PROJECT
On the creation of "Books - babies"
For children of younger preschool age
Completed
Educator
MBOU DS No. 479
Grigorieva Elena Vasilievna
Chelyabinsk 2016
Stages of the Baby Books project
I. Preparatory phase
The goal is to define tasks, determine the content of the group's literary corner.
At the beginning of the work, the team (children, educators, parents) of the junior group of MBDOU DS No. 479 determined the theme of the project, selected the material, and chose a place for placement.
Includes:
¾ increasing the level of professional competence;
¾ determination of the amount of material that will be addressed to children.
Implementation:
Teacher activities:
¾ Creating a booklet "Baby Book"
¾ Introduction to the problem, setting goals and objectives.
¾ Collection and analysis of information on this issue.
¾ Study of specialized literature.
¾ Study of the individual characteristics and needs of children.
¾ Conducting consultations for teachers and parents.
Children's activities:
¾ Realize and personally perceive the problem.
¾ Accept the tasks of the project.
Parents' activities:
¾ Reading works of art.
¾ Exhibition of favorite books.
¾ Repair of books at home.
A corner of the book plays a significant role in the formation of interest and love for fiction in preschoolers. A specially designated and decorated place in the group, where the child can independently, according to his taste, choose a book and calmly consider. Here the child sees the book not in the hands of the teacher, but remains with it alone. He carefully and concentratedly examines the illustrations, the child becomes familiar with the fine arts, learns to see and understand the graphic ways of conveying literary content. Only in the corner of the book does the teacher have the opportunity to instill in children the skills of a culture of communication and communication with the book. A loving, respectful attitude to the book is one of the important qualities of the reading culture, without which a real reader is unthinkable and which is most successfully formed together, set aside for reading.
II. Practical phase (or project implementation phase)
Purpose - acquaintance with literary works; the ability of children to freely combine the elements of the plot of a literary work in an unusual and unexpected situation.
¾ Promote the child's cognitive activity, the development of creativity, research and experimentation.
¾ Development of fine and gross motor skills, sensory perception.
¾ Promote social and emotional development, ideas about the world around.
¾ Promote artistic and aesthetic development.
Includes:
¾ grouping of material,
¾ drawing up a plan,
¾ design of baby books.
Implementation:
Teacher activities:
1. Long-term planning of joint and independent activities.
2. Conducting cognitive, artistic and aesthetic classes, reading fiction, conducting role-playing and didactic games, using poetry and nursery rhymes in regime moments.
Children's activities:
¾ Perform the required tasks and actions.
Parents' activities:
¾ Making baby books together with the child.
Long-term planning of joint and independent activities with children and parents during the project
| № | Tasks | Activities | Material |
| Maintain a strong interest in familiar fairy tales, poems; to teach to empathize with the heroes of the work. To foster a love of reading, to form the skills of careful handling of books. | Conversation with children about a children's book in a lesson on familiarization with fiction | Abstract (application) | |
| To foster interest in fiction, to develop the ability for a holistic perception of works of different genres, to ensure the assimilation of the content of the works and emotional responsiveness to it | Reading children's fairy tales, stories, poems in a group and at home | Reading list of works of art by program (appendix) | |
| Form a positive attitude towards poetry. Encourage the desire to expressively recite familiar poems | GCD with children of primary preschool age "Acquaintance with the poems of Agnia Barto from the cycle" Toys " | Abstract (application) | |
| Development of children's ability to build an elementary composition. Arouse children's interest in drawing based on the fairy tale "Kolobok" | GCD for artistic and aesthetic development "Drawing heroes of your favorite fairy tales" | Abstract (application) | |
| Enhancing children's knowledge of fairy tales | Screening of the presentation "Riddles of Favorite Russian Folk Tales" | Presentation to children | |
| Getting a positive emotional response from communicating with the book; increasing children's self-esteem, pride in their work, the development of children's speech in the process of making a book | Making books at home for babies based on their favorite fairy tales | Parent's Help Brochure (Appendix) | |
| Raise interest in fiction; understanding the importance of books in human life | Replenishment of the literary corner of the group, exhibition "Favorite book of kids" | Exhibition photographic material | |
| Encouraging parents to develop children's interest in books and reading fiction. | Information for teachers "Recommendations for the education of love and interest in the book." Consultation for parents: "The child and the book" | Methodological material (attachment) Consultation (attachment) | |
| To strengthen and develop a steady interest in the book, to foster a love for the artistic word. | Fun with children and parents "Little Book" | Abstract (application) |
Methodological support
1. Organization of a subject-developing environment (literary corner) associated with the artistic and aesthetic development of children during the implementation of the project.
2. Creation of books - babies on various topics.
3. Consulting material for parents.
4. Generalization and distribution of the accumulated material on the sites and blog of MBDOU.
III. Generalizing stage
The goal is to summarize, determine the prospects.
During the implementation of the joint project "Little Books", certain results have been achieved:
1. Development of interest in fiction; understanding the importance of books in human life; getting a positive emotional response from communicating with the book; increasing children's self-esteem, pride in their work, the development of children's speech in the process of working on the production of a book.
2. Created an exhibition of "Little Books" on the theme "Favorite Book of Kids"
3. Replenishment of the group's literary corner.
4. Developed consultations for teachers and parents.
5. Fun with children and parents "Baby Book"
Terms of project implementation:
¾ interest of children and parents through the creation of "Baby Books";
¾ material support of the project (colored paper, cardboard, glue, magazine clippings, etc.);
¾ methodological developments;
¾ interaction with the parents (legal representatives) of the children of the group.
Distributing the project: the project can be used in any age group of kindergarten (according to the tasks for speech development of OOP DO), in circle work, for children in groups of short-term stay of children.
In the course of work on the project, we came to the conclusion that such activities, games, and productive activities unite children with common impressions, experiences, emotions, and contribute to the formation of collective relationships. We very much hope that the work we are doing will help children to love the book, instill in children the desire to read and make books and write stories themselves.
What's “good” about a homemade book?
1. A self-made book is a product of the child's creative efforts, designed to foster respect for his own and other people's creativity.
2. A self-made book is a great occasion for children and adults to communicate, to create something smart, beautiful and useful together.
3. In the process of making a book, the child's speech, creative thinking and fine motor skills of the hands develop.
As part of the project in our group, the book corner was divided into several zones: A.L. Barto; my favorite fairy tales; books to read in your free time. The children and I made a collective application “My Favorite Toys” (based on the book “Toys” by AL Barto) and a baby book based on the same book. Also on a separate stand were presented books - babies made at home with their parents, visual material on children's writers and artists - illustrators, methodological literature for classes, didactic games.
Work in the book corner was carried out systematically: reading fiction, looking at postcards, illustrations of favorite books and fairy tales.
All classes were conducted on the topic of the week. As a result of the work carried out, the children got acquainted with the work of children's writers; learned how to repair books; "Little Books" were created based on the books read; children watched a puppet show and, together with their parents, made baby books; parents got acquainted with information on fostering a love of reading. Everyone enjoyed meeting the beautiful.
Bibliography
1. OOP DOW
2. Verbenets AM Methodical package of the program "Childhood". Educational area "Artistic creativity". M.: Creative Center SPHERE, 2012.
3. Dergunskaya V. A. Integrative cognitive activity of younger preschoolers. M.: Center for Pedagogical Education, 2013.
4. Komarova TS Artistic creativity. The system of work in the second junior group of kindergarten. M.: MOSAIKA-SYNTEZ, 2012.
5. Lykova IA Visual activity in kindergarten. Younger group. M.: Creative Center SPHERE, 2009.
6. Guess our name: Games and exercises for the development of mental abilities in preschool children. age: Book. for educators children. garden and parents / L.N. Wenger, O.M. Dyachenko, R.I. Bardin, L.I. Tsekhanskaya; Compiled by L.A. Wenger, O.M. Dyachenko. - 2nd ed. - M .: Education, 1994 .-- 96p.
7. Ushakova O.S. Familiarization of preschoolers with literature and development of speech: Methodological guide. - M .: TC Sphere, 2013 .-- 288p.
Application
Conversation summary
For young children
Software content:
1. Maintain a strong interest in familiar fairy tales, poems; to teach to empathize with the heroes of the work.
2. Learn to solve riddles. Continue to expand and revitalize children's vocabulary.
3. Awaken interest in theatrical and playful activities.
4. To foster a love of reading, to form the skills of careful handling of books.
Preliminary work:
Telling fairy tales. Showing illustrations for fairy tales, viewing them in books. Learning poems by A. Barto. Preparation of material for showing a fairy tale-dramatization (making hats). Taking pictures of children while reading books, playing games in the theater corner, etc.
The teacher puts a handkerchief on his shoulders and "turns" into the Grandmother-storyteller:
Let's sit side by side, play okay
Let's prepare ears, eyes
We begin our fairy tale ...
Oh, and who came to us? (a gingerbread man appears in the hands of the teacher).
Gingerbread man!
Guys, what kind of gingerbread man is in your mood?
He's sad.
Why? Let's ask him.
I rolled down the path, rolled and got lost.
What to do? Guys, where does Kolobok live?
In a fairy tale.
Where do fairy tales live?
In books.
Maybe we can help Kolobok find his fairy tale?
We will help you!
Then we go to the book kingdom, the fairy-tale state, and we will take the Sun to help ourselves.
Physical minute:
Sun rose in the morning (we stretch)
And went for a walk (walking in place)
And on our street
He liked everything (head tilts left and right)
The sun ran
Golden track (running in a circle)
And horrible sun
Directly to our window (we put our hands in the "window")
Together we will go
With the Sun on a long journey (walking in a circle)
Caresses the sun
Everyone around at once (stroking each other on the head)
Guys, look, where are we?
In the book state.
Ku-ka-re-ku! (the teacher puts on a comb-hat and "turns" into a Rooster). Hello guys, why did you come to our fairy kingdom, the bookish state?
Find a fairy tale Kolobok, he got lost.
It's a good thing, but I just can't let you in, you have to complete my tasks, can you handle it? (children's answers)
Do you know the tales yourself? (children call familiar fairy tales)
Can you guess the fairy tales from the pictures?
Game "Guess the fairy tale by the picture"
Now, my guys, guess the riddles!
At the edge of the forest
The painted house is visible
He is not Belkin, he is not Mishkin
This house is the house of Zaychishka.
Here is a new house built
Beasts settled in it
Carved shutters
The windows are painted!
Mixed with sour cream,
It's cold on the window
Round side, ruddy side
Rolled (bun)
Near the forest, at the edge
Three of them live in a hut
There are three chairs and three mugs,
Three cots, three pillows.
Guess without a clue
Who are the heroes of this tale?
Heals small children
Heals birds and animals
Looking through his glasses
Kind doctor (Aibolit)
And you know that in the kingdom of books not only fairy tales live, but also poetry. Look at what a beautiful bag I have. Toys from poems by A. Barto live in it
The game "Wonderful bag"
Children take out a toy and read a poem about it (bear, ball, horse, boat, etc.)
Well done! You can be admitted into our fairy kingdom, the bookish state, come in!
Physical minute:
We'll walk along the path
We'll get straight into a fairy tale
Through the hole jump-jump
Over a bump skok-skok
Boo, fell, where did we end up?
Guys look
There is a house in the clearing
But, and the way to the house is closed ...
We open the gate
We invite all of you to visit!
The table stands on a thick leg
Nearby is a chair by the window,
Two barrels under the table ...
This is how we see the house.
Guys, who lives in the house?
Grandfather and grandmother!
Kolobok: “This is my house! Here is my tale! Guys, thank you! "
Guys, look, what kind of mood has Kolobok become?
Happy!
The teacher examines the book:
Oh, I understood why Kolobok got lost. The book he lived in was torn. What to do?
Repair, glue! (glue the book)
Well, now everything is in order, Kolobok will not get lost, what great fellows we are! But if you and I are in the bookish state, can we show you a fairy tale?
Dramatization of the fairy tale "Kolobok"
Guys, do you really want Lisa to eat Kolobok?
So let's banish it:
We flood with our feet
We slam the handles
Hee hee hee, ha ha ha
What a beauty!
Well, it's time for you and me to return to the kindergarten.
One, two, three, a fairy tale, bring us back to the kindergarten!
Let's remember where we were, what did we do? (conversation)
Then the teacher exposes photographs of children ("children read", "show fairy tales", etc.)
Let's take a look at these photos ... What are you doing with them?
Do you have any favorite books?
Do you take good care of your books?
At the end of the conversation, the teacher gives the children their photographs.
Application
The course of the lesson.
Educator: - Hello guys! Today I want to remember with you the poems that Agnia Barto wrote for her children.
The teacher shows a portrait of A. Barto.
Educator: - But first I want to play with you.
Game "What toy?"
A game to develop the imagination.
Educator: - I will show pictures, and you have to come up with what toys this or that picture looks like. (application)
Educator: - And now I will tell you a poem about a toy with which the children did not play very carefully.
Dropped the bear on the floor
They ripped off the bear's paw.
I won't leave him anyway -
Because he's good.
Educator: - Look, the bear is offended, crying. Let's say kind words to him. Which bear?
The answers of the children are kind, funny, beautiful, hairy, soft, etc.
Educator: - Here's our bear cheered up, let him listen to poetry with us.
Educator: - Now listen to the verse about the bull.
A bull is walking, swinging,
Sighs on the go:
Oh, the board ends
I'm going to fall now!
Educator: - Let's try to walk along the board and try not to fall.
The teacher offers to walk along the bench 1-2 times. We must try not to fall and, when completing the assignment, pronounce the words of the poem. In the words "now I'm going to fall!" the child must jump off the bench. The teacher will certainly help not confident children.
Educator: - Well done guys, you are all so dexterous. The goby also wanted to stay with us and listen to poetry. He promised not to make noise. The next poem will be about a girl who played a ball and dropped it into the river. Who knows, help me.
Our Tanya is crying loudly:
Dropped a ball into the river.
Hush, Tanya don't cry:
The ball will not sink in the river.
The teacher proposes to conduct the experiment "Sinking - not sinking".
Educator: - Why do you think the ball didn't sink?
Children's answers.
The teacher summarizes the answers and concludes: - The ball has air inside, which prevents it from drowning. Let's see which items are not sinking yet.
Educator: - I have a large container of water on my table, a net to take out objects. Plates, in them objects (wood, polystyrene, glass ball, stones, paper, metal thing, plastic) necessary for our experiment.
The teacher conducts an experiment, notes the results with the children. And he concludes that: heavy objects sink, light ones do not.
Educator: - Here's another poem about a toy that the hostess forgot on the street.
The mistress threw the bunny -
There was a bunny in the rain.
I couldn't get off the bench,
All wet to the thread.
Educator: - Tell the guys, when it's raining outside, what do we wear or take with us outside?
Children: - Rubber boots, raincoat, umbrella,….
Educator: - Well done, guys. And I really like one more poem. Listen.
Time to sleep! The goby fell asleep
Lied in a box on a side.
Sleepy bear went to bed
Only the elephant does not want to sleep:
The elephant nods its head,
He sends a bow to the elephant.
Educator: - Look how many toys came to visit us. They must be very tired and want to sleep. Let's build them cribs out of bricks and bricks. I'll show you how to do it now.
The teacher shows how to build a bed. Divides children into groups and they build on the model of cribs for toys.
When the cots are built, the teacher asks the children about whom they liked the poem most of all. Several children retell the poems they have read. Put toys to sleep. The lesson flows smoothly into the game.
Application
Abstract of GCD with children of the younger group on drawing on the topic:
"Drawing the heroes of your favorite fairy tale"
EXAMPLE BOOK-BABY "POTESHKI"
Equipment: colored cardboard, glue stick, stencil, simple pencil, satin ribbon, scissors, A4 sheet of paper, poems, nursery rhymes according to the topic, we have cultural and hygienic skills, thematic stickers, cut-out pictures, photos.
Progress:
We take sheets of A4 colored paper, fold it in half, draw an incomplete circle, circle it with a simple pencil and cut it out.
For a book (depending on its content), any amount of paper of any color is taken. We outline all of them at once and cut out.
- using a hole punch, we make a hole for the satin ribbon
On the first page we cut out a free-form thematic picture and glue it - we sign the title of the book. The cover turned out.
On the following pages, we glue pictures on the topic, sign or paste text on the topic.
- "Book - baby:" Nursery rhymes "is ready!
WE ARE WAITING FOR YOUR CREATIVE WORKS !!!
Application
Abstract
Topic: "Book - Baby"
Target: To strengthen and develop a steady interest in the book, to foster a love for the artistic word.
Tasks:
¾ Develop a desire to participate in joint collective activities, stimulate the speech creativity of children.
¾ To unite children and their parents with a common experience, emotional mood.
¾ To draw the attention of parents to the need for systematic reading to children.
Material:
A chest with masks of the heroes of the "Turnip" fairy tale, with finger puppets - the heroes of the Russian folk tale "Kolobok".
Gifts for children - coloring pages.
The course of entertainment
Educator:
Guys, parents, today the Little Book has come to visit us.
Guys, look how beautiful she is, and how many fairy tales there are!
Little Book, you probably want to play with us?
Quiz "Guess the fairy tale"
Objective: To maintain interest in familiar works.
Well done guys, you know a lot of fairy tales!
Look, the Baby Book did not come to us empty-handed
(the teacher shows the chest).
Let's see what's in it? (masks of the heroes of the "Turnip" fairy tale)
Guys, what fairy tale can we play with you? "Turnip"
Staging by children of the fairy tale "Turnip"
Purpose: To develop artistic abilities based on the application of acquired knowledge, speech skills and abilities.
What good fellows you are! Sit on the chairs.
The baby book has prepared riddles for you.
Quiz "Listen and Guess"
Purpose: To develop auditory, visual memory, to form imagination - the ability to mentally imagine an event and the heroes of literary works.
Guys, there is something else in the chest (finger puppets)
Do you know which fairy tale these dolls are from? "Kolobok"
Children, have a rest, prepare your ears, open your eyes wider, our parents will now show us the fairy tale "Kolobok".
Puppet theater "Kolobok" (shown by parents)
(While the guys are watching the play, the Little Book is hiding)
Guys, where is our guest? Where is Baby Book?
Little Book
Answer, where are you?
Let's guys, let's look for her. It seems to me that trouble has happened to her! (Children walk in the group and look for the Baby Book)
Dramatization by children of an excerpt from the poem "Little Book".
Purpose: to instill the skills of a culture of communication and handling a book.
Guys, sit down, Vova wants to tell us something.
Sorry guys
I tore the book ...
The pages are torn
No crust.
Forgive me,
She's gone.
We will cure the book!
Bring the patient to us
Bad boy!
The teacher and the children are gluing the book together.
Little Book: Thank you guys, you saved me!
Katya takes Vova by the hand and speaks to her parents and children
It's a shame, Vova, to tear up books,
Books must be respected!
Books teach us good
See beauty in everyone.
The book is a jack of all trades
And it will always save you from boredom!
Educator: Guys, what a smart guy you are! Look, Baby Book has brought you coloring pages as a gift. (The teacher takes out coloring books from the chest and gives them to the children).
Little Book thanks the children. He says goodbye to them and leaves.
Our entertainment has come to an end. Thank you, parents, for coming to us.
Application
PHOTO ALBUM
PROJECT
on the creation of "Books - babies"
Memo for educators " BOOK CORNER IN THE YOUNGER DOW GROUP "
The basic principle of organizing a book corner isNeededand the connection with the theme of educational work in the group.Frequency of book exchange also depends on the specific tasks of getting children to read. The composition of the book corner may not change for a week or even two when both the educator and the children need to constantly refer to it.On average, a book's stay in a book corner is 2-2.5 weeks. However, it is necessary to observe the basicrule: the book remains in the corner as long as the children remain interested in it . But, if a change of books has occurred, the children should be pointed out or asked to notice it, given the opportunity to look at new books, ask the children what stopped their attention, which book they wanted to read right there.
Aesthetics of design - the corner of the book should be cozy, attractive, with slightly different furniture. Objects of folk applied art can be adornments. On the wall you can hang reproductions of miniature paintings illustrating nursery rhymes, songs, fairy tales.
In the corner there should be shelves or showcases on which books, reproductions from paintings by famous illustrators are displayed. It is good to have a closet nearby for storing books, albums, materials for repairing books. It can store characters and decorations for the shadow theater, flannelegraph. In the design of the corner of the book, each teacher can show their individual taste and creativity. But the main condition is convenience and expediency, the corner of the book should be cozy, attractive, disposing the child to leisurely, focused communication with the book, the selection of literature and pedagogical work organized in the corner of the book should correspond to the age characteristics and needs of children.
What should be in the junior group's book corner?
There should be 3-4 books in the corner of the book, suitable for children, but always several copies of the same title. In the corner of the book, as a rule, publications are placed that are already familiar to children, in addition to books, there may be separate pictures glued on thick paper.
Books should be with a small amount of text, with large colorful illustrations.
Books on a dense basis on familiar programmatic fairy tales, nursery rhymes (no more than 5 sheets)
Books with dynamic elements (moving eyes, opening and closing windows, etc.)
Books of different formats: books-halves (half of the album sheet), books - quarters, books - babies
Panorama books (with unfolding decorations, moving figures)
Folding books, including those made by hand
Subject pictures depicting objects of the immediate environment (pieces of furniture, clothing, dishes, animals), plot pictures with the simplest plots (can be in the form of a card index)
Thematic albums for viewing on topics close to children ("Toys", "Fairy tales", "Pets", etc.)
Speech games "Name in one word", "Who screams how?", "Name the baby animal", etc.
A lot of material is not given, this leads to disorganization of the behavior of children. The teacher teaches children to independently communicate with the book, examines illustrations with them, reads the text, talks about the rules of use(do not draw in the book, do not tear it, take it with clean hands, do not wrinkle it, do not use it for games; after looking, always put the book in place, etc. .).
Memo for educators "BOOK CORNER IN THE MIDDLE DOW GROUP"
A corner of the book plays a significant role in the formation of preschoolers' interest in fiction and the education of a respectful attitude to the book. This is a special, calm, comfortable, aesthetically designed, specially designated place where a child can independently, according to his taste, choose a book and calmly examine, “re-read” it. Here an intimate, personal communication of a child with a work of art - a book and illustrations takes place, here he can look at magazines and albums.
satisfying the varied literary interests of children.Neededperiodic change of material (literature, paintings, portraits)and the connection with the theme of educational work in the group. The length of stay of a book in a corner is determined by the children's interest in this book. On average, the duration of her stay in it is 2-2.5 weeks. If the interest in the book is lost, you can remove it from the shelf without waiting for the scheduled date.
A number of requirements are imposed on the device of the corner:
Convenient location - a quiet place away from doors to avoid walking and noise;
Good illumination in the daytime and in the evening, proximity to the light source (not far from the window, the presence of a lamp in the evening), so that children do not spoil their eyesight;
Aesthetics of design - the corner of the book should be cozy, attractive, with slightly different furniture. Objects of folk applied art can be adornments. You can hang reproductions of miniature paintings on the wall.
In the corner there should be shelves or showcases on which books, reproductions from paintings by famous artists are exhibited. It is good to have a closet nearby for storing books, albums, materials for repairs. It can store characters and decorations for the shadow theater, flannelegraph.
Terms of registration corner - convenience and expediency, in addition, the corner of the book should be cozy, attractive, disposing the child to leisurely, focused communication with the book, the selection of literature should correspond to age characteristics and the needs of children.
What should be in the middle group book corner?
Familiar fairy tales, stories about nature, animals, etc. should be placed in the book corner. (4-6 books, the rest are in the closet).
Fairy tales, poems, stories, works of folklore(see program material)
Books with the same work, but illustrated by different artists (fairy tale "Turnip" illustrated by artists Y. Vasnetsov and V. Dekhterev);
Thematic albums: "Russian Army", "Labor of Adults", "Flowers", "Seasons", etc .;
Postcards, illustrations for viewing according to the content of art. works;
Subject pictures depicting objects of the immediate environment, plot pictures (can be issued in the form of a card index)
Portraits of writers: S. Marshak, V. Mayakovsky, A. Pushkin;
Thematic exhibitions of the books: "Fairy Tales", "The Seasons", "Tales of the Friendship of Animals", "Poems by A. Barto" and others (once a quarter);
Speech games: "Guess the fairy tale", "Guess the hero of the fairy tale", "What first, what then", etc.
Book repair material
The teacher continues to teach children to look at books, illustrations, drawing their attention to the plot, the sequence of events. Conversations are held about books, it is found out whether the children know their content, whether they understand the meaning of the illustrations; there is talk of literary works read to children at home.
They continue to acquaint children with elementary rules (consider books only at the table, do not bend the sheets, do not bend the cover, etc.).Five-year-old children can be involved in simple gluing of the binding, in the manufacture of an album with pictures, crafts of characters for a table theater.
Memo for educators "BOOK CORNER IN SENIOR AND PREPARATORY FOR SCHOOL DOW GROUP"
A corner of the book plays a significant role in the formation of preschoolers' interest in fiction and the education of a respectful attitude to the book. This is a special, calm, comfortable, aesthetically designed, specially designated place where a child can independently, according to his taste, choose a book and calmly examine, “re-read” it. Here an intimate, personal communication of a child with a work of art - a book and illustrations takes place, here he can look at magazines and albums.
The basic principle of organizing a book corner issatisfying the varied literary interests of children.Neededperiodic change of material (literature, paintings, portraits)and connection with the topic of the week being studied by the children.
A number of requirements are imposed on the device of the corner:
Convenient location - a quiet place away from doors to avoid walking and noise
Good illumination in the daytime and in the evening, proximity to the light source (not far from the window, the presence of a lamp in the evening), so that children do not spoil their eyesight
Aesthetics of design - the corner of the book should be cozy and attractive. Objects of folk applied art can be adornments. On a wall or stand you can hang (put) reproductions of paintings, portraits of writers, illustrators
Convenience and expediency
Age-appropriate and child-friendly
Contents of the book corner insenior and preparatory groups kindergarten and pedagogical work in them is determined by changes in the literary development of children: for an older preschooler, reading becomes an important part of spiritual life, he has literary preferences, expressed individual interests.
What should be in a book corner?
The content of the book corner is becoming more versatile due to genre and thematic diversity. Number of books in the bookcasecan be increased to 8-10 and 10-12 different books:
taking into account the special, constant, prevailing interest of all preschoolers in fairy tales, they must be placed in the corner of the book2-3 fabulous works;
in the corner of the book should always bepoems, stories aimed at the formation of civic personality traits of the childa introducing him to the history of our homeland, to its life today;
books reflecting the theme of the week;
2-3 books about the life of nature, animals, plants. Examining illustrations of natural history books, a child
works of art, which at this time are introduced to children in the classroom (examining a book gives the child the opportunity to relive what he has read, deepen his initial ideas);
humorous magazines and books (S. Marshak, S. Mikhalkov, N. Nosov, V. Dragunsky, E. Uspensky). Communication with these works develops the ability a person needs - to feel and understand humor, the ability to see funny things in life and literature;
encyclopedias, collections of popular science magazines
interesting, well-illustrated books that children bring from home, and"Thick" books
self-made books, consisting of stories and drawings of children, recorded by adults
thematic albums ("Seasons", "Professions of adults", etc.
thematic exhibitions ( "Different Animals" by N. Charushin, "Our Children" by A. Pakhomov,"The Tales of A.S. Pushkin", "Children in the Poems of A. Barto", "Little Books", "The Seasons in Poetry",associated with the anniversary of the writer, with the "book week", with a literary matineeetc.); the goal is to deepen the literary interests of children, to make a particular literary or socially important topic especially significant and relevant for preschoolers.
speech games
sets of subject and plot pictures
The length of stay of a book in a corner is determined by the children's interest in this book. On average, the duration of her stay in it is 2-2.5 weeks. If the interest in the book is lost, you can remove it from the shelf without waiting for the scheduled date.
For children 5-7 years oldcan be organizeddutyin the corners of the book, they give out books, are responsible for them, receive books. Five-year-old children can be involved in simple gluing of the binding, in the manufacture of an album with pictures, crafts of characters for the shadow theater.
In addition to reading and telling the teacher, in relation to older children, such forms of work are used asconversations about books, organizing book exhibitions, conversations about writers and artists, literary matinees.
Contenta conversation about a book can be a conversation about its appearance (cover with a title, the name of the author and artist; sheets and pages, their numbering; beginning and end); books are written by writers and poets; they are printed in a printing house; fairy tales, riddles, stories, poems are printed in them.
The problematic question is pertinent: "Why do they say that a book is a friend of man?" I need to tell the children that the books are designed by different artists, consider several books. At the end of the conversation, you can ask what rules for using the book the children know. The conversation ends emotionally: reading a funny story or poetry. The continuation of this conversation can be a story about how books are made.
May be interestingconversation about writersandtheir books.The goal is to arouse in children an interest in the personality of a particular writer, a desire to get to know his work better, to increase the child's reading culture.
The educator's story must meet the following requirements:
Ø facts from the life of a writer must be accurate and scientific;
Ø the presentation should be figurative, interesting;
Ø the story should be accessible to the preschooler, no dates should be given (chronology is not clear to children); you can use periphrases, for example:
Ø The story should be close to children's interests, that is, tell about the childhood of the writer. But to dwell only on the childhood and adolescence of the writer means not to create a complete picture in the child's mind;
Ø the story should be equipped with rich visual material;
Ø it is imperative to include questions to children in the story, revealing children's knowledge about the writer's works, the experience of visiting memorable places, museums, watching film strips;
Ø It is especially important that in the story the personal attitude of the teacher to the work of the writer sounded.
In the course of the conversation, it becomes clear what the people who write stories and poems are called; what writers and poets children know and what books they have written, what they tell about. You can consider with the children their favorite books. At the end of the conversation, you can agree to organize an exhibition of books by one writer or several favorite writers.
Work is carried out with older preschoolerson acquaintance with artists - illustrators of children's books. As a result, children develop an artistic taste, broaden their horizons, deepen their perception of a literary work, and develop their creative abilities. The teacher, telling a fairy tale or reading a story, connects the text with the illustration, names the artist. During conversations, he acquaints children with some interesting and accessible facts of his biography, with creativity, with the manner of performance. Illustrations of different artists for one work are compared. Quizzes and exhibitions are held.
Municipal autonomous preschool educational institution of the city of Novosibirsk "Kindergarten No. 373 of the combined type" Skvorushka "PROJECT" KNIZHKINA WEEK "Educators of group No. 16" Strawberry "Trudolyubova Oksana Viktorovna highest qualification category Akimova Larisa Anatolyevna first qualification category" Children's book with their own hands "Project: long-term Project type: cognitive, creative. Duration: 6 months Project participants: children of the middle group, parents, educators. Educational areas: "Reading fiction", "Communication", "Cognition", "Artistic creation". TOPIC: BOOK WEEK Purpose: To create conditions for the development of a free creative personality of the child, using the co-creation of children and adults. Fostering love and respect for the book. Objectives: To acquaint children with different types of books, the structure of the book, the activities of the writer and artist when creating a book. To motivate children to make homemade books. Develop the idea of children about the ways of making homemade books. Support the desire of children and parents to be original and creative. Develop the ability of children to compose stories, fairy tales, poems. Develop visual skills in the process of book design. To acquaint children with the stages of project activities. Relevance of the project: Communication, since the richness of a child's speech largely depends on reading. Children's reading problems are caused by the same reasons as communication problems. However, not only. Our society, which we once called the most reading in the world, has also changed. Parents read less (for various reasons) - children also read less. Most importantly, many children do not have an interest in reading, and parents have to "force" them to read, which, of course, does not contribute to the child's interest in books. Fiction played a large role in the development of preschool children. The influence of literature on the mental and aesthetic development of the child is well known. Fiction reveals and explains to children the life of society and nature, the world of human feelings and relationships. It develops the thinking and imagination of the child, enriches his emotions, and gives excellent examples of his native language. CHOOSING A TOPIC What we know What we want to know How we can find out 1. Books are thick and thin. 2. There are many bright pictures in the books. 3. Books are composed by writers. 4. Books are read to us by adults. 5. They are different. 6. The book consists of pages. 7. Books should be protected. 8. Books are sold in specialty stores. 9. There are many books in the library. 1. Who makes the books? 2. Who draws in them? 3. Who composes different fairy tales, poems, stories? 4. If the book is torn, what should I do? 5. Why are the books all different? 1. Mom reads me a lot of books. 2. We go with mom to the store where there are a lot of books. 3. We play in the library in the kindergarten. 4. In kindergarten we repair books with the teacher. 5. In kindergarten we make sketchbooks. 6. We made books with moms and dads with our own hands. 7. Grandma reads me fairy tales before bedtime. Gathering information Conversations: “First books”, “Why we love books”, “Who is involved in the creation of the book”, “What is the literary genre” Examining and discussing different types of books. Excursion to the children's library Examination of the works of illustrators (V. Suteev, Y. Vasnetsov, E. Rachev) Role-playing games "Library" "Bookstore". Exhibition "My favorite book" Watching the video "The birth of a book" Consulting for parents "Making a self-made book" "A book from various materials" Project's web Consulting for parents Home-made books "My favorite fairy tale" (various manufacturing techniques) Creating a developing environment "Center development of literature and creativity "Creation of an album" What books do not like? " Games in the literary center Knizhkina week Book repair Day A.L. Barto Sketching in baby books Making a baby book after watching a fairy tale in the theater Presenting homemade books to parents "Theater with parents" Project activity product: Homemade books Parents' activities in project implementation: Helping educators in the selection of interesting information. Conversations with children Reading popular science and fiction. Examining illustrations. Creation of homemade books together with children. The activities of the educator in the implementation of the project: Conducting conversations, selecting literature, organizing excursions. Creation of presentations, showing the ways of making homemade books. Development of homework for children and parents. Development of consultations for parents Enrichment of the subject-developing environment for the idea of the project: Replenishment of the book corner with a variety of literature and albums; Acquisition of material for making and decorating self-made books. Estimated result Children will get acquainted with different types of books, the structure of the book, learn about the methods of making homemade books, learn how to create self-made books of their favorite fairy tales from a variety of materials. They will master the ability to tell their favorite fairy tale. They will learn to think creatively and use various materials in the design of books together with their parents. The attitude of parents to this problem must change. Parents' activities in the implementation of the project Helping educators in the selection of interesting information. Conversations with children. Reading fiction. Consideration of illustrations for your favorite fairy tale. Creation of a baby book based on a favorite fairy tale together with children. Methods of project implementation Visual: observation, experiment. Verbal: reading fiction and popular science literature, word games, conversations, analysis of problem situations, thematic evenings, quizzes. Practical: games, exercises, dramatizations, experiments, the production of didactic and visual material. The activities of educators in the implementation of the project Conducting interviews, selection of literature. Creation of a presentation, showing the ways of making a baby book. Homework for children and parents. Development of consultations for parents on the topic "Making a baby book with your own hands." Enrichment of the subject-developing environment for the project idea: Replenishment of the book corner of various literature. Purchase of material for making and decorating homemade books. For the successful implementation of the project it is necessary: - to establish partnerships with the family of each pupil; - to unite efforts for the development and upbringing of children; - to create an atmosphere of mutual understanding, community of interests, emotional mutual support; - to activate and enrich the educational skills of parents; - to maintain their confidence in their own pedagogical capabilities. Equipment and materials: 1. Laptop 2. Camera 3. Video camera 4. Material for making books for babies: Cardboard, quilling paper, scissors, glue, lacing, plasticine, clippings from magazines Project implementation plan: Stage 1 - preparatory Planning of activities for the project implementation Stage 2 - practical Development of creative thinking (drawing up fairy tales) Development of visual skills. Stage 3 - final Consulting parents "A book from various materials" Self-production of a book by children (help of a teacher) Preparation for the presentation of the project Presentation Issuance of letters of gratitude. Project implementation report. References: Classes on the development of speech in kindergarten. Program and notes. Book for kindergarten teachers / O.S. Ushakova, A.G. Arushanova, A.I. Maksakova and others. , Ed. O.S. Ushakova - Moscow: Perfection Publishing House, 2001. - 308 p. Creative storytelling: teaching children 5 - 7 years old / author-comp. L.M. Hornbeam. - Ed. 2nd - Volgograd: Teacher, 2012 .-- 136 p. Fiction in the development of the creative abilities of older preschoolers. - Moscow: Scriptorium Publishing House 2003, 2006, - 232 p. Developing environment Self-made books "My Favorite Fairy Tale" (photo and video material). Theater with parents. Family of Dima Dolganov Fairy tale "KOLBOK" Family of Alisa Gogoleva Fairy tale "Little Red Riding Hood" Family of Mikhail Zatsepin Fairy tale "Mother for a baby mammoth" Family of Polina Baikalova Fairy tale "Bubble, straw and bast shoes" Family of Diana Kazakova Fairy tale "Little Red Riding Hood" Family of Lika Borets Fairy tale "Repka" Family of Dima Kalyadzin Fairy tale "Teremok" Family of Lera Pershukova Fairy tale "Little Red Riding Hood" Family of Maria Trudolyubova Fairy tale "Teremok" Family of Vlad Sapyanik Fairy tale "Uncle Styopa" Family of Katya Laletina Fairy tale "Sack of apples" Family of Valeria Khvaschevskaya Fairy tale "Under the mushroom" Fairy tale "Terem-teremok" Family of Slava Gorbatenko Fairy tale "Crocodile Gena" Family of Timofei Miteryov Fairy tale "Zayushkin's hut" Family of Roma Kruzhkov Fairy tale "Tsokotukha fly" Family of Vika Kuznetsova Fairy tale "Thumbelina" Family of Milana Slabko Frog family Fairy tale "Tsokotukha" Three bears "Alyssia Gorbacheva's family The tale" Masha and the three bears "Theater with parents" REPKA "http://www.youtube.com/watch?v=pRTUaMFiZlg&list=UUJnnQ8CB8Xy3dtITjFLM-g Theater p with the parents "KOLOBOK" http://www.youtube.com/watch?v=irEv6sXGX2c&list=UUJ-nnQ8CB8Xy3dtITjFLM-g Theater with the parents "TEREMOK" http://www.youtube.com/watch?v=irEv6sXGX2c&list=UUJ -nnQ8CB8Xy3dtITjFLM-g Making a baby book after watching performances Sketches in baby books Agnia Barto's Day Book repairs Creating an album "What Books Don't Like" LET'S BE FRIENDS WITH A BOOK In the library for children Books are in a row on the shelves. Take it, read it and know a lot, But do not offend the book. It will open up a big world, And if you make a sick book, forever Pages will be silent then. T. Blazhnova Center for the Development of Literary Creativity Games in the Literary Center Consultation for parents Suggestions for possible dissemination of the project: The project can be used in any senior group of kindergarten, in circle work, for children in groups of short-term stay of children, in extended groups of elementary school. In the course of work on the project, we came to the conclusion that such activities, games, and productive activities unite children with common impressions, experiences, emotions, and contribute to the formation of collective relationships. We very much hope that the work we are doing will help children to love the book, instill in children the desire to read and make books and write stories themselves. What's “good” about a homemade book? 1. A self-made book is a product of the child's creative efforts, designed to foster respect for his own and other people's creativity. 2. A self-made book is a great occasion for children and adults to communicate, to create something smart, beautiful and useful together. 3. In the process of making a book, the child's speech, creative thinking and fine motor skills of the hands develop.
