “reading books is the path along which a skillful, intelligent, thinking teacher finds the way to a child’s heart.”

Fiction shapes moral feelings and assessments, norms of moral behavior, and cultivates aesthetic perception.

The kindergarten introduces preschoolers to the best works for children and, on this basis, solves a whole complex of interrelated problems of moral, mental, and aesthetic education.

Works of literature contribute to the development of speech and provide examples of the Russian literary language.

From the book, the child learns many new words and figurative expressions, his speech is enriched with emotional and poetic vocabulary. Literature helps children express their attitude to what they have heard, using comparisons, metaphors, epithets and other means of figurative expression.

When familiarizing yourself with the book, the connection between speech and aesthetic development clearly appears; language is assimilated in its aesthetic function. Mastery of linguistic figurative and expressive means serves to develop artistic perception of literary works.

Having learned to experience 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.

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.

A work of art attracts a child not only with its bright figurative form, but also with its semantic content. Older preschoolers, perceiving a work, can give a conscious, motivated assessment of the characters, using in their judgments what they have developed under the influenceeducation criteria for human behavior in our socialist society.

Direct empathy for the characters, the ability to follow the development of the plot, comparison of 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 preschool age - shapeshifters, fables.

Fiction is an important means of instilling a culture of behavior in children of senior preschool age. Works of fiction contribute to the formation in children of moral motives of cultural behavior, which later guide them in their actions. It is children's literature that allows preschoolers to discover the complexity of relationships between people, the diversity of human characters, the characteristics of certain experiences, and contributes to the emergence in children of an emotional attitude towards the actions of the characters, and then the people around them, and their own actions. Fiction provides visual examples of cultural behavior that children can use as role models.

The role of reading fiction is great for instilling a culture of behavior. Listening to the work, the child gets acquainted with the surrounding life, nature, the work of people, with peers, their joys, and sometimes failures. The artistic word affects not only the consciousness, but also the feelings and actions of the child. A word can inspire a child, make him want to become better, do something good, help him understand human relationships, and get acquainted with norms of behavior.

Using fiction as a means of instilling a culture of behavior, the teacher must pay special attention to the selection of works, methods of reading and conducting conversations on works of fiction in order to develop humane feelings and ethical ideas in children.

On the topic: methodological developments, presentations and notes

“Fiction as a means of comprehensive development of children of senior preschool age.”

A book is a sorceress. A book has transformed the world. It contains the memory of human thought. Nikolai Morozov, Russian revolutionary, volunteer, scientist (1854-1946)...

"Fiction as a means of comprehensive development of a preschooler"

Fiction reveals and explains society, the natural world and relationships. Promotes the development of the child's thinking and imagination, enriches with emotions....

Everyone knows that fiction serves as an effective means of mental, moral and aesthetic education of children and has a huge impact on the development and enrichment of a child’s speech...

Literature (from the Latin litera - letter, writing) is a type of art in which the main means of figurative reflection of life is the word.

Fiction is a type of art that is capable of most comprehensively and widely revealing the phenomena of life, showing them in movement and development.

As an art of words, fiction arose in oral folk art. Its sources were songs and folk epic tales. The word is an inexhaustible source of knowledge and an amazing means for creating artistic images. In words, in the language of any people, their history, their character, the nature of the Motherland are captured, the wisdom of centuries is concentrated. Living word rich and generous. It has many shades. It can be menacing and gentle, instill horror and give hope. No wonder the poet Vadim Shefner said this about the word:

With a word you can kill, with a word you can save, with a word you can lead regiments. A word can be sold and betrayed and bought, A word can be poured into crushing lead.

1.2. Oral folk art and literature. Genres unt.

1.3. Artistic image. Artistic time and space.

Artistic image is not only an image of a person (the image of Tatyana Larina, Andrei Bolkonsky, Raskolnikov, etc.) - it is a picture of human life, in the center of which stands a specific person, but which includes everything that surrounds him in life. Thus, in a work of art a person is depicted in relationships with other people. Therefore, here we can talk not about one image, but about many images.

Any image is an inner world that has come into the focus of consciousness. Outside of images there is no reflection of reality, no imagination, no knowledge, no creativity. The image can take sensual and rational forms. The image can be based on a person’s fiction, or it can be factual. Artistic image objectified in the form of both the whole and its individual parts.

Artistic image can expressively influence feelings and mind.

It provides the maximum capacity of content, is capable of expressing the infinite through the finite, it is reproduced and evaluated as a kind of whole, even if created with the help of several details. The image may be sketchy, unspoken.

As an example of an artistic image, one can cite the image of the landowner Korobochka from Gogol’s novel “ Dead Souls" She was an elderly woman, thrifty, collecting all sorts of rubbish. The box is extremely stupid and slow to think. However, she knows how to trade and is afraid to sell things short. This petty thrift and commercial efficiency puts Nastasya Petrovna above Manilov, who has no enthusiasm and who knows neither good nor evil. The landowner is very kind and caring. When Chichikov visited her, she treated him to pancakes, unleavened pie with eggs, mushrooms, and flatbreads. She even offered to scratch her guest's heels at night.