Self-analysis of the lesson material (senior group) on the topic. Analysis of the lesson educational and methodological material for the development of speech (younger group) on the topic Analysis of the lesson on reading fiction

Target: to consolidate children's knowledge about the literary genres of books; make you want to read books; learn to take care of books

Tasks:

1. Educational

Develop intonation speech, image and creative perception

Develop the ability to participate in a group conversation

Develop dialogue skills

2. Educational

To teach children to convey the image of heroes with the help of emotions and intonations

To consolidate children's knowledge of the literary genres of books

3. Nurturing

Help create an emotional mood

develop the ability to sympathize, empathize, rejoice, communicate

Create conditions for self-realization

To update the problem of the need for careful handling of books

Encourage children to read fiction

vocabulary work: encyclopedia, genre, library

Preliminary work:

Conversation about the genres of books;
Acquaintance with proverbs, stories, riddles, poems, fairy tales, nursery rhymes;
A conversation about caring for books;

Analysis of goals and objectives.

The lesson was held in the preparatory group. The lesson consisted of three interrelated stages, during which the children gradually performed various actions. This structure is fully justified, since each stage of the lesson is aimed at solving certain problems and offers a choice of methods and techniques. The goals and objectives correspond to the targets of the Federal State Educational Standard. To achieve the goal, an educational environment has been created, the goals and objectives correspond to age capabilities. The connection of goals and objectives with the topic of educational activities is traced. The tasks were formulated specifically and corresponded to the level of development of the group.

Analysis of the organization of organized educational activities.

In the course of the lesson, a student-oriented model of activity was used. Children showed knowledge of the program material. Questions of a problem-search nature prevailed. The following methods were used to activate children:

1. Verbal

2. Visual - demonstration

4. Gaming

and techniques: game, instructions, display, artistic word, encouragement, conversation.

All children interacted freely with each other. I adhered to the position of an adult - "near" or "aside".

At the beginning of the lesson, she used techniques to arouse in children the inner need to be included in the activity, the children were asked to help the boy find his book, so the children were included in the activity. This technique corresponds to the age and individual characteristics of children. Conditions were created for the conscious acceptance by children of a “childish” goal. (The fairy invited the children to her magical land "Library"). The “children's” goal corresponded to the individual characteristics, the specifics of personal motives, the emotional sphere, and the cognitive interest of the children of the group. In preparation for the lesson, a demonstration and handout material was selected and made, taking into account the age characteristics and interest of children. The arrangement of children in space is thought out. In working with children, she used conversation, riddles for intelligence, games - all this contributed to the effectiveness of the lesson, mental activity and the development of children's speech. All elements of the lesson are logically united by a common theme.

Analysis of educational activities.

I tried to arouse children's interest in the type of activity, to diversify the material and tasks. The amount of information was sufficient. Used a combination of self-assessment methods. In the course of educational activities, various forms of work were combined:

Group;

Individual.

During the lesson, the following integration of the educational areas "cognitive development", "social and communicative development", "speech development", "physical development" was traced, which were implemented in accordance with the age capabilities and characteristics of children.

The material for the educational situation was selected at an accessible level for children, corresponded to their psychological and age characteristics and was rational for solving the set goals and objectives. The children were active, attentive, felt comfortable. During the lesson, the dialogic style of communication prevailed. The level of complexity of the tasks corresponded to the abilities of the children, the individual characteristics of the children were taken into account in the selection of content, forms of support and stimulation of creative activity. Throughout the entire educational situation, the consistency of the storyline, the presence of a logical connection between the stages, the preservation of targets, motivation and a meaningful attitude towards activities at each stage were maintained. All this is confirmed by the results of the activity.

I believe that the form of organization of the lesson I chose was quite effective and dynamic. The communication style was democratic. I tried to be a partner, assistant for children, to observe the norms of pedagogical ethics and tact. She tried to build her statements competently and in an understandable way for children, encouraged children to show initiative and independence, encouraged individual achievements of children.

This structure of the lesson is quite justified. Since each stage of the lesson is aimed at solving certain pedagogical problems and offers a choice of adequate methods and techniques. Children could independently choose the material and method of action in solving the task.

I believe that the tasks set in the lesson were completed. The occupation has achieved its goal.

Introspection of the lesson

Introspection
classes in literary reading in the senior group "Tales of Alexander Sergeevich Pushkin" conducted by the educator of the MOU "Progymnasium No. 2 GP Terek"
For two months we were engaged in project activities on the topic “Tales of A.S. Pushkin”: we studied the biography of A.S. Pushkin, got acquainted with his fairy tales, made crafts, joint creative work of parents and children was organized to illustrate Pushkin’s fairy tales.
The result of the project activity was this lesson on the developing program "Rainbow", which had a triune goal: teaching, developing, educational.

1. Educational tasks:

Develop interest in fiction;
-expand children's knowledge about the fairy tales of A.S. Pushkin;
- develop communication skills.

2. Developmental tasks:

Learn to listen to the rhythm and melody of the text;
- help expressively, using facial expressions, gestures to participate in dramatizations;
- to form an emotional attitude to the works of the poet;
- to teach to analyze the actions of heroes, to establish connections, to make generalizations and conclusions;
-activate memory, attention, thinking;
- Develop curiosity.

3. Educational tasks:

Raise love, reverent attitude and pride in Pushkin;
- to form a careful attitude to the book;
-to consolidate the ability of children to express their knowledge and impressions in productive activities;
- develop civic feelings, cultivate morality, kindness, responsiveness and patriotism.
-cause an emotional response in the soul of each child when studying the material.

4. Equipment:

Screen, laptop, unfinished fakes "Goldfish", portrait of A.S. Pushkin, candles, projector, live fish.

5. Used technologies:
 game;
 information and communication;
 design;
 person-oriented;
 health-saving;
 Integrated learning.

All parts of the lesson were interconnected.
Moved smoothly from one part to another.
At the first stage, relying on the knowledge of children, they remembered the main facts and events from the life of A.S. Pushkin and based on them gave new ones.
The dramatization of an excerpt from the fairy tale “About Tsar Saltan”, in which the pupils of the group played, aroused great interest among the children. Here, the children demonstrated their knowledge of fairy tales, communicative qualities, artistry, and the ability to behave in front of the public.
In the next part, she integrated fiction with literacy. Here the pupils showed knowledge of letters and the ability to read the text fluently.
I moved on to the next fairy tale through the riddle about the Cockerel, which made the children think.
Throughout the lesson, she tried to activate mental activity and cognitive interest through a variety of pedagogical technologies.
She posed problematic questions, to which the children had to express their opinions, argue and draw conclusions.
She taught me to listen and hear my comrades and the teacher, as required by the developing program "Rainbow".
In my opinion, the appearance of a live talking goldfish was surprising. And with great desire and hope they ask the fish for the fulfillment of their desires.
The artistic and productive activities of children were integrated into the lesson in fiction.
Throughout the lesson, she enriched the vocabulary and developed the communication skills of children, which positively affects their development of speech in a bilingual environment.
All this was lively and interesting in a relaxed atmosphere.
Health-saving technologies were provided by the good sanitary condition of the premises, a change in the types of children's activities, a physical minute in the middle of classes, and a favorable psychological atmosphere.
I think that the children received a lot of new knowledge in the course of project activities and emotional pleasure.
I set the goal of this two-month project activity to unite family members and moral education of the younger generation.
In my opinion, I have realized all the tasks and goals.

Ludmila Matveeva
Self-analysis of GCD on reading fiction "Literary lounge" Books in our library "

Self-analysis of direct educational activities in reading fiction.

Subject: Literary lounge "Books in our library".

Educator: Matveeva L. O.

Type: integrated (communication (speech development) together with familiarization with fiction with elements of dramatization).

The presented abstract is built in accordance with the Federal State Educational Standard, as well as didactic and general pedagogical principles:

The principle of continuity (the lesson was built on the basis of previous lessons and joint actions of the teacher and children)

The principle of activity (motivation and interest were supported)

The principle of accessibility (matching the individual characteristics of children)

The principle of psychological comfort (confidence, calmness, goodwill)

Purpose of GCD: to systematize children's knowledge about the main genres of Russian literature.

The tasks of the GCD were chosen in accordance with the educational program of the MDOU “May kindergarten “Solnyshko”.

During the lesson, the following tasks were solved:

develop emotional and expressive speech (use logical stress, pause, understand the content of a literary phrase, use non-verbal forms of expressiveness of speech (the ability to intonate, convey emotions and empathy with the help of gestures, facial expressions);

develop communication skills and personal interaction of preschoolers during the performance of joint tasks;

develop coherent speech, imagination, fantasy, thinking, the ability to act in concert according to oral instructions;

improve the ability to meaningfully and expressively retell literary texts, dramatize them, use speech as a means of communication;

to encourage the manifestation of interest in the semantic side of the word; improve the dialogic and monologue forms of speech;

to cultivate interest in Russian culture and instill a love for literature and books.

In preparation for the lesson, the requirements of the program were taken into account: the integration of areas, the age characteristics of children, the solution of educational and upbringing tasks in unity, taking into account the provisions on leading activities and changing activities, creating a relaxed atmosphere, and interacting with the leading role of an adult.

The following materials were used: Portraits of writers I. A. Krylov and K. D. Ushinsky. Exhibition of books in the group's library. Didactic game "Choose a rhyme with the help of pictures." Mnemotables. Costumes: foxes, crows, hares, dogs, ducks, Vasya; layouts: spruce, fence, house, pond. The book "Genres of Russian Literature", four sheets of drawing paper for the design of the pages of the book. Visual materials: gouache, watercolor, colored pencils, wax pencils, crayons, brushes, a jar of water. Audio recording (musical accompaniment of theatrical activities).

Preliminary work: Acquaintance with the work of I. A. Krylov and K. D. Ushinsky, viewing illustrations for their works. Conversations on fables, dramatizations of passages from fables. Conversation about the genres of Russian literature. Learning fables, poems, fairy tales, stories, dramatization. Production of baby books on the genres of Russian literature and exhibition design.

Various methods and techniques were used during the lesson:

verbal (telling poems, fairy tales, stories, reading fables, riddles, conversation, questions, explanation);

visual (mnemonic tables, portraits of Russian writers);

practical (Didactic game "pick a rhyme to the picture", musical accompaniment, creation of the book "Genres of Russian literature").

game (dramatization of a fairy tale, fable, story, physical minute.)

The use of the above methods contributed to the conduct of the lesson in a comfortable emotionally colored environment. Throughout the lesson, the children were active and interested.

The duration of the lesson is in accordance with the norms.

Conclusion: The purpose of the lesson was achieved, the knowledge of children about the main genres of Russian literature was systematized, the tasks, in my opinion, were completed.

Related publications:

Forms of work with parents on reading fiction FORMS OF WORKING WITH PARENTS IN FITNESS 1. SEMINARS 2. WORKSHOPS 3. CONSULTATIONS for parents. 4. COMPETITIONS - Readers,.

Topic: "Visiting a fairy tale" Tasks: Educational area "Social and communicative development" 1. Form an attentive, caring.

Experience in additional reading of fiction I offer my colleagues my experience of additional reading of fiction with children in order to instill in them the skills of a complete text analysis.

Open lesson on reading fiction "Bear Cub Burik" Synopsis on fiction on the topic: “Bear cub Burik” II junior group Karanova M.S. Educator, Surgut Program.

LONG-TERM PLAN FOR ACQUAINTANCE WITH ART LITERATURE IN THE MIDDLE GROUP FOR 2014-2015 ACADEMIC YEAR № Theme Objectives Material.

Perspective planning for reading fiction in the middle group September 1-4 - Reading chants, songs, nursery rhymes. "Sun-bucket ..." p. 105 "Legs, legs, where were you?" p. 138 “Don! Don! Don!" page 3.

Dear Chairman of the State Attestation Commission, distinguished members of the commission, distinguished students.

Let me present to your attention the final qualifying work on the topic: "The development of the vocabulary of older preschoolers in the process of familiarization with fiction."

Performed by a student of 5 "A" group Borisova E.G.

Scientific adviser: Fedorova Tatyana Viktorovna

We read: Introduction - relevance, problem, object, subject, goal, research objectives, research hypothesis, scientific novelty of the research, theoretical and practical significance ...

In Chapter 1, we studied the theoretical aspects of the problem of vocabulary development in older preschool children.

We made a psychological and pedagogical analysis of the formation of the vocabulary of older preschoolers, considered the features of the development of the vocabulary of children of older preschool age, determined the methodology for the formation of the dictionary of preschoolers in the process of familiarization with fiction.

In Chapter 2, we conducted experimental work on the development of children's vocabulary in the process of familiarization with fiction.

The purpose of the experimental work was: to identify the level of development of the vocabulary of children 6-7 years old; development and testing of the use of works of fiction and its influence on the development of the vocabulary of older preschoolers.

Objectives of the experimental study:

1. To identify the level of development of the vocabulary of children 6-7 years old;
2. Develop and test a program for the use of works of fiction;
3. Determine the impact of the developed program on the level of development of the vocabulary of children 6-7 years old.

The purpose of the ascertaining experiment: to select diagnostic methods and to identify the level of development of the vocabulary of children 6-7 years old.

1. Choose a technique that meets the conditions of our experiment.
2. Conduct a diagnostic examination of children aged 6-7 years, aimed at identifying the level of vocabulary development.

Of the variety of diagnostic techniques, we used the technique of L.S. Vygotsky, O.N. Usanova "Diagnosis of vocabulary development", which included four tasks.

The purpose of this technique: to study the quantitative and qualitative development of the vocabulary of children 6-7 years old.

Based on the diagnostic results and in accordance with the criteria, the children were divided into levels. (Table 5) [Appendix 5]

1 level (low)

7 children (35%) were classified as low. These children do not have a vocabulary. Children rarely use antonyms, verbs, adjectives in speech, often make mistakes.

Level 2 (intermediate)

10 children (50%) were assigned to the average level. Children of this group are characterized by the use of antonyms, adjectives, verbs and generalizing words in speech, but their use is not frequent. Children experience difficulties in selecting antonyms and synonyms only for individual words.

3 level (high)

3 children (15%) were referred to the high level. Children of this group use adjectives, antonyms, verbs. They know how to choose the right general words. In children of this level, the development of the vocabulary corresponds to the age.

Qualitative analysis of the results of the ascertaining experiment made it possible to make a quantitative processing of the results obtained. They are presented in a chart showing the number of children assigned to each level, as well as the percentage of the total number of children studied.

High level - 3 children; medium level - 10 children, low level - 7 children.

As can be seen, 15% of children belong to the high level, 50% of children to the middle level, and 35% of children to the low level.

The ascertaining experiment showed that the level of vocabulary development in children is not high enough, and the results of the ascertaining experiment allow us to highlight the following shortcomings:

- poverty of the active dictionary;
- the inability of children to express their thoughts in words.

The results of the ascertaining experiment indicate the need for targeted systematic work on the development of children's vocabulary.

Our next step was:

Selection and testing of the program for the use of works of fiction in various activities of children.

Purpose: to develop and test a program for the use of fiction in the process of developing the vocabulary of children aged 6-7, not only in the process of educational activities, but also in other activities.

4. Select works of fiction that the teacher will use not only in specially organized classes, but also in other activities of children.
5. Develop a vocabulary development program using selected works of fiction.
6. To test the developed program on preschoolers 6-7 years old.

Treat reading as a serious and important activity with children;
Create conditions for listening, do not distract the child;
· Read expressively, causing the child's interest in reading;
· Discuss what you heard, look at the illustrations.

The program of using works of fiction in various activities

In 6 children, the level of development increased from medium to high, in 6 children it rose from a low level to an average level.

It can be seen from the figure that all children had a positive trend in the development of the vocabulary. If the children did not improve their level, then their results improved in certain indicators.

Analysis of the results after the formative experiment testifies to the effectiveness of the complex of methods and techniques developed by us. The group has improved its results. The percentage of children with a low level of development was 0%. Accordingly, the number of children with an average level of development increased by 5% and a high level of development increased by 30%.

During the course of work, the following changes were noticed:

Children have increased interest in fiction, they use adjectives, verbs, antonyms, comparisons, generalizations in their speech; in role-playing games - children independently beat the plot of literary works.

Works of fiction in educational work with children were used in an integrated form, both in the classroom and in the process of independent activity. We have built our work on the following basic principles:

- firstly, on a careful selection of material, determined by the age capabilities of children;
- secondly, the integration of work with various areas of educational work and activities of children;
- thirdly, the active inclusion of children;
- fourthly, the use of the developing potential of a literary work in creating a speech environment to the maximum.

Thus, based on the results of the control experiment, we can conclude that with systematic work on the development of children's vocabulary in the process of using works of fiction, tangible results can be achieved.

Based on the analysis of experimental work, we can conclude that our hypothesis that fiction will contribute to the development of the vocabulary of children aged 6-7 under certain conditions has been confirmed.

Task plan for thematic check

Deadline: October 15, 2012 - 18.10.2012

Purpose of control: To determine the effectiveness of the work of MBDOU in familiarizing preschoolers with fiction.

Control issues	Control methods	Content control	Timing	Who conducts
ZUN children	Observation and analysis of directly educational activities.	Organization of the GCD, observance of the GCD structure, the main stages of working with a literary text, a book.	15.10.12 - 18.10.12	Pedagogical Commission
ZUN children	Observation and analysis of unregulated activities: joint activities of the teacher and children (observation, conversations, reading fiction, looking at illustrations); independent activities of children.	Analysis of the work of the educator with children on familiarization with fiction in joint activities (daily readings "for the soul"); organization of the GCD in the educational field "Reading fiction"; creation of a subject-developing environment that introduces the child to the world of book culture.	15.10.12 - 18.10.12	Pedagogical Commission
Planning for work with children	Analysis of software and methodological support, calendar plans of educators.	The system of work on familiarization with the literature of the GCD, the relationship with other activities, independent verbal communication. The presence of a long-term plan of work in the direction, the reflection of work in the calendar plan.	15.10.12 - 18.10.12
Conditioning	Analysis of the subject-developing environment.	Creating a subject-developing environment that introduces the child to the world of book culture: availability of books in the Book Center in accordance with the age of children, a variety of types of books, adherence to the principles of selecting children's books, design aesthetics, showcases for drawings based on literary works, illustrations based on literary works, portraits children's writers.	15.10.12 - 18.10.12	Pedagogical Commission
ZUN educators	Observations. Conversations. Self-analysis of events.	Knowledge of software tasks. Methodology for conducting GCD in the educational area "Reading Fiction". Guiding the independent activities of children. Features of the organization of the pedagogical process.	15.10.12 - 18.10.12	Krasnova R.V. Biryuchevskaya O.A.
Working with parents	Analysis of documentation, visual ped. propaganda; monitoring the process of communication between the teacher and parents.	Work on this topic, the presence of joint activities.	15.10.12 - 18.10.12	Krasnova R.V. Biryuchevskaya O.A.

Reference

based on the results of thematic control

"Introduction of preschoolers to fiction"
In accordance with the annual work plan of the kindergarten of compensatory type No. 37 "Rodnichok" for the 2012-2013 academic year and on the basis of Order No. in the period from 10/15/2012 to 10/18/2012, thematic control was carried out in age groups on the topic "Familiarization preschoolers with fiction.

The purpose of control: to determine the effectiveness of the work of MBDOU in familiarizing preschoolers with fiction.

Control program:

planning work with children;
creating conditions;
ZUN children;
ZUN educators;
work with parents.

Control methods

observation and analysis of directly educational activities;
observation and analysis of unregulated activities: joint activities of the teacher and children (observation, conversations, reading fiction, looking at illustrations); independent activity of children;
analysis of planning educational work with preschoolers;
analysis of the subject-developing environment, conditions for organizing children's activities aimed at introducing the child to the book;
analysis of the forms of pedagogical education and interaction with parents to familiarize preschoolers with fiction.

During the inspection it was found:

Familiarization of preschoolers with fiction is carried out on the basis of long-term and scheduling. In the long-term plans, it is planned to familiarize with works of art in accordance with the program for the upbringing and education of children “From Birth to School” by N.E. Veraksa and the Regional Program for Preschool Education Shaekhova R.K.

Analysis of scheduling showed that educators understand the importance of children's fiction in the comprehensive development of the child. In this regard, teachers plan directly educational activities in the educational field "Reading fiction", "reading for the soul" before bedtime, artistic and speech activities with children in the organization of various regime moments. Poems, riddles are used during observations on a walk. The reading of various works of art is organized, followed by a conversation, dramatization of fairy tales, short stories. In younger groups, nursery rhymes, funny songs help to create a positive emotional mood during cultural and hygienic procedures, eating, putting to bed, dressing for a walk.

Attention should be paid to the planning of individual work with children in this area. In addition, it is necessary to think over and plan various forms of work with preschoolers to introduce them to reading fiction.

The study of the subject-developing environment conducive to the acquaintance of children with fiction showed that in all groups the Book centers were equipped, corresponding to the “law of age correspondences” and the “law of age perspective”. The centers have a rich book fund of various genres (fairy tales, poems, stories, encyclopedias), there are works by one author from different publishing houses. In the presence of portraits of children's writers, materials about their work, but little material about illustrators. In addition to books, the centers have various thematic folders and albums, illustrations for works, didactic games, and equipment for a “hospital for books”. But some minor flaws in the design of the centers of the Book were revealed. In the middle, senior and Tatar groups, the place for organizing the examination of books was unsuccessfully chosen. There are few books of various formats in the first junior, preparatory and Tatar groups. However, after consulting the Book Center in Kindergarten, all violations were eliminated and replenished with new books and aesthetic equipment. In addition, children's drawings based on favorite works, didactic games "Heroes of fairy tales" appeared in the centers of the Book.

An analysis of the directly viewed educational activities of the educational area "Reading Fiction" showed that educators have the skills of expressive reading, organization of a conversation about a read work, and can convey to children the meaning and ideological content of a work. Educators of the senior and preparatory groups (Chupakhina O.V., Natalina L.V.) use the demonstration of fragments of animated films; Salimova R.R. - puppet show.

In the process of reading, teachers interpreted words incomprehensible to children, showed pictures in books. The use of demonstration material, the examination of illustrations for works contributed to the formation in children of independent examination of books, as well as love and interest in fiction.

Directly reviewed educational activities in the preparatory group for school (teacher L.V. Natalina) showed that children not only know many works, but they can also name and recognize the authors of these works, know and name various genres (fairy tale, story, poetry).

It is also worth noting that children are able to listen carefully to works, are active in speech dialogue.

The speech skills of children in the 2nd junior group also meet the requirements of the program. Children are able to listen to the teacher, understand his speech, emotionally react to the teacher's promptings to perform imitative actions characteristic of a particular character in a fairy tale or nursery rhyme. Many kids already use complex sentences in speech, answering questions from the teacher.

Thus, observations of preschoolers in the course of classes, analysis of their speech activity and the correct use of lexical and grammatical structures, individual conversations with children indicate that, in general, the speech of preschool children corresponds to the norm, with the exception of its phonetic side. This result is an indicator of the system of work with preschoolers.

In order to improve the quality of work on the speech development of a child, it is worth paying attention to the following requirements:

In all groups, pay attention not only to the enrichment of the active and passive vocabulary of children, the construction of grammatically correct statements, but also to the development of figurative speech of preschoolers. Children must learn to use epithets, metaphors, and other means of artistic and speech expressiveness in speech. This can be helped by reading children's fiction, didactic games, live communication between an adult and a child.

An analysis of conversations with children showed that many children do not know the names of writers and poets whose works they read in kindergarten. To do this, it is necessary to think over interesting forms of work with children and parents. For example, designing thematic exhibitions or holding evenings dedicated to the work of writers, getting acquainted with their biographies, celebrating the name day of the work, holding intellectual marathons, designing layouts based on favorite fairy tales, encouraging the creation and enrichment of family children's libraries, visiting the children's library.

An analysis of the work with parents indicates that the work of introducing preschoolers to reading fiction is limited only to such forms of work as the design of folders and visual information, preparation for a thematic competition of drawings on works and a competition of readers.

Conclusion: the work of the kindergarten to familiarize preschoolers with fiction is effective.

Plan individual work with children in the center of the Book.

Deadline: permanent.

To diversify the forms of work with children to familiarize preschoolers with fiction.

Conduct entertainment "We are friends with the book."

To intensify and diversify interaction with parents to form preschoolers' interest in reading books.

Deadline: immediately.

Design booklets, recommendations for parents on organizing family reading.

Deadline: not later than 01.12.2012.
Commission members:

Head of the kindergarten _________ Krasnova R.V.

Senior educator ____________ Biryuchevskaya O.A.

Educator ___________ Chupakhina O.V.

Familiarized:

Vafina G.S.	___________	Malykhina V. N.	___________
Idrisova Yu.R.	___________	Minnigaleeva N.I.	___________
Koshel E.V.	___________	Nabiullina F.A.	___________
Krupenchenko I.V.	___________	Natalina L.V.	___________
Kurguzkina N.A.	___________	Salimova R.R.	___________
Lapshova N.V.	___________	Chupakhina O. V	___________

Analysis map

directly educational activities in the educational field

"Reading Fiction"

Subject _____________________________________________________________________________________ The date of the ____________________________________________ Age group ____________________________________ Amount of children ____________________ FULL NAME. educator ______________________________
Criteria for evaluating the work of the educator	Assessment level
Criteria for evaluating the work of the educator	high	admissible	short
Was the GCD structure for familiarization with fiction observed?
Did the teacher prepare the children for the perception of the work of art?
Was the goal of the preparatory work before reading achieved - to arouse interest in the main character or object, phenomenon depicted in the work?
Was the text of the literary work expressively read (told)?
Were observations made on the word, were the skills to see bright artistic details formed?
Was the interpretation of words incomprehensible to children carried out at the lesson?
Was there any other work done on the development of children's speech?
Has the ideological content of the work been clarified?
Has there been a group review of the book?
Was there a recommendation for independent individual work with a book or work?
Did this GCD contribute to the formation of children's love and interest in fiction?
Conclusion:

Senior educator ________________

Educator _____________

Visual information analysis map for parents within

thematic control

"Introduction of preschoolers to fiction"

Analysis Criteria	Age groups
Analysis Criteria	1 ml	2 ml.	Wed	Art.	Prep.	Tat.
Specificity of information
Availability of the proposed material
Brevity of material
Aesthetic design of visual materials
Pedagogical feasibility of the proposed materials
Material submission form
Folders-sliders
stands
Screens
Information letters, memos, booklets for parents

Indicators: + optimal level; V acceptable level; - insufficient level

Card for checking the plan of educational and educational work within the framework of

thematic control

"Introduction of preschoolers to fiction"

Directions of educational work	Age groups
Directions of educational work	1 ml	2 ml.	Wed	Art.	Prep.	Tat.
Planning directly educational activities "Reading fiction"
Daily reading for the soul
Creative types of reading activities (graphic and verbal drawing, writing, making baby books, etc.)
Working with Book Center content
Joint activities with the city children's library
Leisure, entertainment
Family work

Indicators: + optimal level; V acceptable level; - insufficient level

Questionnaire for parents

"Raising a child's interest and love for the book"

1. Do you have a children's library at home? (Not really.)

2. What works do you have in your children's library? (fairy tales, poems, cognitive encyclopedias, etc.) / Underline whatever applicable/

3. How often do you buy books for your child? (Often, rarely.)

4. What are you guided by when buying a book for a child? (Check one of the boxes.)

I'm browsing the content

I take into account the age of the child,

Choosing an illustration book

I buy randomly.

5. How often do you read books to your child?

Daily,

Two or three times a week

Once a month,

I don't read at all.

6. On whose initiative do you read books?

At the request of the child

On your own initiative.

7. Do you talk with your child about what you have read? (Yes, no, sometimes.)

8. Does your child tell you about the works of art that he met in kindergarten? (Yes, no, sometimes.)

9. Do you subscribe to children's magazines? Which? ______________________________________________

10. What, in your opinion, is the role of books in the development of a child? (write) ____________________________

______________________________________________________________________________________________

Thank you for your cooperation!