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

The child is instilled with love for the book and the world of fiction in childhood. The children learn to find in the works the beautiful and moral before elementary school, namely in kindergarten. Today we will talk about acquaintance with fiction in the preparatory group: why this age should not be overlooked, what forms of the process are most effective, how to build a dialogue with a small child, if we are talking about categories that are difficult to understand?

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

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

What favorable outcomes can be achieved?

If the work is organized correctly and rationally, then at the exit from the preschool educational institution (Kindergarten), the child will have the skills of competent dialogic and some types of monologic speech. The formation of the student’s position, the development of forms of positive communication with others and the perception of the material world as a space for the achievement of human culture, the possession of a high level of personal and cognitive development are all global tasks that both the educator and the parents must work to achieve in tandem so that as a result, the child was able to successfully continue his studies at school, he felt calm and comfortable. The achievement of the goals is including familiarization with fiction in the preparatory group.

Local, narrowly targeted tasks

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

• To form the child's initial ideas about the features of the world of fiction. At the simplest, most understandable level, explain to him the categories of the genre, poetry, prose and their specificity, composition, elements of linguistic imagery.
• To develop poetic perception, a sense of beauty, the ability to perceive a work in the totality of its content and sonority, rhythm, musicality, and poetry. The poem (about autumn, summer, spring, winter, about animals, adults, children, etc.) helps especially in this, although these provisions are typical for stories, and for fairy tales, and for small stories.
• To educate the literary taste and the ability to capture, understand and interpret the mood of the work.
• To increase interest in literary works, to ensure that information on the contents of the book is consolidated and evoke an emotional response to it.
  

Why are parents important to the process?

As mentioned above, parents should also be actively involved in acquainting children with fiction, because if the child’s knowledge and assimilation of the new is entrenched only with the personality of the educator, this can lead to disastrous results in the future. The usual "mentor" will leave, and he will be replaced by a school teacher, for which a newly-made student may not be ready. This causes maladaptation, which is sometimes difficult for a child to cope with independently. In this case, there is a risk of having to turn to a real specialist - a psychologist who is the only one who can resolve the difficulties that have arisen. That is why parents, as unchanged escorts of a child on the way to his growing up, should take an interested part in his life and gradual formation as a student.

What should be considered when selecting books?

The list of literature in the preparatory group is a component of the process, which may vary depending on the views of the leadership, the direct opinion of the educator, as well as parents. Here, unlike the school curriculum, where an invisible specter of the need to meet the allotted annual period and manage to cover the material is dominated by employees of all levels, everything is much simpler. However, this does not mean that the choice of material can be approached "anyhow." On the contrary, each literary work should ensure the implementation of cognitive, moral and aesthetic functions. A lesson in fiction in the preparatory group should always put at the forefront a book that:

• It has an ideological orientation, that is, it corresponds to the goals of a diverse moral education, instills a love of homeland, man, nature. He is the hero with a positive moral character as the main character.
• It is characterized by high artistic skill and literary value, which is reflected in the presence of an exemplary literary language and the existence in the work of unity of content and form. A striking example is Pushkin for children and his tales, where the word itself is art.
• It solves specific pedagogical problems. For example, it consolidates knowledge about names, heroes, authors, perhaps even illustrator artists, develops logical and figurative thinking, imagination, memory, speech, etc.
• It is defined as accessible for a given age in view of the correspondence to the age and psychological characteristics of development, the life experience of children, and their interests.
• It has an entertaining plot, clarity and simplicity of composition. For example, Hans Christian Andersen, whose fairy tales are still loved by children today, did not oversaturate his works with ups and downs of the narrative. In "Thumbelina" we see both miracles and adventures, which develop progressively and linearly, do not confuse the baby.

Product Groups

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

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

Educator - the main guideline, organizer and coordinator of reading

The teacher should never forget that literature for the period of childhood is constantly updated with new copies. That is why he, as the head of this process, is assigned an important mission, namely, relentless acquaintance with the products of new authors, revising the range of children's reading, eliminating outdated and irrelevant works from it and adding new, vibrant, lively, interesting children of the 21st century. A competent educator should also be able to communicate with children to a variety of methods, techniques and tools, namely:

• a conversation;
• verbal reading of the material;
• retell;
• expressive reading;
• theatrical play-dramatization;
• verbal didactic game;
• dramatization elements;
• making simple algorithms;
• analysis;
• design of the exhibition, book corner;
• showing illustrative material, visual diagrams, etc.

Genres, books and works that will never be redundant

Despite the fact that there is no universal list of works for classes in the preparatory group, one can list the literature most recommended by specialists in pedagogical science and practice, the appeal to which together with preschool children will never be in vain. These include:

• Songs. For example, “Early in the early morning ...”, “Like on a thin ice ...”, “Vesnyanka” in the literary work of G. Litvak, “Buckwheat washed” in the art work of Yu. Grigoryev and others. Zaklichki - for example, "Rain, rain, more fun."
• Russian folk tales: “The Fox and the Pitcher” in the treatment of O. Kapitsa, “The Hawroshechka” in the treatment by A. N. Tolstoy, “Finist - The Clear Falcon”, “Hare Bouncer”, etc.
• Poetic creations: the works of A. Fet, S. Marshak, D. Harms, B. Zakhoder, I. Turgenev, S. Yesenin, etc. What form helps the child of this age to systematize knowledge most? Of course, a poem! About autumn (“Autumn, our whole poor garden sprinkles ...” by A. Tolstoy, in abbreviation), winter and other seasons, about the surrounding phenomena, about people - children of 7 years old can not only read, understand and memorize, but also at the initial level to analyze works.
• Prose literature: L. Tolstoy’s stories, for example, “The Stone”, “Leap”, individual chapters from the “Chuk and Hek” by A. Gaidar, small in form, but extremely witty works for children of V. Dragunsky, namely, “Friend of childhood” , “From top to bottom, obliquely”, etc., L. Panteleev’s cycle “Tales of Squirrel and Tamarochka” and similar.
• Fairy tales.

For example, Pushkin for children and his famous “Tale of Tsar Saltan, of his son the glorious and powerful hero Prince Gvidon Saltanovich and the beautiful Princess Swans.” P. Bazhov, V. Bianchi (“Owl” and others) are all authors whom the child will still encounter in the near school future. Hans Christian Andersen, whose tales appeared from the writer's memoirs about his youth and childhood. Therefore, an appropriate step is to start working with their works with the children of the preparatory group, since the material is excellent for this age group.