Home Preparations for the winter Reading fairy tales together is the goal. The goal is to consolidate children's knowledge of Russian folk tales and Russian fairy tales. How to show illustrations to children

Preparations for the winter

Reading fairy tales together is the goal. The goal is to consolidate children's knowledge of Russian folk tales and Russian fairy tales. How to show illustrations to children

Project type: research and creative.

Project duration: long-term.

Project participants: children of preschool groups, teachers, parents of pupils.

Educational Areas Covered: communication, cognition, reading fiction, socialization, work, artistic creativity, music, physical education, health, safety.

Relevance of the project: It is known that reading experience begins to develop from early childhood.

By instilling a love for books, we help the child to understand the world around him and himself in it, form moral feelings and assessments, and develop the perception of the literary word.

Unfortunately, there is currently a problem - children do not like to listen to or read fiction, but they are very passionate about computer technology. Therefore, I decided to combine the problem with the hobby by developing a project to introduce children to fiction through reading fairy tales using computer equipment.

Every child’s acquaintance with literature begins with fairy tales, which accompany his entire childhood and remain with him for the rest of his life.

Project goal: to develop a sustainable interest in fiction.

Project objectives:

introduce the history of fairy tales;
develop children's listening skills;
ability to know;
ability to compare, contrast
ability to think in words;
coherent speech;
thinking;
attention;
memory;
imagination;
responsiveness and empathy;
learn to compose fairy tales using Propp's cards;
use interactive equipment;
cultivate a love of fairy tales;
careful handling of books.

Long-term plan for working with children and parents

September	1. Survey of children on the topics “My favorite fairy tale” and “My favorite fairy-tale hero” 2. Questioning of parents “Reading fiction at home” 3. Speech at the teachers' council in order to attract kindergarten teachers and students from their groups to the project. 4. Watch books with fairy tales in a group with children. Conversation on the topic “Careful storage of books.” Carrying out the game “Book Hospital”.
	1. Introduction to the history of the creation of fairy tales by “Auntie the Storyteller” 2. Computer presentation “Museum of Russian Fairy Tales in Moscow” 3. Dramatization of the fairy tale “Teremok” Reading fairy tales: Russian folk “Teremok”, “Wolf and Fox”, “Hare and Hedgehog” by the Brothers Grimm, “Little Baba Yaga” by O. Preusler Morning exercises and direct educational activities with heroes (by week): Mouse, Fox, Baba Yaga, Hedgehog
	1. Parent meeting “The role of fairy tales in a child’s life” 2. Literary lounge “The Work of Alexander Pushkin” 3. Master class on soap making “Rukavichka” Reading fairy tales: Russian folk “The Braggart Hare”, Ukrainian folk “Rukavichka”, “The Tale of the Dead Princess and the Seven Knights” and “The Tale of Tsar Saltan, of his glorious and mighty hero Guidon” A. Pushkin Morning exercises and direct educational activities with heroes (by week): Hare, Bear, Princess, Bogatyr Guidon
	1. Introduction to book publishing – computer presentation “Book Production” 2. Computer presentation “Museum “Glade of Fairy Tales” in Ukraine” 3. Dramatization of the fairy tale “The Three Little Pigs” Reading fairy tales: Russian folk tales “Turnip”, “Zayushkina’s Hut”, English fairy tale “The Three Little Pigs”, “Thumbelina” by H.-K. Andersen Morning exercises and direct educational activities with characters (by week): Grandmother, Hare, Piglet, Thumbelina
	1. Literary lounge “Creativity of A. Lindgren” 2. KVN with parents “My favorite fairy tales” 3. Master class on soap making “Masha and the Bear” Reading fairy tales: Russian folk “Little Fox and the Wolf”, “Masha and the Bear”, “Carlson Who Lives on the Roof” and “The Princess Who Doesn’t Want to Play with Dolls” A. Lindgren Morning exercises and direct educational activities with characters (by week): Wolf, Masha, Carlson, Princess
	1. Computer presentation “Museum of Astrid Lindgren’s Fairy Tales” 2. Physical education “Journey through fairy tales” 3. Dramatization of the fairy tale “The Frog Princess” 4. Making “Baby Books with Fairy Tales” Reading fairy tales: Russian folk tales “Sister Alyonushka and brother Ivanushka”, “The Frog Princess”, “Cat, Rooster and Fox”, “Kolobok” Morning exercises and direct educational activities with characters (by week): Alyonushka, Frog, Rooster, Kolobok
	1. Literary lounge “Creativity of Pyotr Ershov” 2. Master class on soap making “Feather of the Firebird” 3. Holding a competition and designing an exhibition of joint drawings by children and parents “My favorite fairy-tale hero” Reading fairy tales: Russian folk “The Wolf and the Seven Little Goats”, “At the Pike’s Command”, “Koshey the Immortal”, “The Little Humpbacked Horse” by P. Ershov Morning exercises and direct educational activities with heroes (by week): Wolf, Emelya, Koschey, Ivan
	1. Literary lounge “The Work of Charles Perrault” 2. Re-enactment of the fairy tale “Little Red Riding Hood” with the participation of parents Reading fairy tales: Russian folk tale “The Cockerel and the Beanstalk”, “Cinderella”, “Little Red Riding Hood”, “Puss in Boots” by Ch. Perrault Morning exercises and direct educational activities with characters (by week): Rooster, Cinderella, Little Red Riding Hood, Cat
	1. Awarding the winners of the drawing competition “My favorite fairy-tale hero” 2. Presentation of the project for parents 3. Final event - a project using the interactive board “Journey through Fairy Tales” (Mimio Studio program)

Abstract of GCD on fiction in the preparatory group “Journey through Russian folk tales”

Goal: To systematize children’s knowledge about Russian folk tales through a game - a journey.

Priority educational area: “Reading fiction”

Integration of educational areas: “Communication”, “Socialization”, “Safety”, “Health”, “Physical education”, “Music”.

Types of children's activities: Playful, Communicative, Musical and artistic, Motor.

Educational objectives:

1. Create a desire to learn a fairy tale according to the assignment. (NGO "Fiction")

2. Strengthen the ability to convey the structure of a fairy tale using modeling. (NGO "Fiction")

Developmental tasks:

1. Develop imagination, fantasy, thinking. (OO "Communication").

2. Ensure the development of free communication with adults and children. (OO "Communication").

3. Contribute to the development of all components of speech activity (OO “Communication”).

Educational tasks:

1. To develop an interest in reading, a love of oral folk art, to introduce verbal and musical art and the rules of safe behavior. (NGO “Music”, “Safety”).

2. Contribute to the formation of the skill of negotiating with each other and acting in concert. (NGO "Socialization").

Wellness tasks:

1. Relieving visual tension (gymnastics are performed for the eyes, and to relieve muscle and nervous tension (physical exercises). (NGO “Health”).

2. Ensure children’s physical activity throughout the entire lesson (NGO “Physical Culture”).

3. Promote the formation of a healthy lifestyle. (NGO "Physical Culture").

Methods: Game, verbal, practical, visual.

Techniques: Surprise moment, use of TSO, showing methods of action, telling a story, making and guessing riddles.

Vocabulary work: Magical, wonderful, funny, instructive, witty, smart, interesting, kind, mysterious, unusual, joyful, wise.

Materials: Toys for riddles, the game “Fold a Fairy Tale” (cut-out pictures, the game “Turnip” and “Teremok” (cards-schemes, a disk with Russian folk tales, a storyteller costume for the teacher.

Equipment: Audio recording with melodies, a stand with books of Russian fairy tales, a laptop, a disk with the fairy tale “How Kolobok was looking for friends,” a disk with a quiz on Russian fairy tales, tables, chairs.

Pedagogical technologies: Socio-game elements, personality-oriented, health-saving, TRIZ elements.

Preliminary work: Educational activities during regime moments - Reading fairy tales: “Turnip”, “Teremok”, Mitten, Teremok, Kolobok, Geese-swans, Masha and the Bear, Ivan Tsarevich and the Gray Wolf, Marya Morevna, Light Moon, Snow Maiden and other fairy tales.

independent activity of children - making, together with parents, aids for dramatizing fairy tales.

Quiet music is playing. Children pass by and stand in a circle.

The ritual of the beginning of GCD:

We stand, hand in hand,

Together we are a great force

We can be small

Can we be big?

But no one will be alone.

There was a knock on the door and they brought a letter from Skaza Rasskazovna.

Educator: (reading the letter). Hello, children, I am Skaza Rasskazovna, I was bewitched by Baba Yaga, save me, complete all the tasks that she sent you. Thank you in advance. "Guys, let's help. I love fairy tales very much. Do you, children, like fairy tales? (children's answers)

Children. Yes. We love you. Like very much. And we will help.

Educator.

Educator. Here's the first task. - How can you say about a fairy tale, what is it like?

Children. Magical, wonderful, funny, instructive, witty, smart, interesting, kind, mysterious, unusual, joyful, wise, etc.

Educator. Well done boys. Everything that is created by the mind

Everything the soul strives for

Like amber at the bottom of the sea,

Carefully stored in books.

Educator. Here's your second task. - Remember the proverbs about the book.

Children. A house without a book is a day without sun.

He who reads a lot knows a lot.

A book teaches you how to live, a book should be treasured.

A book is a small window through which you can see the whole world.

A book is to the mind what warm rain is to sunrise.

The book is small and inspiring.

The book will help you in your work and help you out in trouble.

Educator. That's right, we did it.

From time immemorial, a book has raised a person.

A good book shines brighter than a star.

Finger gymnastics “Favorite Tales”

(Children bend their fingers one by one and clap their hands for the last line.)

Let's call fairy tales

Mitten, Teremok,

Kolobok is a ruddy side.

There is a Snow Maiden - beauty,

Three bears, Wolf - Fox.

Let's not forget Sivka-Burka,

Our prophetic kaurka.

We know the fairy tale about the firebird,

We don't forget the turnip

We know the Wolf and the kids.

Everyone is happy about these fairy tales.

Educator. Why are they called folk?

Children: Because they were composed by the Russian people.

Educator. Right. Here's your third task. - And so, you and I will go on a journey through Russian folk tales.

Let's go friends

Into a miracle fairy tale - you and me

To the theater of puppets and animals,

For girls and boys!

There is a magic screen here,

There are countless fairy tales here!

(Quiz on the computer “Russian folk tales”)

Educator. And you completed this task.

Gymnastics for the eyes.

We open our eyes - once,

And we close our eyes - two.

One two three four,

Opening your eyes wider

And now they have closed again,

Our eyes were rested.

Educator. And here is the fourth task. Stand in a circle together

We need to play fairy tales!

Physical education minute “Fairy tales”

The mouse ran quickly (running in place)

The mouse wagged its tail (imitation of movement)

Oh, I dropped the egg (bend over, “pick up the egg”)

Look, I broke it (show “testicle” with outstretched arms)

Here we planted her (bend over)

And they poured water on her (imitation of movement)

The turnip grew nice and strong (spread your arms to the sides)

Now let’s pull it (imitation of movement)

And we’ll make porridge from turnips (imitation food)

And we will be healthy and strong from the turnip (show “strength”)

We are a nice family of little goats

We love to jump and gallop (bouncing in place)

We love to run and play

We love to butt heads

(become in pairs and index fingers of both hands

show "horns")

Educator. Around us here and there

Different fairy tales live on.

There are riddles in the clearing

Guess without a hint

Call it, dare

These fabulous friends!

Here's the next task. (He makes riddles, I, the children find the answer among the toys and show it)

1. The beautiful maiden is sad,

She doesn't like spring.

It's hard for her in the sun,

The poor thing is shedding tears.

Snow Maiden

2. A woman rides on a broom in heaven and on earth, Scary, evil, who is she? Baba Yaga

7. Once upon a time there were seven guys

Little white goats.

The gray one tricked his way into the house.

The goat then found him,

I was able to outsmart him.

And she saved all her children.

3. At Alyonushka's sister's

The birds took my brother away.

High they fly

They look far away

Swan geese

4. An arrow flew and fell into a swamp,

And in this swamp someone caught her.

Who said goodbye to green skin.

Have you become cute, beautiful, pretty? Princess Frog

5. Her grandfather planted her in the field

The whole summer grew.

The whole family pulled her

It was very large.

6. It was mixed with sour cream

Baked in a Russian oven.

Met animals in the forest

And he left them quickly.

Educator. All the riddles were solved and all the heroes were named. Well done.

Koschey was visiting yesterday

What have you done, just - Ah!

All the pictures are mixed up

He confused all my fairy tales

Puzzles you must collect

Call it a Russian fairy tale!

Educator. But we will definitely cope with this task. (Children collect a picture of a fairy tale from the puzzle and name it).

Fairy tales: Geese-swans, Masha and the bear, Ivan Tsarevich and the gray wolf, Marya Morevna, Light the Moon, Snow Maiden.

The teacher at this time reads the verse:

It's hard to put together a fairy tale,

But we don’t need to bother.

Friendly, brave and skillful

We got down to business with you!

Educator. Well done! We managed to put it together!

Koshchei's tricks have been overcome!

And now you will separate

Form into two teams.

Let's remember fairy tales

We'll play fairy tales.

Look at the fairy tale “Turnip”

And help the heroes.

They need to get them a turnip,

Who should stand behind whom, where?

This is the fairy tale "Teremok"

He is neither short nor tall.

And he’s waiting for his tenants,

Who will come here for whom?

Educator. Here's another task. (Children, using cards-schemes, sequence the chain of heroes of the fairy tales “Teremok” and “Turnip”)

We managed to cope quickly,

And they sat quietly on the chairs.

Educator. With skillful hands,

For intelligence and ingenuity

I want to say thank you!

To those who worked

To those who tried

I’ll show everyone my gift now.

Educator. You completed all the tasks very quickly, and Skaza Rasskazovna sent you this fairy tale as a gift.

(Children watch a fairy tale

“How Kolobok looked for friends” on the computer)

Believing in a fairy tale is happiness.

And to those who believe

A fairy tale is a must

He will open all the doors.

What did you do?

What was interesting?

What caused difficulties?

GCD ending ritual:

"Let's be friends with each other,

Like a bird with the sky, like a field with a plow.

Like the wind with the sea, grass with the rain.

How the sun is friends with all of us! »

(Children say goodbye and go to the group).

On the role of fairy tales in raising children.

"The fairy tale is a lie and there is a hint in it - a lesson for good fellows"

Target: Reveal the meaning of reading fairy tales for children using your own narrative.
tasks:
-show the importance of folk tales in the process of growing up;
- awaken the desire to read fairy tales to children;
- fostering love for the Motherland.
Vetrova Marina Aleksandrovna, Teacher of MBDOU d/s No. 4 in Tatarsk, Novosibirsk region.
Description: This work is addressed to high school students, students, educators, teachers and everyone who loves fairy tales. I advise parents to read it.

“Hello, my dear mother!
How do you live? How is your health? I recently saw the competition “Visiting a Fairy Tale” on the Internet and remembered how you read a lot to me as a child and told me different fairy tales and fairy tales. Remember, right?
Mom, you probably started reading me a fairy tale when I didn’t even speak yet, and was just a baby? I imagine how you held me in your arms and rocked me, telling me a story. Surely it was “Ryaba Hen”! I guess?!
Now I watch how my children go to bed and ask to read them a fairy tale... Mom, I was like that too and asked for a fairy tale? I think that many children do this, but we, as good and loving parents, take a book, choose the best fairy tale, sit down and read it to our beloved children.
Mom, you know, I really loved it when you talked about Ivan Tsarevich, about the heroes. Without even closing my eyes, I imagined them to be kind and brave. I believed that Dobrynya Nikitich must definitely defeat this evil Snake Gorynych, and Ivanushka will definitely be found by Alyonushka and the evil Baba Yaga will be lost. And Emelya is a fool, not a fool at all, but lucky - he caught a magic pike, and everything ended well for him - he married Princess Marya. Yes, you can’t think badly of people until you know better!
And the heroes often had to choose where to go: straight, right or left. And wherever he chose the path, there were obstacles everywhere before the good end came. Well, just like in life: everything good comes through difficulties and trials.
Mom, what is this happening? What did fairy tales prepare me for life? After all, I learn this from fairy tales.
And what did the fairy tale “Turnip”, which everyone knows by heart, and we often dramatize it even in kindergarten, teach me something too?!
Grandfather planted a turnip. It's time to clean it up. It's difficult for yourself. He began to call his family. And until everyone, even the most insignificant and seemingly unnecessary mouse, joined in, there would be no result. Yes, of course it’s obvious that only together they were able to pull out the turnip. And it also turns out: every person, even the most insignificant one, is important! Everything is like in life.
Mommy, but not every fairy tale had a good ending. For example, “The Tale of the Fisherman and the Fish.” As a result, the old woman ended up again with nothing! How did this happen? And all because she didn’t want to change her character, she didn’t like people, she wasn’t happy with anything, and greed and insatiability became stronger than her. So she learned nothing and was left with nothing.
Mom, this also happens in fairy tales, among people. Well, weren’t they really read fairy tales when they were children?
Yes, Mommy, your fairy tales have taught me and are teaching me a lot. When I grew up and could read books myself, do you know what book became my most read? TALES of the peoples of the USSR! There, of course, there were already stories about love: how a hero saves his beloved and (well, as always) everything ends well for them. I began to believe and imagine that love is happiness. And indeed it is! After all, good people who are not refracted by evil and lies, but radiate goodness, light, tell the truth, they always have and will have a good ending.
Oh, mom, you know, I seem to live in the city, I have everything, but I’m drawn to the village. I want to go to the forest, to the Russian birch trees, to walk barefoot on the grass, to have the wind in my face and the smell of wildflowers! And in winter, how wonderful it is in winter! The river is freezing. I can imagine how people used to go to the ice hole to get water; Emelya with pike in a bucket; The wolf froze his tail while he was catching fish. And the frosts are so bitter!
Mom, I love Russia, I love its open spaces, its people, its songs, I love the fairy tales that you read to me!
Mom, I got it! By reading fairy tales to me, you wanted me to grow up to be a good person, to believe in goodness, in people!
Thank you, my dear mother!
Your daughter Marina"

P.S. Yes, this is not an article. This is my letter to my mother. But the conditions for the competition do not say how to talk about the educational role of fairy tales. This is my story about how fairy tales read to me had an educational effect. I really love my country. And I hope that fairy tales have not lost their magical effect on my children. Wait and see.
Thanks everyone!

A system of working with children in kindergarten to introduce them to the perception of fiction and folklore.

The system of working with children in kindergarten includes goals, objectives, forms, methods

The purpose of the work for introducing children to reading in kindergarten is:

Formation of the development of perception of fiction and folklore.

Tasks:

Develop speech creativity;

Introduce book culture and children's literature;

Develop listening comprehension of texts from various genres of children's literature

Stimulate empathy for characters in works of art.

“Whoever did not have a fairy tale in childhood grows up to be a dry, prickly person, and people hurt themselves on him like a stone lying on the road and are pricked like a sow thistle leaf” - this is a statement by I. Tokmakova.

These problems are solved through various forms of work with children:

Daily reading of fairy tales, stories, poems.

Independent review of books.

Organized classes.

Free communication between the teacher and children based on fiction.

Cooperation with parents on this issue.

Daily Reading Processshould take at least 30 minutes a day (depending on age).

The goal of daily reading is for children to deeply comprehend the text.

Daily reading involves selecting works.

The best option is to combine them based on genre and alternating stories, fairy tales, and poems.

2 – week - reading poems;

3 - week - reading stories and stories; examination of illustrations for individual works;

4 – week – a journey through the pages of a “thick book” (in older preschool age).

After the book is read, the children's attention is fixed on its content, the teacher shows illustrations to it.

Depending on the age of the children, the teacher changes the methods of viewing artistic illustrations.

In the first and second younger groups, viewing techniques are aimed at the child recognizing characters and things:

Find out who it is?

Show me where, who or what?

In the middle group - correlating text phrases with pictures:

Find a picture for these words.

What words go with this picture?

In the older group - leading the child to evaluate the color of drawn objects, the expressiveness of the hero’s gesture, the location of the figures:

Why do you like this picture?

In the preparatory group for school - comparison of illustrations by different illustrators for the same work.

The main goal of viewing illustrations in all age groups is to provoke children into conversation.

When looking at books from an early age, it is necessary to teach children to treat a book as the greatest value, to hold it correctly in their hands, to leaf through it correctly, to know its place on the bookshelf, to remember that a book has an author and a title.

Organized classes to familiarize yourself with fictionchildren of different age groups are organized differently.

The teacher works with young children individually or with groups of 2-6 people.

A group of children of primary preschool age are divided into two subgroups to listen to a reading or story.

In the middle and senior groups, classes are held simultaneously with all children. The basic rule for organizing reading lessons for children is emotional upliftment of both the reader and those listening. The teacher creates a mood of elation. With a few introductory words, he arouses children's interest in what he is going to read or talk about. The colorful cover of a new book, which the teacher shows before reading, may also be the reason for their increased attention.

The teacher reads the text of a work of fiction without interruption; comments are allowed only when reading educational books. All words that may be difficult for children to understand should be explained at the beginning of the lesson.

To teach children to listen to a work of art, to help them assimilate its content and emotional mood, the teacher mustread expressively.

Expressive reading by the teacher is a way to convey to the child the whole gamut of emotions contained in the work of art being read, as well as the development and improvement of his feelings.

Particular attention is paid to the pronunciation of those words that are written differently than they are pronounced: (yours, his, today, bakery, boring). It is better not to pronounce a word at all than to pronounce it with a spelling error.

The next element of expressive reading is the strength of the reader's voice.

In order to convey the content of a work to a young listener, it is necessary, while reading, to strengthen and weaken the voice in strict accordance with the content.

The accuracy and expressiveness of speech is facilitated by the correct placement of logical stresses, the expressiveness of which is determined by the reader’s ability to modulate his voice according to strength.

It is very important to maintain the required speech rate when reading.

With the help of pauses you can fully convey the mood of the characters.

The closest attention should be paid to the moral principle of the work, with the help of literature to awaken “good feelings” in the child.

An adult reading to a child must constantly remember the “teaching role” of literature, that literature is a “true and moving record of human experience” (D.B. Priestley), which is more useful to learn from childhood.

Children's literature not only captures the movements of a child's soul, but also shapes them. She awakens good feelings and noble aspirations in a little person.

Free communication between the teacher and children based on fictionmakes it possible to offer them the type of activity that currently particularly attracts them: dramatization, puppet performance, reading a work in person, “telling poetry with hands.”

Working with parents to encourage children to readconsists of conducting consultations on the problems of children's reading, psychology of age and perception. Mandatory inclusion of parents in the organization and holding of literary quizzes and holidays. Involving parents in the design of the book-related information space in the group (book exhibitions, annotations, recommendations on what to read to children).

Providing information about books that are read to children in class. Open classes are organized to familiarize parents with fiction.

In order to carry out various forms of work to introduce children to books, certain conditions must be created in kindergarten:

Availability of an age-appropriate library collection of fiction.

Availability of a portrait fund of children's writers.

Availability of grammatical dictionaries for teachers.

Organizing group book corners.

In each age group of the kindergarten, unique information centers are set up - book corners.

As a rule, these books are richly illustrated and in good condition.

The composition of books in group book corners is updated from time to time, either completely or partially, not only because the books wear out, but also because the process of raising children requires their constant thematic renewal.

Children take books from the book corner according to their desire and taste, but then be sure to put them back in their place.

In older preschool age, children should be on duty, who issue and receive books and are responsible for their safety.

If a tattered book is discovered, the teacher of the junior and middle groups repairs it himself, preferably in the presence of the children.

In older groups, children are also involved in repairing books.

Thematic book exhibitions are periodically organized in book corners. For example, “Our books about nature”, “Pushkin’s tales”, “Our Russian folk tales”, “Books read in September”.

Illustrations by famous children's illustrators are exhibited.

Already from the middle group, children recognize the titles of fairy tales and stories by their covers and illustrations.

With the help of the teacher, they remember the names of such authors as A.S. Pushkin, K.I. Chukovsky, L.N. Tolstoy, M.M. Prishvin, S.Ya. Marshak, S.V. Mikhalkov.

Starting from the middle group, short but meaningful conversations are held about books and writers.

During these conversations, it becomes clear which books children love, and later why they like this or that book. After conversations on the read works, children of senior preschool age are asked to complete creative tasks. For example: choose a rhyme for the word, pronounce the word with a change in intonation, choose synonyms for the word - sleeping - dozing, choose antonyms for the word - strong, brave.

Children's creative drawing albums based on the works they read for the month are placed in the book corners. In the process of children communicating with the books of the group book corner, they learn the following words: binding, cover, page, and a little later - spine.

Through children's book corners, a literate reader is raised. Children imitate adults in everything. If they see that an adult washes his hands before opening a book, never bends it, carefully turns the pages, and when they encounter wrinkled or painted ones, he expresses displeasure, the children themselves become defenders of the book.

The kindergarten actively uses a subject-based developmental environment: a music room, a fine arts studio, a theater studio.

A pressing problem in modern society is introducing children to reading. It is no secret that already in preschool age, many children prefer watching cartoons and computer games to listening to fairy tales. Naturally, it will be difficult for such a child to fall in love with reading even at school. Meanwhile, literature is a powerful means of intellectual, moral and aesthetic education. It enriches children's speech and emotions, forms humane feelings, and provides the opportunity for reflection and fantasy. On the part of adults, it is extremely important to promptly arouse the preschooler’s interest and love for the book, to open the reader in the child. And the first stage here will not be the library, but the activity of the teacher, his pedagogical skills.

Why do preschoolers need fiction?

The tasks of reading fiction with children of the middle group include:

Forming in children the idea that books contain a lot of interesting and educational information.
Deepening knowledge about illustrations and their meaning in the book.
Formation of the skill of moral evaluation of a work.
Developing the ability to empathize with heroes.

In the middle group, children understand that they can learn a lot of interesting and educational things from books.

In the senior group, the list of tasks expands:

The teacher teaches preschoolers to listen to large works (by chapters).
The teacher encourages children to express an emotional attitude to what they read, talk about their perception of the characters’ actions, and reflect on the hidden motives of their behavior.
A sensitive attitude to the literary word is developed, the ability to notice vivid descriptions, epithets, comparisons, and to feel the rhythm and melody of a poem.
The formation of skills in expressive reading of poems and role-based reading continues.
The concept of genre, genre features of a fairy tale, story, poem are explained in a form accessible to children.
Preschoolers learn to compare illustrations by different artists for the same work.

Not a single event in kindergarten is complete without poetry.

The tasks of the preparatory group include:

Improving the ability to understand the expressiveness of the language of a work of art, the beauty of the poetic word.
Development of a sense of humor in preschoolers.
Developing the ability to put oneself in the place of a literary character.
Development of expressive reading skills, dramatization of a work (manifestation of emotions through intonation, facial expressions, gestures).
Deepening the concept of “genre”, developing the ability to distinguish between them.

How to Plan and Conduct a Fiction Reading Lesson

In order to competently structure a lesson to introduce children to any literary work, the teacher needs to think through a lot.

What techniques and methods can be used

In a class on reading fiction, the teacher uses the following methods:

Reading by the teacher from a book or by heart. This literal rendering of the text preserves the author’s language and best conveys the nuances of the prose writer’s thoughts.
Storytelling (retelling). This is a freer transfer of content: the teacher can rearrange words and replace them with synonyms. But this form of storytelling provides more opportunities to attract children's attention: you can pause once again, repeat key phrases, etc.
Dramatization is a method of secondary acquaintance with a literary work.
Memorization or retelling of text by preschoolers (depending on the genre of the work).

To make the lesson successful, you need to consider the following:

The lesson should be emotionally rich. First of all, this concerns the teacher’s manner of speech, which should convey the character of the work and influence the minds and feelings of the children. Children should see the teacher’s interested face, his facial expressions and articulation, and not just hear his voice. To do this, he must look not only at the book, but also at the faces of the children to see their reaction.
Prose works (fairy tales, short stories) can be told rather than read. As for poems, they are usually read in a voice of medium volume (although some need to be told quietly or, conversely, loudly) and slowly so that preschoolers understand what is being said.
To make the lesson more complete, you can include audio recordings (for example, where K. Chukovsky himself reads his poetic fairy tales).
During the reading process, there is no need to distract students with disciplinary remarks: for this purpose, the teacher can raise or lower his voice or pause.

Children should see the teacher’s interested face, see his facial expressions while reading

Repeated reading contributes to a better understanding of the content of a work and the assimilation of expressive means of language. Short texts can be repeated immediately after the initial reading. For larger works, some time is required to comprehend, and then the teacher rereads individual, especially significant parts. You can remind children of the content of the material after some time (2–3 weeks), but short poems, nursery rhymes, and stories can be repeated often (for example, on a walk, during routine moments). Usually children like to listen to their favorite fairy tales many times and ask the teacher to tell them.

How to explain unfamiliar words to children

The teacher must explain to preschoolers the meaning of unfamiliar words in the work. This technique ensures a full perception of the literary text: the characters of the characters, their actions. Here you can use various options: during the course of the story, stop at a word that children do not understand and select synonyms for it (for example, a bunny’s bast hut means wooden; an upper room is a room), explain unfamiliar words even before reading begins (for example, before telling a fairy tale “ A Wolf and Seven Little Goats,” the teacher shows a picture of a goat, pronounces the phrase: “Milk flows down the lining, and from the lining down the hoof,” and clearly explains what an animal’s udder is).

Illustrations will help explain the meaning of unfamiliar words

However, not all words require detailed interpretation: for example, when reading A. Pushkin’s “The Tale of the Fisherman and the Fish” to older preschoolers, it is not at all necessary to dwell in detail on the phrases “pillar noblewoman”, “sable soul warmer” - they do not interfere with understanding the content of the work. Also, you don’t need to ask the children what is unclear to them in the text, but if they are interested in what a word means, you need to give the answer in an accessible form.

How to properly conduct a conversation with children on a read work

After reading the work, you should conduct an analytical conversation (this is especially important in older preschool age). During the conversation, the teacher leads the children to evaluate the actions of the characters and their characters. There is no need to strive for children to simply reproduce the text in detail: questions should be thoughtful, promoting a better understanding of the meaning and deepening emotions.

The content does not need to be separated from the form: it is necessary to pay attention to genre and linguistic features (for example, focus the attention of children on the repeated appeals “Little goats, kids, open up, open up!” or name which epithets refer to a fox, wolf, hare in a certain fairy tale).

Examples of questions to identify emotional attitudes toward characters:
Which of the fairy tale characters did you like most and why?
Who would you like to be like?

Who wouldn't you be friends with?

Questions to identify the key meaning of the work:
Who is to blame for the fact that the mother sparrow lost her tail (M. Gorky “Sparrow”)?

Why is the fairy tale “Fear Has Big Eyes” called that?

Questions to discover motive:
Why didn’t Mashenka allow the bear to rest on the way to her grandparents (“Masha and the Bear”)?
Why did the fox smear dough on his head (“The Fox and the Wolf”)?

Why did mother turn into a bird and fly away from her children (Nenets folk tale “Cuckoo”)?

An analytical conversation is especially necessary when reading works about nature or human labor (for example, S. Marshak “Where did the table come from”, V. Mayakovsky “Horse-Fire”, S. Baruzdin “Who built this house?” and others).

With children you need to discuss and analyze poems dedicated to human labor

The teacher should not move from the content of the book to moral teachings and moral discourse about the behavior of individual children in the group. We should only talk about the actions of literary heroes: the power of an artistic image sometimes has a greater impact than notations.

To memorize poems and retell fairy tales, it is good to use mnemonic tables. They represent a schematic representation of the plot of the work in the form of a series of pictures. This technique, which makes it easier to memorize text, can be practiced from the middle group.

Photo gallery: mnemonic tables for preschoolers

The key events of the fairy tale are presented in the form of diagrams. The poster schematically depicts the main characters (girl, bear) and key moments of the story (forest, hut, pies, box) Each schematic picture corresponds to a line of the poem

How to show illustrations to children

A deeper understanding of the text and the artistic images contained in it is facilitated by examining the illustrations. The method of using visuals depends on the age of the preschoolers and the content of the book. But in any case, the perception of text and pictures should be holistic. Some books consist of a series of pictures with captions (an example of this is A. Barto, “Toys” or V. Mayakovsky, “Every page is either an elephant or a lioness”) or are divided into separate chapters (“The Snow Queen” by G.- H. Andersen. In this case, the teacher first shows the picture and then reads the text. If the work is not divided into parts, then you should not interrupt the story by showing illustrations: this can be done after reading or shortly before it (looking at the book will arouse interest in preschoolers). to the plot). When reading educational literature, a picture is used to visually explain information at any time.

Both younger and older preschoolers always look at illustrations to works with great interest

General structure of a reading lesson

The structure of a lesson in reading fiction depends on its type, the age of the students and the content of the material. Traditionally there are three parts:

Acquaintance with a work whose goal is correct and emotionally rich perception.
A conversation about what has been read, aimed at clarifying the content and linguistic means of expression.
Repeated reading of the text (or its key episodes) to deepen perception and consolidate the impression.

Types of Reading Activities in Kindergarten

There are several types of classes for reading fiction with preschoolers:

Motivating start to class

The key task of the teacher is to prepare preschoolers to perceive the work and motivate them to listen. Various methods are used for this.

The appearance of a game character

In younger and middle ages, it is better to start classes with a surprise moment with the appearance of a game character. He is always with the content of the work. For example, this is a fluffy plush kitten (V. Berestov’s poem “Kitten”), a funny yellow chicken (K. Chukovsky’s fairy tale “Chicken”), a Masha doll (Russian folk tale “Masha and the Bear”, “Three Bears”, “Swan Geese” "and others where a little girl appears).

The toy conveys the mischievous character of the kitten from the poem of the same name by V. Berestov

The teacher can show the kids a magic chest in which the heroes of the fairy tale find themselves. As a rule, these are works where many characters appear (“Turnip”, “Teremok”, “Kolobok”).

Message from a hero

You can also use the motive of the letter - a message comes to the group from the brownie Kuzenka. He says that he lives in a kindergarten - he guards it at night, and during the day he really likes to listen to the children sing songs, play, and play sports. And so Kuzya decided to give the children a gift - to give them his box of fairy tales. Now, at any moment, kids can get acquainted with a new fairy tale, which the teacher will read to them.

Brownie Kuzya gives the kids his box of fairy tales

Preliminary conversation

In older preschool age, to create motivation for reading, it is already possible to use the personal experience of preschoolers. This could be an introductory mini-conversation connecting life events with the theme of the work. For example, the teacher asks the children whether they like to fantasize. Then everyone discusses together: why do people fantasize at all (to amuse their interlocutor, to please him, etc.). Then the teacher smoothly moves on to reading N. Nosov’s story “Dreamers.” By the way, you can also introduce a game character - Dunno, into a lesson on this topic, because he also loved to invent and compose fables.

Additionally, children can be asked to color Dunno

Another example is when a teacher starts a conversation about a dream. After all, every person has it. The adult asks the children to tell them what they dream about. After this, the teacher leads the preschoolers to the conclusion that in order to fulfill one’s desire one cannot sit idly by, but must work hard and make an effort, although, of course, there are times when luck smiles on a person and the dream comes true on its own, as if by magic. And very often this occurs in Russian folk tales, for example, in the work “At the Pike’s Command” (or another, where magical heroes or things that help the main character appear).

Familiarization with visual materials

To create motivation for reading, the teacher can also start the lesson by looking at a painting, for example, the work of V. Vasnetsov “Three Heroes”. After getting acquainted with this work of art, children will probably listen with great interest to the epic about Ilya Muromets or another Russian knight.

After viewing the brave heroes, preschoolers will be very interested in listening to the epic about Ilya Muromets

Shortly before class, you can interest the children in the colorful cover of the book or its illustrations: children will want to know who is depicted on it and what happened to the characters in the work.

After looking at the illustrations, the children will probably want to know who is depicted in them and what happened to the characters.

Before reading poems about a certain time of year, it is good to take the children for a walk or arrange an excursion to an autumn or winter park.

Examples of lesson notes

Examples of lesson notes can be found here:

Karanova M.S., “Burik the Bear” (second junior group);
Romanova N., “Reading and memorizing M. Khudyakov’s poem “Autumn” (middle group);
Konovalova D.V., “Let's talk about friendship (reading the story by V. Oseeva “Who is the boss”)” (preparatory group).

Options for topics for reading fiction classes

In each age group, the teacher selects interesting topics for classes, focusing on the list of works of fiction recommended by educational programs. Some works may be repeated: if at an early age it is just listening, then at an older age there is already an in-depth analysis, retelling of the text by preschoolers, dramatization, role-playing, etc.

First junior group

Poem by A. Barto “Bear”.
Poem by A. Barto “The sun is looking through the window.”
Russian folk song “The cat went to Torzhok...”.
Russian folk song “Cockerel, cockerel...”.
Russian folk song “Like in a meadow, meadow...”.
Russian folk song “Like our cat...”.
“Bay-bye, bye-bye, you little dog, don’t bark...”
Russian folk song “Rabushechka Hen”.
Russian folk tale “The Little Goats and the Wolf”, adapted by K. Ushinsky.
Russian folk song “How I love my little cow...”
Poem by A. Barto “Truck”.
Poem by S. Kaputikyan “Everyone is sleeping.”
Poem by V. Berestov “Sick Doll”.
Russian folk song "Goat-dereza".
Russian folk song “Egorka the Hare...”.
L.N. Tolstoy's story “A cat slept on the roof...”.
The work of S. Marshak “The Tale of a Stupid Mouse.”
Many fairy tales for children can be included at some routine moments (for example, the transition to daytime sleep)
The story of L.N. Tolstoy “Petya and Masha had a horse...”.
Poem by K. Chukovsky “Kotausi and Mausi”.
Poem by A. Barto “Elephant”.
Nursery rhyme “Oh, you little darling…” (translation from Moldavian by I. Tokmakova).
Russian folk tale “Teremok” (arranged by M. Bulatov).
Russian folk song “Ay doo-doo, doo-doo, doo-doo! A raven sits on an oak tree."
Poem by S. Kaputikyan “Masha is having lunch.”
Poem by N. Saxonskaya “Where is my finger”
Poem by P. Voronko “New things”.
Poem by N. Syngaevsky “Helper”.
An excerpt from Z. Alexandrova’s poem “My Bear.”
Poem by V. Khorol “Bunny”.
Khorol's poem about a bunny is very rhythmic, which allows it to be used for motor exercises
Poem by M. Poznanskaya “It’s snowing.”
Fairy tale by L. N. Tolstoy “Three Bears”.
Poem by O. Vysotskaya “Cold”.
Poem by V. Berestov “Kitten”.
Poem by A. Barto “Bunny”.
A. Barto's poem “Who Screams?”
Fairy tale by V. Suteev “Who said “meow”?”
German song “Snegirok” (translation by V. Viktorov).
Poem by A. Barto “Boat”.
Russian folk song “A fox with a box ran through the forest.”
“In the toy store” (chapters from the book by Ch. Yancharsky “The Adventures of Mishka Ushastik”, translated from Polish by V. Prikhodko).
Russian folk nickname “Sun-bucket”.
The slogan is “Rain, rain, more fun...”.
Calls and nursery rhymes can become the basis for physical education or finger gymnastics
Russian folk tale “Masha and the Bear” (arranged by M. Bulatov).
Poem by A. Pleshcheev “Rural Song”.
“The wind walks across the sea...” (excerpt from A. S. Pushkin’s fairy tale “The Tale of Tsar Saltan”).
Poem by A. Vvedensky “Mouse”.
Poem by G. Sapgir “Cat”.
Russian folk nursery rhyme “Because of the forest, because of the mountains...”.
Fairy tale by V. Bianchi “The Fox and the Mouse”.
G. Ball's story "Yellow Boy".
Poem by A. and P. Barto “The Roaring Girl.”
This poem is useful for working with whiny children, but do not allow others to tease such a child.
Poem by K. Chukovsky “Confusion”.
Fairy tale by D. Bisset “Ga-ga-ga” (translation from English by N. Shereshevskaya).
Russian folk nursery rhyme “Cucumber, cucumber...”.
Poem “Shoemaker” (translation from Polish, revised by B. Zakhoder).
Poem by B. Zakhoder “Kiskino grief”.
Poem by A. Brodsky “Sunny Bunnies”.
“Friends” (chapter from the book by Ch. Yancharsky “The Adventures of Mishka Ushastik”).

Second junior group

Reading of Sasha Cherny’s poem “Pristalka”.
Reading the Russian folk tale “The Cat, the Rooster and the Fox.”
Reading the Russian folk tale “Kolobok” (adapted by K. Ushinsky).
Reading poems by A. Barto from the “Toys” cycle.
Reading the Russian folk tale "The Three Bears".
Reading poems by A. Pleshcheev “Autumn has come”, A. Blok “Bunny”.
Russian folk nursery rhymes: “Kitsonka-murysenka.”
Fairy tale "Sister Alyonushka and brother Ivanushka."
Reading poems by S. Ya. Marshak from the series “Children in a Cage.”
Reading the Russian folk tale "Masha and the Bear".
Russian folk tale "Turnip".
Reading the Russian folk tale "The Fox and the Wolf."
“Tales about a stupid mouse” by S. Ya. Marshak.
Poem by A. Bosev “Three”.
Reading the story “It’s Snowing” by L. Voronkova.
Reading the Russian folk tale “The Snow Maiden and the Fox.”
Reading the Russian folk tale “Geese and Swans”.
The fairy tale “Geese and Swans” is perfect for talking about obedient and naughty children
Reading the poem by Z. Alexandrova “My Teddy Bear”.
Reading stories by V. Bianchi “The Fox and the Little Mouse”, E. Charushin “The Little Wolf”.
Reading the Russian folk tale “The Wolf and the Seven Little Goats.”
Reading the Russian folk tale "The Fox and the Hare".
Reading the Russian folk tale “The Cockerel and the Bean Seed.”
Russian folk tale "Rukavichka".
Memorizing the poem “Cockerels” by V. Berestov.
Reading the Russian folk tale “The Goat-Dereza”.
Reading of I. Kosyakov’s poem “She’s All.”
Reading the Russian folk tale “Fear has big eyes.”
Reading the poem by S. Ya. Marshak “Mustachioed and Striped.”
Russian folk tale "Teremok".
“Teremok” is very popular in preschool educational institutions as a theatrical production with the participation of the children themselves, although more often it is staged in the middle and senior groups
Reading the stories of L.N. Tolstoy “The truth is more precious than anything else”, “Varya and the Siskin”.
Memorizing the poem by S.I. Belousov “Spring Guest”.
Reading of A. Pleshcheev’s poem “Spring”.
Telling the Russian folk tale “Ryaba Hen”.
Reading the story “Holiday” by Y. Taits.
Reading the poem by E. Blaginina “That’s what a mother is!”
Reading the fairy tale “Chicken” by K. Chukovsky.
Memorizing the poem “Kitten” by V. Berestov.
Reading the Russian folk tale “Bull - black barrel, white hooves.”
Poem by V. V. Mayakovsky “What is good and what is bad?”

Middle group

The story of V. Oseeva “The Watchman”.
N. Sladkov's story “Autumn is on the threshold.”
Russian folk tale "The Man and the Bear".
The story of V. Oseeva “Blue Leaves”.
Russian folk tale "The Fool and the Birch".
Poem by S. Mikhalkov “What do you have?”
Russian folk tale "The Ship".
The story of L. Voronkova “How the Christmas tree was decorated.”
Russian folk tale "Frost and the Hare".
The fairy tale “Frost and the Hare” will enrich children’s knowledge about seasonal changes in nature
N. Kalinina's story “About the Snow Bun.”
V. Karaseva’s story “Olya Came to Kindergarten.”
V. Dahl's fairy tale "The Bast-Fox".
Russian folk tale "The Fox, the Wolf and the Bear."
Mordovian folk tale “How a dog was looking for a friend.”
Russian folk tale "The Cockerel and the Bean Seed."
The story of V. Borozdin “Starships”.
Fairy tale by N. Sladkov “The Bear and the Sun.”
The work of S. Prokofieva “The Tale of Mother”.
S. Vangeli's story "Snowdrops".
Fairy tale by V. Oseeva “Three Magpies”.
For greater immersion in the theme of the fairy tale, you can play an audio recording with the voice of a magpie for children
Fairy tale by D. Bisset “Grasshopper Dandy”.
The work of M. Plyatskovsky “The Tale of the Inverted Turtle.”
Reading of the poem “Forest Violet” by V. Paspaleyeva.
A. Gaidar's story "The March".
L. Tolstoy's story “The Jackdaw Wanted to Drink...”.
N. Sladkov's story "Not Hearing".
Fairy tale by N. Pavlova “Strawberry”.
Fairy tale by V. Suteev “Under the mushroom”.

Senior group

Reading L. Tolstoy’s story “The Lion and the Dog.”
A story on the theme of E. Trutneva’s poem “Summer Flies Away.”
A story on the theme of E. Trutneva’s poem “Autumn Flies Away.”
Memorizing the poem by M. Isakovsky “Go beyond the seas and oceans.”
Retelling of the fairy tale by K. D. Ushinsky “Know how to wait.”
T. Aleksandrova “Kuzka the Little Brownie”.
Telling the tale of P. Bazhov “The Silver Hoof”.
Reading the story “Childhood Friend” by Viktor Dragunsky.
Memorizing the poem by E. Blaginina “Let’s sit in silence.”
Poems and fairy tales teach a child kindness, respect for others, and support curiosity.
Retelling of V. Chaplina’s story “Squirrel”.
Telling the Russian folk tale "The Frog Princess".
Reading the fairy tale “Krupenichka” by N. Teleshov.
Reading chapters of Astrid Lindgren's story "The Kid and Carlson, who lives on the roof."
Memorizing I. Surikov’s poem “Here is my village.”
Telling the Russian folk tale “The Boasting Hare” (adapted by A. Tolstoy).
Reading the story by N. N. Nosov “The Living Hat.”
Narration of the work by V. P. Kataev “The Seven-Flower Flower.”
Memorizing the poem by S. Yesenin “Birch”.
Telling the Nenets fairy tale “Cuckoo” (arranged by K. Shavrova).
S. Gorodetsky “Kitten” (reading in faces).
Retelling of N. Kalinina’s story “About the Snow Bun.”
Memorizing the poem by M. Yasnov “Peaceful counting rhyme”.
Telling the Russian folk tale "Nikita Kozhemyaka".
Reading the work of G. Snegirev “Penguin Beach”.
Reading chapters from A.P. Gaidar’s story “Chuk and Gek.” Modeling "Puppy"
Reading the poem by A. Fet “The cat is singing, his eyes are squinted...”.
Reading the poem by Y. Akim “My Relatives.”
Telling the folk tale “Sivka-burka”.
Many plots of Russian literature have passed through the years; they were known to the grandparents of today’s children.
Reading L. Tolstoy’s story “The Bone.”
Reading excerpts from B. S. Zhitkov’s work “How I Caught Little Men.”
Memorizing the poem by I. Belousov “Spring Guest”.
Reading of G. Ladonshchikov’s poem “Spring”.
Russian folk tale "The Fox and the Hare".
Retelling of the story “Train” by Y. Taits.
Telling the Russian folk tale “Fear has big eyes.”
The fairy tale “Fear has big eyes” is essentially psychological
Reading the work of I. Leshkevich “Traffic Light”.
Dramatization of an excerpt from the Russian folk tale “Masha and the Bear.”
Memorizing the poem “Mother’s Day” by G. Vieru.
Telling the Russian folk tale “The Wolf and the Seven Little Goats.”
Retelling of the Ukrainian folk tale "Spikelet".
Reading an excerpt from K. Paustovsky’s work “The Thief Cat.”
Memorizing the passage “There is a green oak near the Lukomorye...” from A. S. Pushkin’s poem “Ruslan and Lyudmila.”
Favorite fairy tales of A. S. Pushkin.
Reading R. Kipling's fairy tale "The Elephant's Child".
Telling the Russian folk tale "Khavroshechka".

Preparatory group

Acquaintance with an excerpt from A. S. Pushkin’s poem “Eugene Onegin” “The sky was already breathing in autumn...”.
Reading and retelling of the Nanai folk tale “Ayoga”.
Russian folk tale "Sister Fox and the Wolf."
The story of K. Ushinsky “Four Wishes”.
The epic “Ilya Muromets and the Nightingale the Robber.”
Story by K.G. Paustovsky “Warm Bread”.
Memorizing N. Rubtsov’s poem “About the Hare.”
Reading A. Kuprin’s story “Elephant”.
Reading the story by V. Bianchi “Bathing bear cubs.”
Acquaintance with the work of D. Mamin-Sibiryak “Medvedko”.
Fairy tale by C. Perrault “Puss in Boots”.
The story of M. Zoshchenko “Great Travelers”.
Children are very interested in stories about their peers
Epic "Sadko".
Reading the fairy tale by V. Suteev “The Magic Wand”.
Fairy tale by K. Ushinsky “The Fox and the Goat.”
Acquaintance with the work of I. Surikov “Winter”.
The story of E. Permyak “The First Fish”.
Fairy tale based on folk stories “Snow Maiden”.
Learning the poem by S. Marshak “The young month is melting...”.
Poem by E. Moshkovskaya “We ran to the evening.”
Acquaintance with the work of P. Ershov “The Little Humpbacked Horse”.
Russian folk tale "Cockerel - golden comb and millstones."
Retelling of E. Charushin’s work “Bear”.
Poem by S. Yesenin “Birch”.
Retelling of the fairy tale “Fear has big eyes.”
Reading a fairy tale by H.-K. Andersen's "The Ugly Duckling".
V. Bianchi's story “Adapted.”
Russian folk tale "Vasilisa the Beautiful."
The story of V. Dahl “The Old Man of the Year”.
In older preschool age, children perceive fairy tales more fully and can be correlated with past and future seasons.
Poem by F. Tyutchev “Winter is angry for a reason...”.
Fairy tale by H.-K. Andersen "Thumbelina".
The story of E. I. Charushin “Boar”.
M. Prishvin's story “Golden Meadow”.
Edward Lear's poem "Limericks".
The story of V. Bianchi “Forest houses”.
Brothers Grimm's fairy tale "The Pot of Porridge".
The story of S. Alekseev “The first night ram”.
Poem by A. Blok “In the meadow”.
Tales of Pushkin.
Russian folk tale "Sister Alyonushka and Brother Ivanushka."

Fiction reading club in kindergarten

In kindergarten, circle work on reading fiction is often practiced. This direction is very relevant: children's literature today has many “rivals” - cartoons, children's television programs, computer games. They do not require children to think, unlike a work of art. There is also the following paradox: bookstores offer a huge assortment of colorful, educational and interesting publications, but reading with a child requires strength, attention and time, which many parents lack.

In these cases, the task of introducing preschoolers to books falls on the shoulders of the teacher. And it’s good if, in addition to the works specified in the educational program of the kindergarten, he introduces the children to other wonderful fairy tales, short stories, epics, poems, as well as proverbs and sayings.

Today, books have many “competitors” in the fight for a child’s attention.

As for the subject of the literary circle, it can cover:
works of various genres (title options: “Visiting a Book”, “Literary Living Room”, “The Magic World of Books”);
only fairy tales (“Fairy tales are good friends”, “Visiting a fairy tale”, “A fairy tale is rich in wisdom...”);

poems (children read them expressively and memorize them).

Club classes are usually held once a week in the afternoon.

As an example, we can consider the work program and long-term work plan of the “Visiting a Book” circle (designed for three years of study) by teacher E. V. Nazarova. Its peculiarity is that reading literature is combined with Russian folk games of similar themes.

develop in children the ability to fully perceive a work of art, empathize with the characters, and respond emotionally to what they read;
to teach children to feel and understand the figurative language of a work of art, the means of expression that create an artistic image, to develop the imaginative thinking of preschoolers;
to develop the ability to recreate artistic images of a literary work, develop children’s imagination, associative thinking, develop children’s poetic ear, accumulate aesthetic experience in listening to works of fine literature, cultivate an artistic ear;
to create a need for constant reading of books, to develop an interest in reading fiction, the creativity of writers, creators of works of literary art;
enrich the child’s sensory experience, his real ideas about the world around him and nature;
to form a child’s aesthetic attitude to life, introducing him to the classics of fiction;
broaden children’s horizons through reading books of various genres, varied in content and subject matter, enrich the child’s moral, aesthetic and cognitive experience;

The goal is to thoroughly acquaint children with children's literature and books, ensure the literary development of preschoolers, reveal to children the world of moral and aesthetic values and spiritual culture accumulated by previous generations, develop artistic taste, and form a culture of feelings and communication.

How to organize an open viewing of a class on reading fiction

One of the important forms of reading work is open classes, during which the teacher demonstrates his innovative experience to colleagues. Novelty can affect various aspects:

the use of information and computer technologies - ICT (slides depicting episodes of the work, its individual characters);
retelling a fairy tale by children based on mnemonic tables (this direction always arouses interest);
Even a physical education session - a mandatory element of most classes - can be innovative (for example, using pebbles to enhance the rhythm; by the way, this technique can also be used when reading poems).

Classes using ICT always look advantageous

An interesting idea is to involve a music director in the event or use audio recordings. For example, in the same fairy tale “Masha and the Bear,” the music will convey how a girl picks mushrooms and berries in the forest, and a bear walks heavily through the forest. Children will simply be delighted with such a deep immersion in the work.

The finale of an open lesson can also be interestingly played out. For example, children give guests bookmarks for books that they made with their own hands.

An open screening cannot be rehearsed in advance with the group, for example, to memorize poems or work out answers to questions. This is always visible from the outside: children will not be as intrigued as if they were perceiving the work for the first time.

Features of festive and leisure reading events

Various festive events also contribute to cultivating interest in books: literary leisure, entertainment, evenings, quizzes. Their theme may be the work of a specific writer, poet (for example, A. Pushkin, S. Marshak, K. Chukovsky, A. Barto), especially if this is associated with his upcoming anniversary.

A literary event can be timed to coincide with a holiday, for example, Mother's Day, Bird Day, May 9. For this purpose, works of different genres are selected (poems, short stories, episodes from fairy tales, proverbs, sayings), which are played out in an original way.

A festive atmosphere is always created by the combination of various types of art - literature, theater, dance, music, art. You can also include sports elements in such leisure activities.

The structure of a literary festival is similar to the structure of a matinee:

Grand opening with opening remarks by the presenter.
Show of concert numbers.
Demonstration of a book exhibition.
Completion.

The parts of the event, in addition to the host, are united by the game characters. They do not allow children's attention to wane.

Recitation of poetry is an integral part of the literary festival

Older preschoolers can arrange a mini-concert for younger pupils with the reading of nursery rhymes, songs, and poems familiar to the kids. In this case, it is advisable to use visual materials - toys, pictures, various objects.

An example of a summary of a literary event based on the works of S. Ya. Marshak (author A. G. Chirikova).