K.D. Ushinsky:

Preschool childhood, as a period in human life, plays an important role in shaping what not only each individual person, but all of humanity, the world as a whole will become. The educational, ideological, moral, and cultural priorities laid down in preschool childhood determine the life path of generations and influence the development and state of the entire civilization. It is necessary to pay as much attention as possible to the formation of the inner world of the child. Invaluable help in this is provided by communication with the book.

“Reading is the main skill,” wrote A.S. Pushkin. Through reading fiction, the child learns the past, present and future of the world, learns to analyze, moral and cultural values ​​are laid in it.

Modern children spend more and more time playing computer games and watching TV. Sociological studies in our country and abroad have revealed negative trends: there is a markedly reduced interest in reading among younger preschoolers and adolescents; the share of reading in the structure of children's free time has been drastically reduced.

To date, the relevance of solving this problem is obvious. In order to educate a reader in a child, an adult must himself show interest in a book, understand its role in a person’s life, and know books recommended for children. preschool age be able to have interesting conversations with children

Reading develops a person's speech, makes it correct, clear, understandable, figurative, beautiful.

Reading develops a person's soul, teaches him to be compassionate, to be merciful, to feel someone else's pain and rejoice in someone else's success.

Reading is an impulse to creative insight, to the creation of a new artistic creation.

A person who reads knows how to use information and explore it.

A special place in preschool institutions is occupied by familiarizing children with fiction as an art and a means of developing intelligence, speech, a positive attitude towards the world, love and interest in books.

A preschooler is a kind of reader. He perceives literature by ear, and this process continues until he himself learns to read. But, even having mastered the technique of reading, he has a childish attitude to book events and heroes for a long time.

A child of preschool age is characterized by an out-of-context perception of art. In his ideas about what is happening in the work, he goes far beyond the text itself: he animates the inanimate, does not correlate the events described with real time and place, changes the work in his own way, making him the heroes of himself, his friends and acquaintances, characters of previously read books. A children's book that a child likes captures him so much that he does not separate himself from what is happening in it, plunging into it, presenting the events and the process of his participation in the depicted to the smallest detail. Such qualities are characteristic of children of senior preschool age.

Works of fiction reveal to children the world of human feelings, arousing interest in the individual, in inner world hero.
Having learned to empathize with the heroes of works of art, children begin to notice the mood of their loved ones and those around them. Humane feelings begin to awaken in them - the ability to show participation, kindness, protest against injustice. This is the basis on which adherence to principles, honesty, and true citizenship are brought up. “Feeling precedes knowledge; whoever did not feel the truth did not understand and did not recognize it, ”wrote V. G. Belinsky.
The child's feelings develop in the process of assimilation of the language of those works with which the teacher introduces him. The artistic word helps the child to understand the beauty of the sounding native speech, it teaches him the aesthetic perception of the environment and at the same time forms his ethical (moral) ideas.
The child's acquaintance with fiction begins with miniatures of folk art - nursery rhymes, songs, then he listens folk tales. Deep humanity, extremely precise moral orientation, lively humor, figurative language are the features of these miniature folklore works. Finally, the kid is read author's fairy tales, poems, stories available to him.
The people are an unsurpassed teacher of children's speech. In no other works, except for folk, you will find such an ideal arrangement of difficult to pronounce sounds, such an amazingly thoughtful combination of a number of words that barely differ from each other in sound. For example: “There was a bull that was stupid, a stupid bull, the bull had a white lip, it was stupid”; "The cap is not sewn in the style of a cap, it is necessary to recap it, whoever recaps it, that half a cap will be peas." And benevolent banter, subtle humor of nursery rhymes, teasers, counting rhymes - effective remedy pedagogical influence, a good "medicine" against laziness, cowardice, stubbornness, whims, selfishness.
A journey into the world of a fairy tale develops the imagination, fantasy of children, encourages them to write themselves. Brought up on the best literary models in the spirit of humanity, children in their stories and fairy tales show themselves to be fair, protecting the offended and weak and punishing the evil. Thus, helping children to master the language of a given work of art, the teacher also fulfills the tasks of education.
And aesthetic, and especially moral (ethical) ideas, children should take out precisely from works of art, and not from the moralizing arguments of educators about the works they read, prepared questions on questions. The teacher must remember: excessive moralizing about what has been read brings great, often irreparable harm; “Disassembled” with the help of many small questions, the work immediately loses all charm in the eyes of children; loses interest in it. One must fully trust the educational possibilities of a literary text.
Fiction plays an important role in the development of the social experience of the preschooler.

In fiction, especially in fairy tales, there are plots in which children find themselves alone, without parents, describe the trials and tribulations that, in this regard, fall to their lot, and very emotionally represent the aspirations of child characters to find a home and parents again.

A lot of works that are written for preschool children form their right attitude to nature, the ability to carefully handle living beings; form positive attitude to work, form knowledge about the work of adults, about the organization of labor activity. All this contributes to the educational opportunities for teaching children labor skills. Skill Mastery Raises labor activity to a higher stage of development, allows the child to set and achieve goals; provides a more complete and successful use of labor activity as a means of moral education.

A reader in a child will grow up when literature, a book correspond to his worldview, his needs, his spiritual impulses, when the book contains the answer to a question that is still ripening in the mind, when emotions are anticipated. The circle of children's reading is the circle of those works that I read (or listen to reading) and perceive the children themselves.

The reading circle of preschoolers is changing especially rapidly. Here, in fact, each year of a child's life has its own works. And what sounded to the baby of the second year of life and understood by him, the five-year-old will be uninteresting or will be rethought by him. For children 6-7 years old, more voluminous books are needed that require reading with a continuation, having a multi-way plot, a large number actors, complex artistic techniques.

Thus, the selection of literature for children's reading depends on the age of the child, on his passions and preferences, but not only ...

The selection of literature for children's reading is greatly influenced by the historical and moral time in which the child reader lives. Choosing a book to read to a baby today, we must definitely think about its focus on the formation of positive emotions of the child, positive activity. The nature of art is such that it inspires a person, including a small one, to some accomplishments, deeds, actions.

For preschool children, it is necessary to choose literature with vivid illustrations.

You should also remember about the thematic diversity of works. In children's reading, all topics should be presented: the theme of children's games and toys; the theme of nature, wildlife; the theme of the relationship between children and adults, relationships in the children's team; the theme of the family, debt to parents, relatives; theme of childhood the theme of honor and duty; the theme of the war; historical theme and many others. It is desirable to present all these topics to the child both as eternal and as sharply modern.

It is also necessary to remember the variety of author's names, which will show the child a variety of approaches to depicting something or, conversely, one and the same approach, which will be perceived as the only true one in relation to the depicted.

The correct selection of literature for children's reading involves taking into account the gender differences of children. This does not mean that boys and girls should read completely different literature. This means that an adult who selects literature for reading to children must take into account that girls need to read more books that talk about women's virtues, housekeeping, and women's destiny. Boys will be interested in literature about strong, courageous people, about travel, inventions, human behavior in emergency situations, and so on.

It is logical to remember the seasonal principle in the selection of literature for reading, because in the hot summer time it is inappropriate to read about how “fluffy white snow falls and spins”.

The circle of children's reading should include works imbued with humanistic ideas, carrying the eternal values ​​of goodness, justice, equality, labor, health and happiness, peace and tranquility for everyone. The works are moral, but not moralistic. Literature for children should not set itself the task of correcting morals. It is designed to initially talk with the child about what the ideal is and what are the ways to achieve it, what is the eternal truth and how to follow it, what are the true values ​​and what are the false ones. Its task is to teach the child to think about what is happening around, analyze and draw conclusions. She must develop his mind and soul.

Thus, we can conclude that the role of reading in the development of a preschool child is very large. Reading, telling and retelling fiction to a preschool child has a huge impact on the intellectual, mental, creative, psychological and psychophysiological development. Reading develops artistic and speech skills, forms the moral and cultural side of the child, conveys ideas about life, work, attitude to nature, thereby developing the social experience and labor activity of a preschooler.

All these priorities, laid down in preschool age, harmoniously develop the child as a full-fledged personality.

Fiction is an effective means of mental, moral and aesthetic education, has a great influence on the overall development of the child, directly contributes to the formation of readiness for learning.
In poetic images, fiction opens and explains to the child the life of nature and society, the complex world of human relations, contributes to the speech development of the child, giving him examples of the correct literary language.
For successful subsequent schooling, a six-year-old child must develop a certain interest and love for the book, the ability to perceive and understand the text read to him, answer questions about the content, independently retell simple works, give an elementary assessment of the characters and their actions, determine their attitude towards them. . These qualities and skills at preschool age are acquired by the child and improved in the process of familiarization with works of art.
Through a special organization, intonational coloring, the use of specific linguistic means of expression (comparisons, epithets, metaphors), literary works convey the attitude of the people to a particular object or phenomenon. The visual means of the language in them are labels, emotional, they enliven speech, develop thinking, improve the vocabulary of children.

Among the factors influencing the effectiveness of solving problems of introducing children to art, an important role belongs to the educational program. Educational objectives of the program "Rainbow" for the analyzed educational field fully comply with federal state requirements.

Rainbow program

In the "Introduction to the book" section, it is proposed to read children's literature to children every day (except for classes). One of the criteria for selecting works for such reading is that the characters in their manifestations should be close and understandable to children.
The program provides a rationale for the need to read works of different genres to children (fairy tales - folk and author's, small forms of folklore, humorous works, play and lyrical poems, etc.), certain pedagogical and philological tasks are set.
Pedagogical:
extract information from children's literature, develop with its help cognitive activity children;
when reading poems, in dramatizations - to improve the artistic and speech skills of children (intonation, gesture, facial expressions).
Philological:
to develop children's interest in children's literature;
improve the aesthetic perception of works of art;
to teach compassion towards the characters, to cause joy in children from meeting with kind and beautiful world children's book:
to develop in children the ability to pay attention to the visual and expressive means, to the beauty of the language;
learn to notice the differences between genres (fairy tale, short story, poem).
Particular attention in the program is given to the organization of the book corner. It is proposed to involve children in the selection of books, call them to talk about the content of the book corner, organize exhibitions, etc.
The compilers of the program recommend different forms of organization for introducing the child to the book:
lessons;
daily reading;
dramatization games and performances based on works.
For older preschoolers, topics for daily reading have been developed. There are also summaries of classes on introducing children to fiction, where you can see conversations about poetry “Why do people compose poetry?”, and looking at illustrations, and talking about some of the compositional elements of fairy tales.
The program "Rainbow" has many advantages (especially the presence of a reader), but there is not enough support for the family, for working with parents, which, unfortunately, is not provided for in the program.
Analysis of the content of speech tasks in the educational program "Rainbow" allows us to note a special focus on the child's mastering the sign system of speech, as well as the development of dialogic speech as a way of communication, at the same time, it should be noted the lack of detailing of specific knowledge, skills and abilities of children in the field of their native language .

A child of the sixth year of life is ready for all kinds of learning. A universal way of teaching life, a way of discovering and comprehending the world with the help of a book. At the age of six, a child is able to listen for 30-40 minutes and look at a book on his own for half an hour. In the senior group, work continues to familiarize children with the treasury of world fiction.

Target:

education in preschoolers of the need to communicate with the book.

Tasks

Continue to develop children's interest infiction:

– improve the aesthetic perception of works of art;

– draw the attention of children to figurative and expressive means (figurative words
and expressions, epithets, comparisons);

– help the child feel the beauty and expressiveness of the language and work, instilling sensitivity to the poetic word;

– to improve the artistic and speech performing skills of children when reading poems, in dramatizations of works;

– to educate the child's need to consider the book, talk about its content;

– show children the main differences between a fairy tale, a story, a poem.

Forms and methods of work:

• 
  literary lounge;
• 
  literary evenings;
• 
  themed weeks.
• 
  quizzes;
• 
  conversations and classes;
• 
  book exhibitions and thematic exhibitions of drawings and crafts;
• 
  reading competitions;
• 
  literary games and holidays;
• 
  excursions;
• 
  watching filmstrips, cartoons, presentations;
• 
  stock.

article

Activation of speech-cogitative activity of students with disabilities through the use of folklore material. Speech therapist Lapina N.P.
“Not conditional sounds only a child learns, studying his native language,

he drinks spiritual life and strength from the native breast of his native word.

* It explains nature to him as no one could explain it

naturalist;

* it introduces him to the character of the people around him, to society,

among which he lives, with his history and aspirations, how could he

to acquaint, no historian;

* it introduces him into folk beliefs, into folk poetry, as it could not

introduce no aesthetics;

* it finally gives such logical concepts and philosophical

views,

which, of course, no philosopher could tell a child ... "

K.D.Ushinsky)

Update

Currently very

the problem of raising children in

basis of Russian national culture, at a meeting of national

achievements.
Of course, with the intensive introduction of computerization into life, the national language begins to lose its emotionality. It was filled with foreign words, and the language of the computer is devoid of color, imagery. The modern environment in which children grow up is a chaotic set of elements of various traditions and cultures, which is fraught with the threat of the development of indifference, because it is impossible to comprehend, understand and love everything at the same time. Something must be special in life. This special thing for our children should be their native Russian culture.
2.

Brief overview of the theory
Acquaintance with the traditions and customs of the Russian people helps to cultivate love for the history and culture of the Russian people, helps to preserve the past.
Russian folklore

- this is a path from the past, through the present,

future, pure and eternal source.
Therefore, children's knowledge of folk culture, Russian folk art, folklore, resonates in children's hearts, has a positive effect on aesthetic development children, reveals the creative abilities of each child, forms a common spiritual culture. And
it is necessary to start familiarizing with the values ​​of folk culture from an early age. Childhood memories are indelible. Children are very trusting and open. Fortunately, childhood is a time when a genuine sincere immersion in the origins of national culture is possible. Russian folklore is a living spring of pure and bright water. It helps to look into ourselves, to understand who we are and where we come from. Ancient wisdom reminds us:
"A man who does not know his past does not know

nothing".
Folklore is called
"living antiquity
". In it, as in a magic box, there are nursery rhymes and counting rhymes, games and songs, riddles and tongue twisters. Folk pedagogy (and it underlies children's folklore) takes into account all the features of the development of our children. Russians folk games, round dances, dances, folk songs, ditties, nursery rhymes, tongue twisters, fairy tales, riddles, incantations, proverbs, sayings are the richest source of physical, cognitive and moral development children.
Pestushki and nursery rhymes
help relatives to nurse the baby in the first year of his life. There was a long-standing Russian tradition - all activities related to childcare should be accompanied by
songs, rhymes, sayings,

sayings
. Rhythmically built speech sharpens the perception of the world around, causing a feeling of joy in children. all sorts of
games
(burners, salki, blind man's buff, round dances, etc.) meet the physical needs of the child, his active nature. They help the kid find his place in the team, teach him to communicate not only with his peers, but also with children older and younger than him. This is an indispensable experience of social adaptation, which, unfortunately, has been lost today.
Nursery rhymes about animals
help the child learn about the world around them. They develop his memory, attention and imagination. Juicy and figurative language
tales, shifters and fairy tales
responds to the desire of adults to convey to the child a sense of the multicolored world around and contributes to the development of his sense of humor.
Mystery
- one of the small forms of oral folk art, in which the most vivid, characteristic signs of objects or phenomena are given in an extremely compressed, figurative form. playful
dialogues and riddles
- the main material for the development of a child's speech, his memory and attention, and
tongue twisters, tongue twisters
- kind
"folk speech therapy".

Using in speech
Proverbs and sayings
, children learn to express their thoughts and feelings clearly and concisely, expressively, coloring their speech intonation. At the same time, the ability to creatively use the word develops, the ability to figuratively describe the object, to give it a vivid description. Small folklore genres, if you look more broadly, give the child a certain positive
"development program".
At an early age, a special type of activity is formed, aimed at understanding the world - speech-thinking; at the same time, not the accumulation of knowledge in itself, but the provision in the process of their acquisition of the unity of thought and word. Mastering speech in the unity of the pronunciation and semantic aspects restructures mental activity. The child gets the opportunity to learn what cannot be perceived with the help of the senses, learns to control his behavior, to be aware of his activity.
Development

speech and thought activity is an important task in the development of the child.

Methodological foundations
Children's folklore as a means of linguistic characterization of the people was addressed to. D. Ushinsky (29), V.I. Dahl (12), D.B. Elkonin (33), N.Kh. Shvachkin (32). educational potential folk pedagogy highly appreciated K.D. Ushinsky (29): “Education, created by the people themselves and based on folk principles, has that educational power that is not in the best systems based on abstract ideas ...” He believed in the principle “a people without a people is a body without souls." Knowing well the folk customs, rituals, traditions, he came to the conclusion that “the wisdom of the ancestors is a mirror for posterity” and therefore stood up for public education, because it is a living example of national development.
4.

Survey results
In most cases, students with disabilities demonstrate a lack of understanding of the hidden meaning of figurative expressions, a literal interpretation of the meaning of proverbs, insufficient ability to abstract from a specific situation, and purposefully analyze the conditions of a mental task. At an older age, these children have certain knowledge and skills, but their logical activity is characterized by extreme instability and lack of planning: they pay attention to any one, randomly snatched sign, characteristic of an object or phenomenon. It is difficult for children to express their thoughts. In speech, they do not use abstract concepts, rarely use generalized words, find it difficult to
proof of your opinion. The reasoning of children is inconsistent, illogical. Statements are short, abrupt, grammatically unformed. Conclusion: To overcome the existing problems, it is advisable to use small folklore forms, as a means of shaping the speech-cogitative activity of children, enriching and clarifying vocabulary, improving understanding of the speech of others through acquaintance with the figurativeness and ambiguity of the native language.
5.

Objective
Optimization of speech therapy work with students with disabilities through the use of small folklore forms.
6.

Tasks
In accordance with the stated goal,
tasks are defined:
1. Determine the theoretical and methodological foundations for the use of small folklore forms in speech therapy work with students with disabilities 2. Identify the features of understanding and use of small folklore forms by students; 3. To develop a thematic block for the use of small folklore forms in work in order to develop speech activity and increase the efficiency of the speech therapy process; 4. Check the effectiveness of the use of small folklore forms in speech therapy work.
7.

Principles
I built my work on the development of speech by means of children's folklore on the following
basic principles:
 integration of work based on folk art with various directions educational work and activities of students (reading fiction, familiarization with nature, speech development, various games, productive activities);  active involvement in a variety of artistic and creative activities: musical, visual, game, artistic and speech, theatrical;  Based on the principle individual approach, taking into account their individual preferences, inclinations, interests, the level of development of a particular activity, individual work with everyone in the process of collective studies;
 careful and respectful attitude to children's creativity, in whatever form it manifests itself.
8.

Implementation
To solve the tasks we use
complex

methods
: theoretical analysis of general and special psychological and pedagogical literature on the problem, examination of children, conversations with parents, consultations, joint holidays, leisure activities, exhibitions, reading fiction, explanation, learning, dramatization games, creating a card file for children on folklore: nursery rhymes , tongue twisters, tongue twisters, didactic games based on fairy tales ... In correctional and speech therapy work with children with severe speech disorders, “small folklore forms” are available - nursery rhymes, tongue twisters, counting rhymes, short tales; further, along with the complication of "small forms", we give more space to folk tales, proverbs, sayings, incantations, teasers, riddles; then you should be introduced to fables, ditties, epics. Main
forms
organization of teaching children, on which folklore material is used by a speech therapist teacher, are
individual and subgroup
speech therapy classes
species
: - classes on the development of lexical and grammatical means of the language; - classes on the formation of coherent storytelling skills; - classes on the formation of the correct sound pronunciation (at the stage of automation of sounds in coherent speech); - logarithmic exercises. Folklore works are used in various
structural

components
classes: in the organizational moment (when introducing children to the topic of the lesson), in the main part (when studying the topic), during dynamic pauses, finger gymnastics, mimic gymnastics, when performing various types of massage, breathing exercises.
When used in correctional and speech therapy work

folklore material, I was convinced that:
 Subject to the selection of small folklore forms, taking into account the age capabilities of children and the organization of systematic work, they can be understood by people with severe speech disorders.  The use of small folklore forms in speech therapy work contributes to the solution of such
tasks,
how:
-
educational
- enrichment of the dictionary, the formation of the lexical and grammatical structure of speech, a coherent statement, the improvement of the sound side of speech; -
developing
- the development of phonemic hearing, the development of observation, the development of fantasy, creativity and the ability to find means of expressing an image in facial expressions, gestures, intonations; -
educational
- to cultivate love for the native language, a kind attitude towards our smaller brothers, a sense of beauty, to expand the idea of ​​goodness, truth, beauty.
9.

phasing

You need to work out tongue twisters in the following order:
 speak the tongue twister slowly, in a whisper, articulating very clearly with your lips;  say the tongue twister in a whisper, quickly, also articulating very clearly;  speak “through the teeth” (lips actively articulate, teeth are clenched);  pronounce the tongue twister loudly, slowly, articulating very clearly;  Speak loudly, as clearly and quickly as possible. We pronounce each tongue twister with different intonations: interrogative, cheerful, sad, “out of breath” (“as if they were running after the bus”).
The correctional and developmental possibilities of the riddle are diverse:
 education of resourcefulness, ingenuity, speed of reaction;  stimulation of mental activity;  development of thinking, speech, memory, attention, imagination;  expanding the stock of knowledge and ideas about the world around;  sensory development. This is especially true for people with systemic underdevelopment of speech, because. in this case, the riddle becomes a significant practical material for the correction and formation of the correct speech of the child. Students with disabilities experience difficulties in understanding and interpreting the text of riddles, which, of course, affects the correctness of guessing.
Conditions that ensure correct understanding and correct

riddles are:

Preliminary familiarization of children with the objects and phenomena referred to in the riddle; - thinking through by a speech therapist how to use riddles, the nature and manner of their presentation; - the level of speech development of children; - taking into account age characteristics and opportunities. When developing the mental abilities of persons with severe speech disorders, it is important not only to simply guess familiar riddles, but also to teach them to make their own. Adding to the perception
proverbs
as a folklore genre, we develop the moral qualities of a person, imaginative thinking, enrich speech using a variety of techniques that make this work interesting and most effective for the formation of the moral qualities of each student. The composition of proverbs and sayings as a type of creative activity can be included as part of the lesson or carried out as a separate lesson. It is important to explain that in the proverb the thought is expressed briefly, concisely. When compiling proverbs and sayings, you can not add extra words (unlike answering questions where you need to formulate full sentences). It is important to compose a new proverb, saying, but at the same time retain the form, intonation pattern and semantic meaning of the former one. Among the proverbs and sayings, you can find examples of ready-made game exercises. Proverbs like this one: “You won’t find the truth with him, like a snake’s legs,” you can make a lot. For example, you won’t find stripes on a giraffe, spots on a lion, hooves on a cat, teeth on a rooster, a shell on a crocodile, claws on a pike ... It is important that children learn to notice the features of the world around them, consolidate their knowledge, learn to express thought in words, formulating it in a special way. Working on understanding the figurative meaning of the proverb, we develop associative thinking in them. "Wags his tongue like a cow's tail" - here the language of a talkative person, divulging his own and other people's secrets, is compared to a cow's tail. Proverbs and sayings are fertile material for the development of both associative thinking and figurative speech. It should be borne in mind that the development of creativity cannot proceed without relying on visibility. The use of pictures in such games is mandatory. They help to quickly understand and complete the task, create a positive emotional background. When compiling proverbs similar to such as “Goose is not a comrade to a pig” (or “A wolf is not a comrade to a horse”), pictures do not have to be displayed in pairs at once. Children are invited to choose pictures of animals, who to whom, according to their
opinion "not a friend." Children themselves make pairs according to this principle and then come up with proverbs themselves. Only after training exercises with visualization do students have the ability to abstract. Having become acquainted with
effective techniques and methods of working with

proverbs
we can draw the following conclusions: 1. the student evaluates the facts of his life according to their significance, implements a value attitude to the world. Value is everything that has a certain significance for him. 2. The use of proverbs and sayings and work on them, increases the level of education, consciousness, morality, patriotism, mutual understanding and diligence. 3. The level of cognitive and speech activity increases, the vocabulary is enriched. 4. Through proverbs and sayings, the grammatical structure, coherent speech, and speech activity develop and form.
The use of proverbs and sayings allows you to make the work more

fun for children and the speech therapist, as well as increase the level of assimilation

material on lexical topics.

Conclusion
In conclusion, we can formulate the following
conclusions:
The use of small forms of folklore in working with students with disabilities makes it possible to give the opportunity to show all their abilities, consolidate their pronunciation and teach them to use in their speech the material that they learned in the classroom. In a short period of time, students have become more liberated, they are not afraid to speak, they perform tasks more intensively, they try to remember speech material and transfer it to communication with their peers. Speech development classes have become more interesting both for them and for the speech therapist. In my future work, I will actively use all types and forms of children's folklore, reading and telling fairy tales, since small forms of folklore develop oral speech, affect its spiritual, aesthetic and emotional development.
prospects
further work:
-
in deepening the correctional and developmental possibilities of small

folklore forms used in the process of speech therapy work with

students with disabilities,

- in search of ways to ensure effective interaction

experts on this issue

- in the integration of correctional and speech therapy work on the material

small folklore forms with children with

severe speech disorders.

Links to sources:
1) Anikin V.P. Russian folk proverbs, sayings, riddles, children's folklore. M.: Uchpedgiz, 1957. 240s; 2) Anikin V.P. A step to wisdom. M., 1988; 3) Anikin V.P. Russian folk proverbs, sayings, riddles and children's folklore. M., 1957; 4) Venger L.A., Mukhina V.S. Psychology. M.: Education, 1988. 328s; 5) Vygotsky L.S. Thinking and speech. Psychological research M-L., 1938; 6) Vygotsky L.S. Mental development of children in the learning process Sat. M-L., 1935; 7) Gvozdev A.N. Questions of studying children's speech. M., 1961; 8) Gvozdev A.N. Formation of the child's grammatical structure of the language In 2 hours. M., 1949; 9) Generalova N. Russian folk rhymes in the life of kids // Doshk. education.-1985.-№11.-p.21-24.; 10) Grigoriev V. M. Folk games and traditions in Russia. M., 1994. 11) Braid, wattle. Russian folk songs and round dances / / Comp. V. Agafonnikov. M., 1973; 12) Dal V.I. Proverbs and sayings. Naputnoe // Russian folk poetic creativity. Reader on folklore /Comp.: Yu.G. Kruglov. M.: Higher school, 1986. S. 185-193; 13) Zharenkova G.I. Understanding of grammatical relations by children with general underdevelopment of speech /School for children with severe speech disorders. M., 1958; 14) Zhinkin N.I. Mechanisms of speech. M., 1958; 15) Zagrutdinova M., Gavrish N. Use of small folklore forms // Doshk. education.-1991.-№9.-p.16-22; 16) Illarionova Yu.G. Teach children to solve riddles. Moscow: Enlightenment, 1976. 127p.; 17) Karpinskaya N.S. Artistic word in the upbringing of children (early and preschool age). M.: Pedagogy, 1972. 143s.; 18) Kartushina M. Yu. Abstracts of logorhythmic classes with children 5-6 years old. M.: TC Sphere, 2005; 19) Kudryavtseva E. The use of riddles in a didactic game (senior preschool age) // Doshk. education.-1986.-№9.-p.23-26; 20) Matskevich A.Ya. Small forms of folklore for preschoolers // Working with a book in kindergarten / Comp.: V.A. Boguslavskaya, V.D. One-time. M.: Enlightenment, 1967. S. 46-60; 21) Melnikov M.N. Russian children's folklore. M.: Enlightenment, 1987.239s.; 22) Orlova N. The use of proverbs and sayings in working with children // Doshk. education.-1984.-№4.-p.8-11.; 23) Romanenko L. Oral folk art in the development of children's speech activity // Doshk. education.-1990.-№7.-S.15-18.; 24) Sergeeva D. And how it speaks, like a river murmurs (small folklore genres in the work of preschoolers) // Doshk. education.-1994.-№9.-p.17-23; 25) Usova A.P. Russian folk art in kindergarten. -M. : Education, 1972. 78s.;
26) K.D. Ushinsky / Selected pedagogical works in two volumes / Edited by A.I. Piskunova, G.S. Kostyuk, D.O. Lordkipanidze, M.F. Shabaeva. - M. "Pedagogy", 1974; 27) Khvattsev M.E. How to prevent and eliminate voice and speech deficiencies in children. - M., 1962; 28) Khmelyuk M. The use of riddles in working with children // Doshk. education.-1983.-№7.-p.18-21; 29) Shvachkin N.Kh. "The development of speech forms in a younger preschooler".//Issues of the psychology of a child of preschool age. - Sat. Art./Under. ed. A.N. Leontiev, A.V. Zaporozhets. - M., 1995; 30) Elkonin D.B. Child psychology: development from birth to seven years. Moscow: Enlightenment, 1960. 348s.

Galina Ivanovna Andriyanova
Introducing preschool children to folklore

« Introducing preschool children to folklore»

From the experience of the teacher MBDOU kindergarten No. 4

"Martin" general developmental type with priority

implementation of artistic and aesthetic

and social - personal development directions

pupils of the city of Krasny Holm, Tver region

Andriyanova Galina Ivanovna

1. Introduction P. 3 - 4

2. Features of familiarization preschoolers folklore C. 5 - 9

3. System of work on introducing children to folklore. 10- 17

4. Conclusion p. 18

5. Literature S. 19

6. Appendices p. 20

“A child only learns not to conditional sounds,

learning his native language, but drinking spiritual life and strength

from the native breast of the native word. It explains to him the nature,

as no natural scientist could explain it,

it acquaints him with the character of the people around him,

with the society in which he lives, with his history

and aspirations, no matter how I could introduce, not one historian: it introduces him into folk beliefs, into folk poetry,

as no one could enter esthetician: it finally gives such logical concepts and philosophical views, which, of course,

no philosopher could tell a child."

K. D. Ushinsky

Introduction

Speech is a great gift of nature, thanks to which people get ample opportunities to communicate with each other. Speech unites people in their activities, helps to understand, forms views and beliefs. Speech renders a great service to man in the knowledge of the world.

However, nature gives a person very little time for the appearance and formation of speech - early and preschool age. It was during this period that favorable conditions were created for the development of oral speech, the foundation was laid for written forms of speech. (reading and writing) and subsequent speech and language development of the child. Any delay, any disturbance in the course of the development of the child's speech is reflected in his activity and behavior. Poorly speaking children, starting to realize their shortcomings, become silent, shy, indecisive, their communication with other people is difficult. (adults and peers).

In system preschool education, the development of speech, teaching the native language takes a leading place. The purpose of teaching the native language is the development of speech abilities and skills, the culture of speech communication preschool children, the formation of the prerequisites for reading and writing. The relevance of this work is determined by the unique role that the native language plays in the development of the child's personality - preschooler. Being the most important means of human communication, knowledge of reality, language serves as the main channel communion to the values ​​of spiritual culture from generation to generation, as well as a necessary condition for education and training. The development of oral monologue speech in preschool childhood lays the foundation for successful schooling.

preschool age- this is a period of active assimilation of the spoken language by the child, the formation and development of all aspects speeches: phonetic, lexical, grammatical. Full command of the mother tongue preschool childhood is a necessary condition for solving the problems of mental, aesthetic and moral education children during the most sensitive period of development. The sooner the teaching of the native language is started, the freer the child will use it in the future.

The main tasks of speech development children: education of the sound culture of speech, enrichment and activation of the dictionary, the formation of the grammatical structure of speech, the teaching of coherent speech - are solved throughout preschool childhood.

An essential role in the development of speech is played by the artistic word - children's literature and folklore.

Works of folk art are a school for the development of feelings children. The world of colors and sounds surrounds the child. As experience has shown, expressive stories, conversations about the heroes of fairy tales, about feelings that

they experience, about the difficulties they have to overcome, viewing illustrations, playing fairy tales - all this significantly develops emotional susceptibility children.

In our time, when the issues of moral, aesthetic education are especially acute, from childhood it is necessary to develop the emotional perception of works of art, this will awaken creativity in the child, independence of thought, and form an aesthetic perception of the world.

Relevance of use folklore in modern pedagogy early childhood confirm important points.

First: enrichment of the pedagogical process folklore- an effective method of humanizing education from the first years of a child's life.

Second: folklore contains a plurality of degrees of pedagogical influence on children according to their age opportunities for comprehension of the text.

Third: children of the first years of life are characterized by a special perception and a special attitude towards folklore texts, which is due to the specific age and intensity of socialization.

Starting to work on the development of speech preschool children, I put in front of me goal: introduce children with Russian folklore, generate interest and need children in reading books.

To do this, you need to solve the following tasks:

1. Create conditions in the group for introducing children to folklore, namely subject environment for development children.

2. It was necessary to establish interaction with the families of the pupils, contributing to the creation of emotional contact between adults and the child.

3. Introduce Russian works folklore using visual material.

4. To form a love for the beauty of the artistic word.

5. Learn finger games.

6. Conduct conversations with children about respect for the book.

7. Encourage children to the dramatization of fairy tales.

8. Hold literary holidays "Birthday of the Book", "Mom's Tale Evening".

9. Conduct excursions to the museum and library.

10. Hold meetings with parents on introducing children to books.

1. Features of familiarization preschoolers with various genres of Russian folklore

Folklore- This is oral folk art, which includes a large number of genres: fairy tales, proverbs, sayings, nursery rhymes, ditties - this is the invaluable wealth of the people, folk wisdom, folk knowledge. Folklore expresses tastes, inclinations, interests of the people.

Oral folk art includes works of all kinds and genres. These are songs about heroes, various fairy tales, lyrics, drama. Through oral folk art, the child not only masters his native language, but also, understanding its beauty, conciseness, joins to the culture of their people. D. S. Likhachev pointed out: « Folklore created by everyone for everyone and within the framework of centuries-old traditions. In everything that the people did, there were common ideas about beauty. There are no contradictions here. The unity of ideas about beauty created a unity of style, and both, like armor, protected folk art from bad taste.

In the nursery folklore distinguish the works of adults for children, works of adults, which eventually became children's. Children's art that the children composed themselves. Children's folklore of the Russian people is rich, diverse in fairy tales, works of small genres.

Lullabies - in the people they are called tales. The ancient meaning of this word is to whisper, to speak. In modern lullabies, the hero cat appears, he is soft, fluffy, brings peace, sleep, he was put in a cradle to the child and the cat was promised a reward, a jug of milk. "Vanya will sleep, the cat will download Vanya".

Pestushki is to nurture, nurse, raise, follow someone, educate, carry an awakened child in her arms when he stretches, stroke. In the pestles lies an image small child, “Puffs, pulls! Across the fat cannon, and in the legs of a walker, and in the hands of a grabber, and in the mouth of a talker, and in the head of the mind, ”a cheerful, intricate song evokes a joyful mood in the child.

Nursery rhymes - songs that accompany the child's games with fingers, arms and legs ( "Okay" and "Magpie"). These games often have "pedagogical" instruction, "lesson". AT "Magpie" the generous white-sided woman fed everyone with porridge, except for one, albeit the smallest (little finger, but lazy.

Rhymes are songs of more complex content that are not related to the game. They are like little fairy tales in verse. This is a joke about a cockerel-golden scallop that flew for oats on the Kulikovo field; about a chicken - a ripple; about a bunny - short legs. Jokes have a plot. Movement is the basis of the figurative system of jokes, a sharp change of one picture, another from line to line is given. The rhythms of jokes are varied and bright. bell tower ringing: "Tili-bom, Tilly-bom".

The smallest children First of all, they are introduced to the works of oral folk art. The ingenious creator of the language and the greatest teacher - the people created such works of artistic expression that lead the child through all the stages of his emotional and moral development. As an infant, a child learns from them the sounds of his native language, their melody, then masters the ability to understand their meaning; a teenager begins to capture the accuracy, expressiveness and beauty of the language and, finally, draws on folk experience, folk morality, folk wisdom.

Acquaintance of the kid with oral folk art begins with songs, nursery rhymes. To the sounds of their gentle melodious words, the baby will wake up easier, let himself be washed ( "Water, water", feed ( "Grass - Ant"). Not always pleasant for a child, moments of caring for him to the sound of songs turn into that emotional contact, into those forms of verbal communication that are so necessary for his development.

Communication between an adult and a child of the first year of life is particularly emotional. Turning to the baby with an affectionate conversation, adults evoke a response from him. reaction: smile, lively actions and first voice reactions. This is not yet a speech, yet cooing, babbling. Later, in the second half of the first year of life, communication acquires the nature of emotional-motor games accompanied by an affectionate, melodious rhythmic speech of an adult. Most often these are short poetic lines, couplets, repetitions, four lines - folklore for kids.

There is a long tradition - to accompany all actions for caring for a baby with songs, nursery rhymes, sayings. The rhythmically constructed melody of the song, the rhythmically organized sounds of speech create conditions for the perception of the mood of an adult even by the smallest child, give rise to a sense of security and comfort. Moreover, the very actions that a person performs when caring for a child - all these swaying, stroking, aunting - are also rhythmic and therefore very necessary for the baby.

In the second year of life, the baby's acquaintance with artistic material expands. If before the child was read an abbreviated text of nursery rhymes, for example "Okay", "Magpie", then now at the beginning of the second year of life, you can continue by adding movement. Games with movements of handles, fingers, walking are carried out with new texts "Finger Boy".

Initially, the basis of the aesthetic impact of the artistic word is the child's perception of rhythm, rhyme, intonation. The child repeats combinations of sounds and words after an adult at regular intervals, for example "bye Bye", "give-give"; in the same rhythm with the poem, he waves his pen, shakes his head or his whole body, claps his hands, repeats rhyming words or their endings, accurately reproducing the intonation. To a change in intonation in the speech of an adult, the baby responds with facial expressions, posture, concentrated listening, sometimes with a smile, laughter, and a joyful exclamation.

Along with pestles and nursery rhymes, children are read poems of a slightly more complex content, not related to the game - the movements of the child himself. In them, as a rule, there is a character with whom the action unfolds. In one poem it is very simple, and in another it is a chain of interrelated actions of the character, i.e. the plot. In a joke "Cock-rooster"- just one character and a very simple action. Here is a figurative image. The cockerel is very bright, picturesque, and he sings "vociferously". The main intonation of this verse is affectionate, its sound is melodious, melodious.

Children especially enjoy playing with adults. The people created many game songs. Accompanying actions with the baby with the words of a song that pleases him, adults teach the child to listen to the sounds of speech, catch its rhythm, individual sound combinations and gradually penetrate into their meaning.

Introducing kids to nursery rhymes "Chicken - Ryabushka", "Our ducks", "Kisonka - Murysenka", "Give milk, Burenushka" with a poem "Who's screaming" A. Barto, the educator attracts them to imitate the cry of birds, animals.

A better understanding of fairy tales and poems is helped by staging them with the help of toys, table theater. Before staging, children should be given the opportunity to examine toys, planar figures, so that later the kids can focus more on auditory impressions. Russian folk tales are well staged "Turnip", "Teremok", "Kolobok", works by Z. Aleksandrova "Stompers", E. Ilyina "Top Top". Poems "Sledging" O. Vysotskaya and "Big Doll" V. Berestov can be combined in one staging and finished with a song addressed to a sick doll.

So throughout the early age in children educate understanding of the content of literary texts, love for the artistic word, for the book.

The artistic word is the most important means of educating a small child. Through artistic images, emotional relationships between adults and children are established. children, getting to know the outside world.

If a child is systematically told fairy tales, stories, he develops auditory concentration, listening skills, reading a book. By the end of the third year of life, the child is able to understand the content of the work and respond emotionally to it. At this time, the child develops a more complex attitude towards art. text Keywords: initial judgment, elementary generalization, conclusion, primary estimates. A three-year-old kid can retell the content of a short story, a small fairy tale. He knows how and loves to look at illustrations, can carefully turn the pages, take care of the book. This is the foundation for the formation at the next stage of his life - in preschool age- aesthetic perception of fiction.

The foundation of the child's psychophysical well-being is determined by the success of his overall development in preschool childhood, is laid down in the early age. In my opinion it is necessary revive the best examples folk pedagogy. Folklore- one of the most effective and vivid means, fraught with huge didactic possibilities.

My many years of experience allows approve: features of independence and arbitrariness of behavior are formed in children only with purposeful pedagogical work. Everything that has gained a child in the second year of life, in particular, the ability to communicate through speech, to move freely in space, creates only the prerequisites for the transition to a qualitatively new stage of development. Children are able to master high for this age skills of mental activity, revealing the phenomenon of accelerated development.

Analysis folklore texts shows that folk works addressed to kids provide a systematic approach to familiarization with others through priority orientation to the person and the types of his activity. It is this discovery of inner wealth folklore texts for small children leads to the conclusion how significant folk works, especially fairy tales, are as effective method humanization of the educational process.

Folklore gives you the opportunity to get to know children with animals, which they saw only in the picture, form ideas about wild animals, birds and their habits. Folklore works teach children to understand"Kind" and "evil", resist the bad, actively protect the weak, show care, generosity to nature. Through a fairy tale, nursery rhymes, songs, kids develop deeper ideas about the fruitful work of a person.

First tales "Ryaba Hen", "Turnip", "Teremok", "Kolobok" understandable to the child because their characters - animals - talk and act like people: perform labor actions (plant, water plants, harvest, etc.).

Already in junior preschool age the foundation of cognitive activity is being laid, on which further comprehension of both the secrets of nature and the greatness of the human spirit will be built. This is just the beginning of life's journey. And let this path be illuminated by the sun of folk poetic creativity at the very beginning.

Preschool children, especially the elder should be taught to perceive, that is, to hear, understand and partly memorize and use, separate, simple in content, expressions available to them from colloquial phraseology (Proverbs and sayings).

It is difficult for children to learn the general meaning of a phrase that does not depend on the specific meaning of the words that make it up ( "on the seventh sky" etc.). Therefore, the teacher must include in his speech expressions, the meaning of which will be clear to children in a certain situation or with an appropriate explanation, for example: "here's one for you", "a drop in the sea", "handyman", "do not spill water", "keep control" etc.

Proverbs and sayings are a special kind of oral poetry, polished for centuries and absorbed the labor experience of numerous generations. Through a special organization, intonation coloring, the use of specific linguistic means of expression (comparisons, epithets) they convey the attitude of the people to a particular object or phenomenon. Proverbs and sayings, as well as another genre of oral folk art, in artistic images recorded the experience of a lived life in all its diversity and inconsistency.

The language created by the people is replete with figurative colloquial forms, expressive vocabulary. This richness of the native language can be communicated to children and with the help of folk games. Contained in them folklore material contributes to the mastery of native speech. For example, the game is fun "Ladushki - crackers", where the adult asks questions, and the child answers, accompanying his answers with imitation movements. In the process of games - fun, not only speech develops, but also fine motor skills which prepares the child's hand for writing.

A riddle is one of the small forms of oral folk art, in which the most vivid, characteristic signs of objects or phenomena are given in an extremely compressed, figurative form.

Guessing and inventing riddles also affects the versatile development of speech. children. The use of various means of expression to create a metaphorical image in a riddle (method of personification, the use of polysemy of a word, definitions, epithets, comparisons, a special rhythmic organization) contribute to the formation of imagery of speech preschool children. Riddles enrich vocabulary children due to the ambiguity of words, they help to see the secondary meanings of words, form ideas about the figurative meaning of the word. They help to assimilate the sound and grammatical structure of Russian speech, forcing them to focus on the language form and analyze it. Solving riddles develops the ability to analyze, generalize, forms the ability to independently draw conclusions, conclusions, the ability to clearly identify the most characteristic, expressive features of an object or phenomenon, the ability to clearly and concisely convey images of objects, develops children"a poetic view of reality".

2. System of work on introducing children to folklore

Folklore in educational and educational work with children goes through all forms: in the classroom, in the process of independent activity (game, leisure, walk, certain sensitive moments). If systematic work is organized preschoolers, small forms folklore accessible to their understanding and awareness. Use of small forms folklore in the development of children's speech carried out by a combination of various means and forms of influence on them. Thus, the use of small forms folklore in the speech development of children fully justifies itself.

Reading Learning Lessons Speech Sports

analysis of Russian proverbs, for the development of leisure activities

folk tales sayings speech

System of work with children

introducing children to folklore

Use Articulation - Finger Games

nursery rhymes and guessing gymnastics

joke riddles gymnastics

Drama-Under-Slo-

tization visible springs

Having set the task to acquaint children with true folk art, some types of folk arts and crafts, I understood well that this would be an acquaintance with an important part of the spiritual culture of the people, with the objective laws of beauty. This task is for years, therefore, at the heart of the system of educating their pupils is acquaintance with Russian folklore.

Already the first steps in this direction have shown how great is the interest children to folk culture. It was interesting for them to hear about the spinning wheel, to shake the Masha doll in shaking, to crush the grain themselves in a mortar.

At the lessons on familiarization with folk art, I tried to create an atmosphere, add elements, which were discussed during the lesson. For example, in class “At the samovar, me and my mother” children invited their mothers, sat down at tables covered with painted tablecloths, a samovar was on the table, honors were paid to the festive loaf. Be sure to visit loved ones that day fairy-tale heroes. Here and boldness, and scope, funny outdoor games, dances, round dances. children led to the understanding that a Russian holiday is always a hospitable table. Everyone learned with interest the order of placement at the guest table and at the family table, assimilated the traditions of the Russian table, kitchen utensils. Dishes of Russian cuisine were familiar. The children were very fond of pies, buns, cheesecakes prepared by our chefs for this holiday. But most importantly, the children learned the rules of hospitality, which the Russian is famous for. people: “The hut is not red with corners - it is red with pies”, "What are rich - so happy", "What is the hostess - such is the table". To study folk arts and crafts, she created an album and called it "Svetelka-needlewoman".AT "Svetelka" collected samples of Gorodets, Khokhloma, Dymkovo, Zhostovo painting, folk toys, different types folk embroidery.

Then there was a huge work on the study of the genres of Russian folklore, folk theater, applied arts, in compiling notes of classes, scripts for ritual holidays - all that is gradually forming into a system.

I try to apply Russian folk traditions in everyday life children of all ages. I picked up a series of nursery rhymes, pestles, jokes and used them in speech by children in younger groups age. How much in these seemingly uncomplicated rhymes of tenderness, tact, they satisfied the child's early need for an artistic word, for rhythmic movements. junior children introduced me to lullabies. The kids not only listened to songs, but also sang to the dolls themselves - grumbling about a cat, and about ghouls, accustoming their ears to the intonation structure of their native speech.

It was very interesting to get acquainted with the small genres of Russian folklore - proverbs, sayings, riddles, which are much wider than any other genre, cover various aspects of reality. I tried to show the origin of proverbs and sayings, their features such as allegoricalness, the combination of the general and the specific in them, expressiveness. Children subtly felt the educational and cognitive significance of proverbs and sayings.

A special place is occupied by classes in compiling riddles with children about objects of ancient Russian life. I try to unravel the meaning of the riddles. Term "mystery" very ancient. It comes from the word "guess", which means - to think, to reason; from here "divination"- opinion, conclusion, disclosure of something hidden, and "mystery" is a word with a hidden meaning. Each folk riddle reflects the world around a person. To compose a riddle means to give ordinary thoughts and objects a metaphorical form of expression. And vice versa, to solve the riddle - to replace its metaphorical images with real ones. Making a riddle can be quite difficult. Firstly, for this you need to have a well-developed figurative-associative poetic thinking, and secondly, to be very quick-witted, able to overcome the difficulties of a logical nature created by the riddle. Therefore, it was important to show the children how to create riddles, their types and forms. And the result is riddles compiled by children.

older children introduced Russian lyrical song, demonstrating how this, one of the types of verbal and musical art, reflected the life of a Russian person, her sorrows and joys.

The perception of a ditty - a short rhyming song, in most cases consisting of four lines and performed as a semi-talk in a characteristic sonorous manner, is available to children of the second younger group. But the basic information about the ditty, collecting and composing ditties - for older children.

Study of the children's calendar folklore carried out through participation children in calendar holidays. There wasn't one national holiday in which children would not take part. At Christmas time they went with "star"- they glorified Christ, met and saw off Maslenitsa, touted Spring.

Folk ritual holidays are always associated with the game. But folk games have almost disappeared from childhood today. Apparently, we must remember that folk games as a genre of oral folk art are national wealth, and we must make them the property of our children. Games are a kind of school for a child. They develop dexterity, speed, strength, accuracy, accustom to ingenuity, attention. The jokes, counting rhymes, and tongue twisters learned with the children made the game more interesting and enriched its content.

No one ritual holiday does not do, of course, without playing Russian folk instruments. These unpretentious instruments in the hands of kids become magical, come to life and find their own voice. I begin to acquaint with folk instruments in the younger group. I show the children a drum, a tambourine, a rattle, a bell, spoons, then we play these instruments. Children learn about their history.

older children acquaint with other folk protozoa noise tools: rattles, rubel, box, poles, spoons with bells, horns, whistles. Acquaintance children with new instruments, performing songs and dances on them contributes to musical development children.

In Russian folklore Dramatic actions include not only rituals, games, round dances, but also dramatic skits, plays, as well as theater. The main difference between folk dramatic performances is the combination of words, melody, performance. The synthetic nature of dramatic actions includes both costumes and the use of scenery, and often dance. Performance requires the use of gestures and facial expressions. For acquaintance children with the Russian folk theater, I collected everything necessary for the dramatization of Russian folk tales, for the puppet theater. What joy it gave children to be characters in fairy tales, "cook porridge in a pot", "baking pies in the oven", "sit behind a spinning wheel", "chopping cabbage", forge nails, choose a bride or groom, and even play a wedding together!

Introducing children to, the creativity of Russian craftsmen, I started before I met Russian folklore. Now we have accumulated a lot of experience with Dymkovo, Gorodets, Khokhloma painting, with folk embroidery. For each of the listed types of painting, manuals, class notes, long-term plans. I designed an album with nursery rhymes, sentences “A craftsman and a needleworker brings joy to himself and to people”. The children got acquainted with ancient objects painted with Khokhloma painting, their titles: ladle, bowl, stand, barrel, glasses, wooden spoons, plates, vases, mugs. On them they considered an intricate pattern.

Bringing great joy to all children ages Russian folk toys and games with them. Bright matryoshka dolls aroused particular interest among my pupils. I told the kids about the beauty, brightness, features of the toy, gradually leading to an understanding of the concept "folk toy". Older children got acquainted with its masters, the history of its origin, tried to compose short stories with a character - matryoshka, favorite didactic and round dance games with the participation of nesting dolls.

The colorfulness of the toys, the fabulousness of the patterns depicted on them - all these are the toys of the masters of Gorodets! The presence of many toys, various items allowed me to arrange a mini-corner "Gorodets patterns", where the acquaintance takes place children with this kind of folk art. Children are happy to look at the patterns on the kitchen boards, on the panel with the image of fabulous birds. I invite children with such sayings: “There is a bird with bright wings, but it does not fly, it does not sing. And the beast is beautiful, but he cannot run. In order to see them, we will not go to distant lands, not to the distant kingdom, but to the land where Russian antiquity lives.

Miracle craft - Dymkovo clay toy. Children are attracted to bright, funny toys made by the hands of masters. These products are pleasing to the eye, cheer up, reveal the world happy holiday. I begin my acquaintance with the Dymkovo toy from the younger group. Mastering the individual elements of the Dymkovo ornament is a feasible task for the younger ones. AT senior group- mastering Dymkovo painting and modeling toys. AT preparatory group- modeling and painting Dymkovo toys. Children are happy to paint silhouettes, sculpt and paint beads for dolls.

Embroidery has always been and remains one of the favorite types of folk art. Each nation has its own embroidery. It differs in patterns, embroidery methods and certain combinations of colors. I introduce children with"cross line" and Vladimir smooth surface.

Children try to embroider themselves. Someone does well and accurately, and someone gets upset, but still goes to the goal.

Nowadays, on the shelves of stores you can see a lot of beautiful, but sometimes useless and sometimes harmful toys from the point of view of education. They are made in a factory and do not carry the warmth of the soul of their creators. And so I considered it necessary that in the 21st century, children should again see not only toy robots and various automated dolls that eat and cry at the same time, but also toys made by themselves. Each doll, made by the little hands of a child, is individual in its own way. She has her own history and unique image. Gifts for grandmothers made by their grandchildren brought great joy, smiles and even tears of joy. Grandmothers remembered their youth and began to exchange memories.

This summer I got my first junior group in aged two years. The adaptation period is the most difficult in a child's life. To complete the tasks of speech development, I used in my work already familiar to me folklore forms.

Based on my experience, I first of all created the conditions for a developing environment so that children feel comfortable and cozy, like at home. In the reception room I placed beautiful bright toys that attract attention, painted a big red cat on the wall. He's fun "winks" with your own eyes and "stretches" his paw to the kids, rejoicing at the meeting with them. The group was separated by colorful ribbons with doves flying smoothly in the air, symbols of peace, kindness and love. Made beautiful corners: theater area, recreation area, music area, dressing area. In the middle of the group is a train on which the children could go to "travel" to mom, to your favorite toy, or just ride in blue trailers. Such an environment helped the children feel confident, emotionally attuned, psychologically balanced.

In the second stage of adaptation, I used folklore with kids using the ones I created "corners". The most favorite toys were a cat, a dog and a bear. For example, our cat performed different roles from morning to evening. At first I introduced them to the toy, affectionately sentencing: "kitty, kitty, kitty" and then read nursery rhyme: "Like our cat". Children affectionately pressed him to themselves, stroked, looked into his eyes. Bored child, I'm a new nursery rhyme I read: "The cat went to the market". The cat brought pies to everyone, and the first pie, of course, to those who are sad. The kids are undressing to sleep, again the cat "helps", sing a song "Gray cat". Children not only calm down, but also sing along. Sometimes it is difficult for children to fall asleep, they remember their mother, who, of course, sings lullabies. I take mine again "fluffy" and sing a lullaby song:

Kitty - kitty, kitty,

The cat is a gray tail!

Come, cat, spend the night,

Download our Masha.

And so, with the help of a toy, stroking the child and singing a song, I lull or pay attention to the pigeons, which also wish children a good sleep. Such melody and melodiousness folklore helps the child to relax, calm down.

Not all children like to dress up. In this case, dolls come to the rescue, as the personification of the child himself, (“Our Masha is small, she has a scarlet fur coat on her, a beaver edge, and Masha is black-browed”). The kids immediately enter into a dialogue, and I also have a fur coat, look what I have ... etc. They are happy to start dressing to show their things.

Little children are amazing people! They are both cunning and naive and very funny. Read the nursery rhyme "Magpie-magpie, cooked porridge ...", porridge immediately becomes tasty, and sparks glow in the eyes. Every time I use different nursery rhymes.

Water is a child element. If you don’t wash yourself, then children love to sprinkle with water, so you have to, in order to correctly and accurately teach how to wash, use nursery rhymes: "Water, water", "The bunny began to wash" etc.

Through nursery rhymes, songs, I teach children play mobile games, role-playing games.

Steam locomotive, steam locomotive,

small shiny

He drove wagons

Like real.

Children climb into a steam locomotive and make sounds of a moving steam locomotive "tu-tu"! During the trip, I do articulation gymnastics "Who's screaming". The children came to the meadow, and there the berries grow with mushrooms. Using attributes from the theater corner, I "transform" all children in bunnies: "Bunnies scattered across the forest lawn" I myself wear a fox hat. Thanks to the expressiveness of the Russian folklore, children quickly memorize movements, improvise. Each toy, musical instruments, nesting dolls are also played with the help of nursery rhymes, jokes, chants, songs. Whatever epithets, adjectives we give to the sun, but at the same time the beauty of the word is given to the nursery rhyme, the invocation.

Sunshine, gear up

Red - show yourself!

Come out from behind the clouds

I'll give you loads of nuts.

Children look out the window, but the sun does not come out, it hides behind a cloud.

I invite the guys to sing a song "The sun shines through the window". Children start jumping, clapping in palms. I suggest playing with the sun, because it plays with the guys. I spend game: "Fingers in the house".

Finger game is one of the forms of Russian folklore, she became so close, loved, interesting to children. Children know a lot of finger games. it: "Fingers said hello", "Our family", "Chop the cabbage", “This finger is a grandmother…”. This game was especially received by children. Children, as it were, meet with their loved ones, touching their little fingers. Watching some game children, I heard Slava K., laying out the pictures, talking to fingers: “This finger is grandma, what is grandma doing here?” It was so interesting and funny.

Already from early age I teach children to see the beauty of the nature around us and all living things. Seeing through the window how a crow sat on a tree, I speak in words nursery rhymes:

“Ay, dudu, dudu, dudu!

A raven sits on an oak

He plays the trumpet

The pipe is turned, gilded.

Through the artistic word, you can convey the beauty of native nature. On a walk, I suggest that children catch a snowflake, see how beautiful, fluffy it is. For children to see and feel, I read a poem "White snow fluffy". And who sleeps under the hill? Let's remember the poem "Like snow on a hill, snow". Through folklore I instill a love for nature native land to Russian folk traditions.

The education of morality, kindness, imagination and thinking is helped by Russian folk fairy tales: "Kolobok", "Turnip", "Teremok", "Cat, Rooster and Fox", "Ryaba Hen". Introducing fairy tales, I show the characters, imitating their actions, and with my expressive speech I always show the children an example, that is, a sample of reading, storytelling, showing a puppet theater.

My children know how to improvise nursery rhymes, poems, staging fairy tales. The result of this was interaction with parents.

My parents treated my instructions very responsibly, they began to bring toys and manuals made with their own hands. 14 families from my group took part in the DIY toy competition. Many parents have made more than one toy. Now these toys are used in work with children.

I invited parents to collect material for the implementation of the project on folklore. Everyone responded right away. They began to bring didactic material with nursery rhymes, songs, short rhymes, books for reading and looking at.

For a role-playing game, they sewed white coats, bought the game “Hospital. To play with the family, they sewed bed linen and clothes for dolls. Now we continue to replenish the puppet theater, together with our parents we are preparing to hold a literary living room on the topic "Child and book". This event will be held in April within the framework of the innovative development laboratory "Interaction with parents - the basis for improving the quality of the educational process." Parents were invited to make a homemade book, then we will organize an exhibition.

Work on introducing children to folklore I've been doing it for several years now. I remember how I started in the same way with small groups, brought up responsiveness in kids, in older groups folklore forms became more complex, and along with them, the emotional qualities developed children. These were no longer nursery rhymes or small poems, but inventing and guessing riddles, jokes, proverbs, carols, sayings, favorite fairy tales and Russian folk tales. I prepared a quiz on fairy tales. Polina S. recited the fairy tales of A.S. Pushkin: "The Tale of the Fisherman and the Fish", "The Tale of the Dead Princess". spent with children folklore holidays"Kuzminki", "Cover", "Honey and Apple Spas". AT middle group not all children showed a desire to perform. For engagement children, parents sewed costumes for the puppet theater, and I helped the guys to establish themselves, to believe in themselves. Working individually with each child, I taught children love theater, folklore works.

In order to broaden the horizons of I lead a circle of children in folklore: "Forty-white-sided" where I help children discover their Creative skills. My children took part in competitions, holidays, regional events. Many dance well, sing, expressively read poetry. I believe that my labors were not in vain. Now my graduates attend a theater group "Dreamers" in the house children's creativity, play in the ensemble of spoons, are engaged in the school of arts.

Conclusion

To evaluate the results children, I carry out diagnostics on three levels: high, medium, low. (Attachment 1).

The children of the graduating group showed good results.

Quantity children with a high level of development of speech by the end school year increased from 8 to 14 people and amounted to 60%, and with low decreased from 7 to 2 people and amounted to 10%. 5 had an average level children, which amounted to 30%. (Annex 2)

In the course of my work with children, introduction to folklore at the time of their transition to school, I received the following result:

Children:

Know and distinguish folklore forms;

They know how to tell fairy tales, poems;

They know how to dramatize fairy tales, play roles;

They know how to take good care of the book.

In the process of collaborating children increased interest in oral folk art. They began to use proverbs, sayings in their speech, in plot - role playing- nursery rhymes, independently organized folk fun games with the help of counters.

It is impossible not to appreciate the positive interaction with parents. They were an example for their children, lived the life of the garden. It is impossible to list all the events, but I will focus on the most memorable moments. it "Evening of a fairy tale" in the middle group. Parents put fairy tale: "Three pigs", showed fairy tale: "About the granddaughter Masha and Zhuchka". Using folklore, held an event on the topic "We are a reading family" where children showed their knowledge of proverbs, sayings. Parents, in turn, showed a staging fairy tales: "Teremok" and "Kolobok" with children, made up fairy tales from split pictures, explained phraseological units to children, drew drawings for fairy tales. Holiday "Cabbage Party" and "Kuzminki" was fully associated with folklore. Holidays traditionally held "Pancake week", "Christmas".

In parents, I noticed an increased interest in the use of small forms folklore in the speech development of children at home. With pleasure they learned with children and picked up proverbs and sayings, explained to the children their meaning.

In the babies with whom I am currently working, I noted that the use of small forms folklore in the classroom and in regime moments, their speech became more intelligible, understandable, children can make simple sentences, memorize quatrains and even small roles.

Literature

1. T. N. Doronova Program "From childhood to adolescence" 2000

2. L. Streltsova "Literature and Fantasy" 2005

3. T. Tarabarina "Proverbs, sayings, nursery rhymes, tongue twisters" 2004

4. Magazine "Educator preschool educational institution» , №7, 2011

5. O. Knyazeva « Inclusion of children to the origins of Russian folk culture" 2006

Timofeeva Tamara Vladimirovna, Chernukha Irina Alekseevna,
educators of kindergarten No. 6 "Solnyshko" Zhigulevsk

“A child does not only learn conventional sounds by studying his native language, but he drinks spiritual life and strength from the native breast of his native word. It explains nature to him as no natural scientist could explain it, it acquaints him with the character of the people around him, with the society in which he lives, with its history and aspirations, as no historian could acquaint him with; it introduces it into popular beliefs, into popular poetry, as no aesthetician could introduce; it finally gives such logical concepts and philosophical views, which, of course, no philosopher could communicate to a child.

K. D. Ushinsky

It is unlikely that anyone will undertake to dispute the assertion that today everything is becoming less conditions to cultivate a love of reading fiction. According to Rospechat, modern Russia reading mystical literature romance novels, detective stories and melodramas; poetry and serious fiction are practically of no interest. The loss of the status of the most reading country, the rejection of reading as a way of mastering universal meanings and values, the attitude to reading as a form of consumption - all these facts are so obvious that they do not need special proof. Definitely, familiarization with fiction must begin from childhood.

Fiction accompanies a person from the first years of his life. And in preschool childhood, the foundation is laid, on which all subsequent acquaintance with the huge literary heritage will be based. Reading books to children is one of the conditions for the development of hearing, and on this basis, language acquisition.

Fiction is a powerful, effective means of mental, moral, and aesthetic education of children, has a huge impact on the development and enrichment of a child's speech. It enriches emotions, nurtures the imagination and gives the child wonderful examples of the Russian literary language.

These samples are different in their impact: in stories, children learn the conciseness and accuracy of the word; in poetry they catch the musicality, melodiousness, rhythm of Russian speech; folk tales reveal to them the accuracy and expressiveness of the language, show how rich their native speech is with humor, lively and figurative expressions, comparisons.

Preschool children are listeners, not readers; a work of art is brought to them by an adult.

The instilled love for the book at preschool age will remain with him forever. The one who reads knows a lot. If the child understands the content of what he has read, then he thinks, analyzes, and reasons.

Acquaintance of children with fiction gives the best results if the efforts of educators and parents are combined.

Our task is to introduce pupils to children's literature and children's reading, interacting with parents. We want our children to be literate readers. However, it is not very easy: to perceive the text according to the author's intention.

In order to educate a reader in a child, an adult himself must show interest in a book, understand its role in a person’s life, know those books that will be important for a child, follow the latest in children’s literature, be able to have an interesting conversation with a child, be sincere in expressing their feelings.

Introducing children to literature, adults should be prepared for painstaking, long-term work, which in the future will certainly bear fruit.

Reading should be daily. The duration of reading depends on the perseverance of the child, his interest in reading works.

As usual, children like the unimaginable, the absurd, because they like humor, and they also take great pleasure in turning events around, restoring real connections and relationships.

In order for children to love, know and be able to use jokes, counting rhymes, incantations, tongue twisters, poems, adults in a particular situation: the educator, the parents who surround the children, educate them, must themselves know a lot of literary material by heart. So that children do not forget what they have learned, literary material must be repeated. Repetition should not be boring, but rather entertaining.

If the children already know the poems of Russian poets, you can offer to listen to the recorded reading on a tape recorder, and then remember the names of the poets, talk about what the poems are about, what words the poet chose to describe.

In order for children to listen carefully to each other, a storytelling technique is used in a chain. In this case, each child lives the event from beginning to end. Familiar stories, fairy tales for repetition can be offered to children in the form of dramatization games, dramatizations, performances in other groups. This form of work requires a lot of preparation, but on the other hand, it is the preliminary work: the manufacture of paraphernalia, decorations, costume elements that makes you want to see the result.

In the future, when the children move on to independent storytelling, they will use the learned words and expressions in their speech, easily transferring them to other content. All these activities will definitely increase interest in fiction.

Our kindergarten is constantly working to introduce children to reading fiction. teachers kindergarten, literary centers are decorated, which have: specially equipped places for reading and literary creativity “Let's sit and read”; "Library", where literature is selected by genre: (poems, stories, fairy tales, educational and educational books); availability in the book corner different types books (books - toys, books - pictures, books - cuttings, books - panoramas). The colorfully decorated library zone of the group, the literary center - attracts the interest and attention of children.

The library hosts excursions, exhibitions and special "library classes", which contribute to the formation of children's skills in using the library fund, as well as the assimilation of a certain amount of library information. ("library", "rack", "reader's form", etc.).

In accordance with the new federal state requirements, educational activities in kindergarten consist of direct educational activities, educational activities carried out in regime moments, independent activities and work with the family. In this regard, we have revised our long-term plans educational work and brought into line with these requirements.

One of the methods of educational work with children, in the process of familiarization with fiction, is the modeling method. When introducing children to fairy tales, stories, poems, the teacher is already younger age together with the children he models them, which makes it possible to increase interest in the work, to understand its content, the sequence of events in fairy tales. In groups of middle and older preschool age, the models become more complicated. Mnemonic tracks and mnemonic tables are already in use.

One of modern methods introducing children to fiction is a project method that opens up great opportunities in organizing joint cognitive and search activities of all participants in the educational process: children, teachers and parents. At the core project activities lies a special style of interaction of all participants in the educational process, denoted by the word "cooperation". Everyone cooperates: teachers with parents and children, children - with each other, with parents and a teacher.

As part of the project, for children and parents, an action plan was developed: “Literary Evenings”, “Literary Lounge”, “Poetic KVN”, a joint visit to the City Library, an invitation to a library worker to the literary event “Hello Book”, selected visually - informational material.

To enrich the literary center, in the groups of the kindergarten, the action "Book for Children" was held, in which the parents of the pupils took an active part. The books collected by the parents have significantly replenished the library of the groups.

Thus, we can conclude that the purposeful and systematic use of methods and techniques for introducing children to fiction will help to instill in children an interest, love for a book, for works of art, for a literary word.

“A child does not only learn conventional sounds by studying his native language, but he drinks spiritual life and strength from the native breast of his native word.It explains nature to him as no natural scientist could explain it, it acquaints him with the character of the people around him, with the society in which he lives, with its history and aspirations, as no historian could acquaint him with; it introduces it into popular beliefs, into popular poetry, as no aesthetician could introduce;it finally gives such logical concepts and philosophical views, which, of course, no philosopher could communicate to a child.

K.D. Ushinsky:

Preschool childhood, as a period in human life, plays an important role in shaping what not only each individual person, but all of humanity, the world as a whole will become. The educational, ideological, moral, and cultural priorities laid down in preschool childhood determine the life path of generations and influence the development and state of the entire civilization. It is necessary to pay as much attention as possible to the formation of the inner world of the child. Invaluable help in this is provided by communication with the book.

“Reading is the main skill,” wrote A.S. Pushkin. Through reading fiction, the child learns the past, present and future of the world, learns to analyze, moral and cultural values ​​are laid in it.

Modern children spend more and more time playing computer games and watching TV. Sociological studies in our country and abroad have revealed negative trends: there is a markedly reduced interest in reading among younger preschoolers and adolescents; the share of reading in the structure of children's free time has been drastically reduced.

To date, the relevance of solving this problem is obvious. In order to educate a reader in a child, an adult must himself show interest in a book, understand its role in a person’s life, know books recommended for preschool children, and be able to talk interestingly with kids.

Reading develops a person's speech, makes it correct, clear, understandable, figurative, beautiful.

Reading develops a person's soul, teaches him to be compassionate, to be merciful, to feel someone else's pain and rejoice in someone else's success.

Reading is an impulse to creative insight, to the creation of a new artistic creation.

A person who reads knows how to use information and explore it.

A special place in preschool institutions is occupied by familiarizing children with fiction as an art and a means of developing intelligence, speech, a positive attitude towards the world, love and interest in books.

A preschooler is a kind of reader. He perceives literature by ear, and this process continues until he himself learns to read. But, even having mastered the technique of reading, he has a childish attitude to book events and heroes for a long time.

A child of preschool age is characterized by an out-of-context perception of art. In his ideas about what is happening in the work, he goes far beyond the text itself: he animates the inanimate, does not correlate the events described with real time and place, changes the work in his own way, making him the heroes of himself, his friends and acquaintances, characters of previously read books. A children's book that a child likes captures him so much that he does not separate himself from what is happening in it, plunging into it, presenting the events and the process of his participation in the depicted to the smallest detail. Such qualities are characteristic of children of senior preschool age.

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 empathize with the heroes of fiction, children begin to notice the mood of those close to them and those around them. Humane feelings begin to awaken in them - the ability to show participation, kindness, protest against injustice. This is the basis on which adherence to principles, honesty, and true citizenship are brought up. “Feeling precedes knowledge; whoever did not feel the truth did not understand and did not recognize it, ”wrote V. G. Belinsky.

The child's feelings develop in the process of assimilation of the language of those works with which the teacher introduces him. The artistic word helps the child to understand the beauty of sounding native speech, it teaches him the aesthetic perception of the environment and at the same time forms his ethical (moral) ideas. The 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 miniature folklore works. Finally, the kid is read author's fairy tales, poems, stories available to him. The people are an unsurpassed teacher of children's speech. In no other works, except for folk, you will find such an ideal arrangement of difficult to pronounce sounds, such an amazingly thoughtful combination of a number of words that barely differ from each other in sound. For example: “There was a bull that was stupid, a stupid bull, the bull had a white lip, it was stupid”; "The cap is not sewn in the style of a cap, it is necessary to recap it, whoever recaps it, that half a cap will be peas." And benevolent banter, subtle humor of nursery rhymes, teasers, counting rhymes are an effective means of pedagogical influence, a good “medicine” against laziness, cowardice, stubbornness, whims, selfishness. Traveling into the world of a fairy tale develops the imagination, fantasy of children, encourages them to write. Brought up on the best literary models in the spirit of humanity, children in their stories and fairy tales show themselves to be fair, protecting the offended and weak and punishing the evil. Thus, helping children to master the language of a given work of art, the teacher also fulfills the tasks of education. And aesthetic, and especially moral (ethical) ideas, children should take out precisely from works of art, and not from the moralizing arguments of educators about the works they read, prepared questions on questions. The teacher must remember: excessive moralizing about what has been read brings great, often irreparable harm; “Disassembled” with the help of many small questions, the work immediately loses all charm in the eyes of children; loses interest in it. One must fully trust the educational possibilities of a literary text.

Fiction plays an important role in the development of the preschooler's social experience.

In fiction, especially in fairy tales, there are plots in which children find themselves alone, without parents, describe the trials and tribulations that, in this regard, fall to their lot, and very emotionally represent the aspirations of child characters to find a home and parents again.

A lot of works that are written for preschool children form in them the right attitude towards nature, the ability to carefully handle living beings; form a positive attitude to work, form knowledge about the work of adults, about the organization of labor activity. All this contributes to the educational opportunities for teaching children labor skills. Mastering skills raises labor activity to a higher level of development, allows the child to set and achieve goals; ensures a more complete and successful use of labor activity as a means of moral education.

A reader in a child will grow up when literature, a book correspond to his worldview, his needs, his spiritual impulses, when the book contains the answer to a question that is still ripening in the mind, when emotions are anticipated. The circle of children's reading is the circle of those works that I read (or listen to reading) and perceive the children themselves.

The reading circle of preschoolers is changing especially rapidly. Here, in fact, each year of a child's life has its own works. And what sounded to the baby of the second year of life and understood by him, the five-year-old will be uninteresting or will be rethought by him. For children 6-7 years old, more voluminous books are needed that require reading with a continuation, having a multi-way plot, a large number of characters, and complex artistic techniques.

Thus, the selection of literature for children's reading depends on the age of the child, on his passions and preferences, but not only ...

The selection of literature for children's reading is greatly influenced by the historical and moral time in which the child reader lives. Choosing a book to read to a baby today, we must definitely think about its focus on the formation of positive emotions of the child, positive activity. The nature of art is such that it inspires a person, including a small one, to some accomplishments, deeds, actions.

For preschool children, it is necessary to choose literature with vivid illustrations.

You should also remember about the thematic diversity of works. In children's reading, all topics should be presented: the theme of children's games and toys; the theme of nature, wildlife; the theme of the relationship between children and adults, relationships in the children's team; the theme of the family, debt to parents, relatives; theme of childhood the theme of honor and duty; the theme of the war; historical theme and many others. It is desirable to present all these topics to the child both as eternal and as sharply modern.

It is also necessary to remember the variety of author's names, which will show the child a variety of approaches to depicting something or, conversely, one and the same approach, which will be perceived as the only true one in relation to the depicted.

The correct selection of literature for children's reading involves taking into account the gender differences of children. This does not mean that boys and girls should read completely different literature. This means that an adult who selects literature for reading to children must take into account that girls need to read more books that talk about women's virtues, housekeeping, and women's destiny. Boys will be interested in literature about strong, courageous people, about travel, inventions, human behavior in emergency situations, and so on.

It is logical to remember the seasonal principle in the selection of literature for reading, because in the hot summer time it is inappropriate to read about how “fluffy white snow falls and spins”.

The circle of children's reading should include works imbued with humanistic ideas, carrying the eternal values ​​of goodness, justice, equality, labor, health and happiness, peace and tranquility for everyone. The works are moral, but not moralistic. Literature for children should not set itself the task of correcting morals. It is designed to initially talk with the child about what the ideal is and what are the ways to achieve it, what is the eternal truth and how to follow it, what are the true values ​​and what are the false ones. Its task is to teach the child to think about what is happening around, analyze and draw conclusions. She must develop his mind and soul.

Thus, we can conclude that the role of reading in the development of a preschool child is very large. Reading, telling and retelling fiction to a preschool child has a huge impact on the intellectual, mental, creative, psychological and psychophysiological development. Reading develops artistic and speech skills, forms the moral and cultural side of the child, conveys ideas about life, work, attitude to nature, thereby developing the social experience and labor activity of a preschooler.

All these priorities, laid down in preschool age, harmoniously develop the child as a full-fledged personality.

Fiction is an effective means of mental, moral and aesthetic education, has a great influence on the overall development of the child, directly contributes to the formation of readiness for learning. In poetic images, fiction opens and explains to the child the life of nature and society, the complex world of human relations, contributes to the speech development of the child, giving him examples of the correct literary language. For successful subsequent schooling, a six-year-old child must develop a certain interest and love for the book, the ability to perceive and understand the text read to him, answer questions about the content, independently retell simple works, give an elementary assessment of the characters and their actions, determine their attitude towards them. . These qualities and skills at preschool age are acquired by the child and improved in the process of familiarization with works of art. Through a special organization, intonational coloring, the use of specific linguistic means of expression (comparisons, epithets, metaphors), literary works convey the attitude of the people to a particular object or phenomenon. The visual means of the language in them are labels, emotional, they enliven speech, develop thinking, improve the vocabulary of children.

Among the factors influencing the effectiveness of solving problems of introducing children to art, an important role belongs to the educational program. The educational objectives of the "Rainbow" program in the analyzed educational area are fully consistent with the federal state requirements.

In the "Introduction to the book" section, it is proposed to read children's literature to children every day (except for classes). One of the criteria for selecting works for such reading is that the characters should be close and understandable to children in their manifestations. poems, etc.), certain pedagogical and philological tasks are set. Pedagogical: to extract information from children's literature, to develop the cognitive activity of children with its help; when reading poems, in dramatizations - to improve the artistic and speech skills of children (intonation, gesture, facial expressions). Philological: to develop children's interest in children's literature; improve the aesthetic perception of works of art; to teach compassion towards characters, to cause joy in children from meeting with the kind and beautiful world of a children's book: to develop in children the ability to pay attention to visual and expressive means, to the beauty of language; learn to notice the differences between genres (fairy tale, story, poem). Particular attention is paid to the organization of the book corner in the program. It is proposed to involve children in the selection of books, to call them to talk about the content of the book corner, to arrange exhibitions, etc. The compilers of the program recommend various forms of organization for introducing the child to the book: classes; daily reading; dramatization games and performances based on works. For older preschoolers, topics for daily reading have been developed. There are also summaries of classes on introducing children to fiction, where you can see conversations about poetry “Why do people compose poetry?”, And looking at illustrations, and talking about some of the compositional elements of fairy tales. There are many advantages in the Rainbow program (especially the presence of an anthology) , but there is not enough support for the family, for work with parents, which, unfortunately, is not provided for in the program. Analysis of the content of speech tasks in the educational program "Rainbow" allows us to note a special focus on the child's mastering the sign system of speech, as well as the development of dialogic speech as a way of communication, at the same time, it should be noted the lack of detailing of specific knowledge, skills and abilities of children in the field of their native language .

A child of the sixth year of life is ready for all kinds of learning. A universal way of teaching life, a way of discovering and comprehending the world with the help of a book. At the age of six, a child is able to listen for 30-40 minutes and look at a book on his own for half an hour. In the senior group, work continues to familiarize children with the treasury of world fiction.

Target:

education in preschoolers of the need to communicate with the book.

Continue to develop children's interest in fiction:

- improve the aesthetic perception of works of art;

- draw the attention of children to figurative and expressive means (figurative words and expressions, epithets, comparisons);

- help the child feel the beauty and expressiveness of the language and work, instilling sensitivity to the poetic word;

- to improve the artistic and speech performing skills of children when reading poems, in dramatizations of works;

- to educate the child's need to consider the book, talk about its content;

- show children the main differences between a fairy tale, a story, a poem.

Forms and methods of work:

literary lounge;

literary evenings;

themed weeks.

quizzes;

conversations and classes;

book exhibitions and thematic exhibitions of drawings and crafts;

reading competitions;

literary games and holidays;

excursions;

watching filmstrips, cartoons, presentations;