Reading time: 12 minutes.
The overwhelming majority of parents of preschool children strive for their child to learn to read in kindergarten and to have an interest in reading, considering this skill to be one of the most important indicators of his readiness for school.
At the same time, the general level of interest in books and reading in society is rapidly declining.
- What is the reason for this paradox?
- What do we really mean by teaching preschoolers to read?
- How to develop a love for books in a child from childhood?
The generation that reads
Preschool childhood is exactly the time when it is worth introducing a child to books. This is not so much about teaching preschool children to read, but, first of all, about developing interest in this process, the ability and desire to work with books, and nurturing a reading culture.
Unfortunately, today it is becoming increasingly difficult to realize this task. Largely due to the irrepressible craving of modern children for multimedia entertainment, which dominates all possible sources of knowledge and development, including reading.
In our opinion, the low interest of the modern generation in books is a great tragedy and there are at least two components to it - neurophysiological and cultural. Thus, Oxford scientists and the French neurophysiologist S. Degene proved that during reading those areas of the cerebral cortex that are involved in other types of activity begin to function.
This is due to the so-called effect of “immersion” in a book, when a person mentally imagines himself in the place of the hero, builds in his imagination images of other characters, an artistic world. This effect does not occur when watching TV or playing a computer game.
The modern generation's interest in books
Lack of reading directly affects the formation of the structure and functioning of a child’s brain.
If we talk about the cultural aspect, then books are the most direct channel for the “inclusion” of ancestral memory, that is, the transmission of cultural heritage from generation to generation.
Therefore, such aversion of the current generation to books negatively affects the current, and possibly the future state of the culture of society. Often, adults themselves, without meaning to, discourage a child’s interest in reading and books.
Some parents take the reading process so “seriously” that they often encourage their children to mechanically memorize the alphabet at an early age (that is, at 1.5-3 years!).
Therefore, as psychologist L. Shibaeva notes, interest in reading and reading technique can be formed, but reading as a full-fledged activity that has the status of cultural value does not develop.
Meanwhile, in many countries of the world, testing the development of reading skills is based on the criterion of reading literacy - a person’s ability to comprehend written texts and reflect on them, to use their content to achieve their own goals and self-development.
How can you ensure that your child reads consciously and with pleasure?
Before learning to read
Interest in reading is cultivated, first of all, through the development of the child’s cognitive activity. The child must develop a need to understand the world around him and himself, to look for answers to his “why” independently and with the help of an adult, to communicate with people, nature, and art.
The task of an adult is to help the child realize that a book is one of the means of learning new things, and the literary word is high art.
In addition, according to many scientists, before a child begins to read, he must master speech well and have an interest in reading.
The baby must master the sound culture of speech: have a developed articulatory apparatus, speech breathing and hearing; be able to clearly and correctly pronounce the sounds of your native language and understand. how sounds are formed into words in speech; “recognize” phonemes (basic sounds), identify sounds in the environment (animal voices, traffic noise, music, etc.).
The child must have a rich vocabulary; grammatically correct speech (the ability to coordinate words in gender, number, case, construct various types of sentences); coherent speech is developed (the ability to ask and answer a question, retell a text, compose a story, etc.) according to age capabilities.
First, you should teach your child to listen, speak, perceive, understand the speech of others, and only then - read and write.
The role of an adult in developing interest in reading
The best way to raise an active reader is by example. Adults should read books themselves and show how to handle them: look at the cover, read the title and author. carefully leaf through the pages, carefully examine the illustrations and the like.
A child’s interest in reading and awareness of the content of the work read (listened to) is largely influenced by the reading skill of adults.
Expressive reading by an adult stimulates the imagination of children: they clearly imagine the characters of the work, the setting of the action, pictures of nature, and the like. Based on emotional perception, an attitude towards the characters’ actions and an adequate assessment of them are formed.
Reading a work becomes a verbal action, the purpose of which is to sharpen children’s feelings, give impetus to their thoughts, and evoke an emotional response.
Interest in reading - emotional support for children's desire to read
Emotional support for a child’s desire to read or become familiar with a book is no less important. When looking through an interesting book with an adult, already at an early age the child pays attention not only to the image, but also to the texts, and the words and letters in them. He has a desire to “read”, imitating an adult.
The child can independently take a book (even upside down) and, moving his finger over the text, “read” his favorite fairy tale or poem, reproducing them from memory. At this time, it is important that an adult is nearby and praises the child. stimulated with comments like: “Oh, how interesting! What happened next? How did this fairy tale end?” etc.
It is worth creating an environment that will stimulate the child’s cognitive and creative activity. It is appropriate to set aside a separate place for the child’s books - open, well-lit, and set up a table with materials for fine art nearby.
In order not to discourage your child from reading (listening, looking), you should not force it on him. If your child's interest in reading and books wanes, move on to another activity and leave the book in sight. The child will definitely return to her after some time.
Leading methods for teaching children to read
In modern world pedagogy, there are two main, essentially opposite ones: the “whole words” method and the phonological one.
According to the “whole words” method (in Ukraine it is better known as the Glen Doman method), children are taught to recognize words as whole units, without breaking them down into components. That is, babies are not taught the names of letters or sounds.
The phonological method, on the contrary, involves, first of all, children mastering sounds and their graphic symbols - letters, followed by combining them into words during reading.
The “whole words” method gave good results and gave impetus to discussions about it. or in general it is necessary to teach phonics to preschool children. At the beginning of the 20th century, foreign scientists conducted a number of studies aimed at finding out which method was more effective. In particular, the following experiment was carried out.
One subgroup of children was taught to read using the whole word method, the other - using the phonological method. When the children began to read, they were tested. At the first stage, children from the first group read aloud and silently better, but unfamiliar words caused them significant difficulties.
Attempts to assign a single meaning to each word led to the fact that during the entire year of study, these children were never able to learn to read new words without the help of an adult.
“Phonological” children coped with unfamiliar words more easily and by the end of the 2nd grade they surpassed their peers in terms of level of perception and richness of vocabulary. Therefore, in world practice, preference is given to the phonological method of teaching reading.
Recent research has confirmed that people spell words, but because this process occurs instantly, it seems that we immediately perceive the word as a whole. Moreover, when reading silently, the same part of the brain is involved as when reading aloud, that is, reading is speaking the text internally.
Scientists have found that ability and interest in reading are directly related to knowledge of letters and sounds, and the ability to identify phonemes in oral speech. These skills turn out to be even more important in the beginning than general intelligence.
Thus, in order for an interest in reading to appear and a child to begin to read fluently, it is necessary to easily and quickly recognize letters and relate them to sounds.
It is important that the child gradually comes to understand that the word that is spoken consists of different sounds. To do this, children three to four years old should be offered a variety of games with sounds and words.
For example, in the game “Catch the Sound,” an adult invites children to “catch” (clap their hands when they hear) the corresponding sound: “I will name different sounds, and you will only catch the sound [z] - the mosquito song.”
In the game “Replace the sound”, the adult suggests to the child: “Instead of the sound [d] in the word “oak” there is a sound [s]. What word did you get? (To tooth). What word can be formed if you replace the last sound in this word?” (Shower).
Game “Stick, knock!” suggests that children lightly tap the stick each time they hear a certain sound (at the beginning, in the middle, or at the end of a word). You can also practice recognizing the full composition. As a rule, preschoolers cope better with tasks on syllables and worse on sounds.
This means that children of this age are not yet sensitive enough to the individual sounds (phonemes) that make up words. Therefore, in order for them to successfully master reading, it is necessary to carry out thorough work on the development of their phonemic hearing, articulatory dexterity, and the formation of sound culture.
To make reading conscious
Reading will be useful for a child only if she understands the content of the text. In order to prepare a preschooler for conscious reading, we recommend using the following tips.
Look at and discuss the illustrations. Talk about the pages you read and take turns describing what is shown in the pictures. It would be appropriate to accept a deliberate mistake, which encourages the child to be attentive and correct the adult’s mistakes.
Actively communicate with your child about the content of what you read, stimulate her to verbal creativity
Give preference to dialogical reading. Just reading to your child is not enough. It is worth encouraging her to come up with alternative endings, to connect this. what is depicted and written on the pages of books, with her own experience, talk about the letters and sounds found there. This type of reading is called dialogical.
Play different types of games based on the content of what you read: didactic with words; dramatization games, dramatizations, creative games and others.
Teach your child to work with a book. Focus the child's attention on the fact that the work is created by the author (one, two or many people - people). Each work has a title, which is written in the contents and on the page (cover).
It is important to consolidate the child’s knowledge of the main literary genres and types: poem, fairy tale, story, fable. This will help her in the future study literature at school, navigate through collections of works, and in the future - determine her literary preferences, be an active, conscious reader, and a cultured person.
Real reading is an interest in reading, the translation of printed text into oral speech and awareness of the meaning of what is read.
Real reading is the translation of printed text into spoken language and awareness of the meaning of what is read. Therefore, it is important to teach a child already at preschool age not to confuse sounds and letters; merge sounds and letters into syllables, syllables into words, and words into sentences; practically operate with the concepts of “sound”, “word”, “sentence”, “text”; actively work with the book. This is what most existing preschool education programs assume.
Teaching preschoolers to read
Your child is of preschool age, and you have already purchased a colorful primer or books for reading for preschoolers, but there are no results? In this case, you need to maintain consistency in training.
The child begins to analyze objects, try to influence them, and consciously use them for their intended purpose at the age of 4-5 years. At the same time, he masters ordinal counting well, and he can prepare for writing with the help of special capital notebooks. But at this age it is better to start learning only letters, with the help of games and colorful pictures.
Reading should be done when the child has learned all the letters and begins to distinguish them with ease. The period (age 6-7 years) is just right, which, according to psychologists and speech therapists, is the most favorable for starting learning to read syllables for preschoolers using cubes or colored typed letters. Moreover, at this age there is an active desire to learn and an interest in reading.
Methods of teaching reading to preschoolers
Forming reading skills in a child is a rather complex and time-consuming process. Classes on teaching reading to preschoolers must be divided into several stages.
Stage 1 - learn and memorize letters. At this stage, the child is taught to distinguish letters and understand their correct pronunciation and reading (“EM” - “M”; “ES” - “S”).
Stage 2 - reading syllables with varying degrees of difficulty. Here the child learns the connection between syllables and their pronunciation. At this stage more difficulties appear. Here, the most effective method is learning to merge syllables by imitation or drawing prompts.
Stage 3 - we begin to understand the meaning of the word we read. This stage of developing the ability to comprehend a read text must begin when reading becomes like pronouncing a whole word, rather than individual syllables.
For this stage, it is necessary to perform reading exercises for preschoolers: read words slowly, at an increasing pace, and with varying degrees of increasing pitch in the voice. Then find out which words the baby did not understand their meaning and explain.
Next, the adult names an adjective or verb, and the child selects words for it from those that he read, for example, “shoes” - the answer is “boots” and the like. It is also good to read the captions to the illustrations at this stage.
At stage 4, the child learns to understand the meaning of a read sentence or short texts for preschoolers to read.
Introduction
reading skill child
In recent decades, there has been a decline in interest in books, both among adults and children, which results in a decrease in the personal culture of children of early and preschool age. With the advent of television and computers, the flow of information hit people with unprecedented force. Children master the computer before they learn to read, and they understand the keyboard better than the table of contents of a book. Their literary experience is limited to stories from the ABC and anthologies, and subsequently to attempts to master the works of the school curriculum in an abbreviated version.
In this regard, teachers of preschool educational institutions are concerned with how to pedagogically correctly develop creativity in the perception of books, enrich the spiritual and cultural level of pupils. In the general system of personal development of the younger generation, the question of the peculiarities of children’s perception of books at an early age is one of the most pressing in psychology and pedagogy today.
The main factor in a child’s attitude towards a book and the criterion for evaluating it is the presence or absence of interest in reading. The main task of introducing young children to fiction is to cultivate interest and love for the book, the desire to communicate with it, the ability to listen and understand literary text, and the development of artistic culture. All this is the foundation for raising a future adult talented reader, a literary educated person.
As an analysis of relevant sources has shown (A.V. Zaporozhets, B.M. Teplov, P.M. Yakobson, etc.), young children are most susceptible to the influence of artistic images, their perception absorbs all the information contained in the book and processes it in accordance with the little life experience and needs of the developing personality. A children's book, thus, forms in young children both moral feelings and assessments, and norms of moral behavior, and cultivates aesthetic perception.
How to awaken interest in reading, how to develop and support it - this is one of the most important tasks not only of schools, but also of preschool educational institutions. Awakening interest in books occurs at an early age. And here the family must play a leading role. And the task of educators is to introduce parents to the methods of communicating a child with a book. The book helps to master speech - the key to understanding the world around us, nature, things, human relationships. Frequent reading of literary texts to young children, its skillful combination with life observations and various types of children's activities contribute to the child’s comprehension of the world around him, teach him to understand and love beauty, and lay the foundations of morality. If you do not educate a child as a reader, reading can harm him and reinforce inappropriate stereotypes in his mind.
This determines the relevance of the chosen topic.
When studying psychological and pedagogical literature, we identified a contradiction between the need to develop interest in books and reading in young children and the insufficient development of pedagogical conditions for the formation of this interest.
The identified contradiction made it possible to identify the research problem, which is to overcome contradictions by searching for pedagogical conditions that ensure the formation of interest in books and reading in young children.
This problem made it possible to formulate the research topic: “Formation of interest in books and reading in young children.”
The object of the study is the process of developing interest in books and reading in young children.
Subject of research: pedagogical conditions for developing interest in books and reading in young children.
The study of psychological and pedagogical literature on the research topic allowed us to put forward the following hypothesis: it is assumed that the formation of interest in books and reading in young children will be more effective if the following pedagogical conditions are implemented:
Establishing the sequence (stages) of developing children's interest in fiction
Work on developing children's interest in books and reading will take place together with the children's parents.
Purpose of the work: to theoretically substantiate and experimentally test the pedagogical conditions for developing interest in books and reading in young children.
In accordance with the purpose and hypothesis of the study, the following tasks were identified:
Study and analyze the state of the research problem in psychological and pedagogical literature.
To identify the essence and specifics of developing interest in books and reading in young children.
Diagnosis of the level of interest in books and reading in young children;
To identify and experimentally test the conditions for the formation of interest in books and reading in young children.
Theoretical and methodological basis of the research: ideas for the development of aesthetic perception of scientists L.S. Vygotsky, S.L. Rubinshteina, A.V. Zaporozhets, E.A. Florina, R.I. Zhukovskaya, N.S. Karpinskaya, M.M. Konina, L.M. Gurovich. Theoretical foundations of the organization of children's reading in the most B.A. Zelenko. Methodological issues of introducing preschoolers to books in the research of N.S. Karpinskaya, M.M. Konina, L.M. Gurovich, Z.A. Gritsenko and others.
To test the hypothesis and solve the problems, we used a set of research methods:
1.Study and analysis of psychological and pedagogical literature on the research problem.
.Observation of the educational process.
.Pedagogical experiment (stating, formative, control stages of the experiment).
.Conversation, observation, survey; survey.
.Statistical methods of data processing.
Research base: bone tuberculosis sanatorium of the Ishim district of the Tyumen region.
The study was carried out in three stages:
First stage: search and theoretical - study and analysis of literature on the research problem; formulation and clarification of goals, hypotheses, tasks, drawing up a research plan, developing a methodology for ascertaining experiments.
The second stage: experimental - conducting and analyzing the results of the ascertaining experiment, developing and experimentally testing conditions for developing interest in books and reading in young children.
Third stage: final-final stage - conducting the control stage of the experiment; quantitative and qualitative processing of experimental results, drawing conclusions; registration of VKR.
Theoretical significance: pedagogical conditions that promote the formation of interest in books and reading in young children have been identified and theoretically substantiated.
The practical significance of the study lies in the fact that the proposed pedagogical conditions for developing interest in books and reading in young children can be used in the practical work of kindergarten teachers and parents in families.
Structure and scope of work: the work consists of an introduction, two chapters, a conclusion, a list of references, including 38 titles, 4 appendices. The total volume of work is 69 pages of computer text.
Chapter 1. Theoretical foundations for developing interest in books and reading in young children
1.1 The problem of developing interest in books and reading in young children
Reading in the 21st century is attracting the attention of theorists and practitioners around the world. The UN declared 2003-2013 the decade of literacy. Our country has adopted the National Program for the Support and Development of Reading, which states that the main task in modern society is to develop the need for reading among the younger generation.
Both families and preschool institutions are called upon to develop children as readers. However, modern research suggests that the family is no longer an environment that encourages children to read. Family reading traditions are being lost. If in the last century 80% of families read regularly to children, now only 7% do. The readiness of parents for the reading development of children is directly dependent on the level of their culture, including pedagogical literacy. As noted in the psychological and pedagogical literature, many parents are characterized by a lack of understanding of the educational value of children's literature, the goals of guiding children's reading in the family, insufficient awareness of the content of children's reading range, and methodological illiteracy.
Interest in reading in society has been steadily declining in recent decades. There are various reasons for this phenomenon: the influence of audiovisual media, television, computer; change in life values; change in the adult’s position towards joint reading activities with children, loss of family reading traditions. As a result, reading literature is replaced by watching cartoons, computer games, etc.
Nevertheless, as N.S. notes. Karpinskaya, children's literature plays a huge role in the development of a child as an individual and at each age stage it has its own special meaning.
In addition, the book is considered as an important means of developing a child’s holistic picture of the world, value concepts, literary speech, and artistic taste. BEHIND. Gritsenko believes that a child’s abilities and basic character traits should be developed at an early age.
Reading development at an early age is the process of children’s initial familiarization with books, with its inexhaustible possibilities for personality development, nurturing basic reading culture skills in children, and interpersonal communication.
BEHIND. Gritsenko argues that a child’s first acquaintance with a book should take place as early as possible.
The Federal State Requirements for the structure of the basic general education program of preschool education allocates a separate educational area “Reading fiction”. The content of the educational field “Reading Fiction” is aimed at achieving the goal of developing interest and the need to educate in reading (perception) of books through solving the following tasks:
formation of a holistic picture of the world, including primary value ideas;
development of literary speech;
introduction to verbal art, including the development of artistic perception and aesthetic taste.
The reader in a child begins before he learns to read. The ability to compose syllables and words is just a technique; real reading is a source of spiritual enrichment.
A child listener is already a reader. However, the reading fate of a child depends on adults who pick up a book and become an intermediary between the writer and the listener (reader). In order to attract a child to a book, an adult must love literature himself, enjoy it as art, understand the complexity of the conflicts depicted, be sincerely interested in the events and circumstances in which the characters of the books find themselves, and be able to convey their feelings and experiences to children. A lot depends on how a child’s first “relationship” with a book develops.
Throughout the twentieth century, the early and preschool child as a reader, his interest in books and reading, was actively studied by such scientists as N.S. Karpinskaya, M.M. Konina, L.M. Gurovich, Z.A. Gritsenko, E.I. Tikheyeva, E.A. Flerina, R.I. Zhukovskaya, and others. But many questions have not yet been investigated.
Attempts to determine the specific content of literary education for preschoolers were made back in the 30s by L.S. Vygotsky. Speaking about the tasks of introducing children to fiction, L.S. Vygotsky pointed out that they do not consist in studying classical literature and its history, but in “generally opening up the world of verbal art to the child.” This means introducing him to the existence of this art as an integral part of every person’s life, accustoming the child to constant communication with it (art), showing the variety of genres of fiction, developing a sense of words, arousing interest, love and craving for books.
Thus, in the 30s, the question was raised that it was necessary to determine the content of the work to familiarize children with fiction in kindergarten and formulate its specific task - to lay the foundation for a full perception and understanding of fiction, “to open the world of verbal art to the child.” "
Further long-term efforts of teachers and psychologists (A.V. Zaporozhets, D.B. Elkonin, B.M. Teplov, A.M. Leushina, N.A. Karpinskaya, R.I. Zhukovskaya, E.A. Flerina and others ) created theoretical and practical prerequisites for the development of such content.
S. Ya. Marshak considered the main task of adults to discover the “talent of a reader” in a child. His opinion was this: the origins of reading talent lie in childhood. The book teaches you to look into a person and understand him, to cultivate humanity in yourself, then reading becomes a source of spiritual enrichment. To instill a love of books, teach people to think, cultivate a culture of reading, a constant need for it, develop an aesthetic perception of literature - this is the task of teachers.
Children's literature is a universal phenomenon. In it you can find answers to all questions related to childhood, children, and family. But you need to look for them and use them wisely.
We can put forward as many demands for a children's book as we like and be guided by them, but we will not have a competent reader until we learn to study him from early childhood, respecting his judgments, his ideas about the world.
The reading experience of many generations shows that interest in books begins in early childhood. And the earlier it manifests itself, the more original and deeper a reader, a creative personality, a person with high intellectual potential is formed in the child.
Nowadays, everyone has their own child reader. Publishers testify: a child reads and loves what his parents love and remember from their own childhood, therefore, it is profitable to publish books from the parents’ childhood. Listening and reading them, a modern child is thirty years behind in his knowledge of the world. And we all know: children’s attitudes toward literature change because adults change.
Being dependent on an adult, the child also does not know about the existence of multi-colored, real children's literature.
The child must not only read it, but also convince him, captivate him with the idea so much that he listens and begins to think about it. First of all, he must be taught to think, to enjoy mental work: this is of great importance for his personal development.
At the stage of early and preschool childhood, the child is forced to trust an adult not only with the organization of the process itself (the choice of books, the content of reading, its duration, intensity), but also the direction of his further reading path, since he himself, due to his general and reading development, cannot find adequate verbal expression for these needs even when they are at the stage of formation. A child is not always able to explain why he wants to listen to this or that book, why he transforms into this or that hero. Thus, the task of forming a literate reader in a child is faced by an adult - a parent or educator.
Interest in books and reading, the desire to look at them, is naturally formed in a child surrounded by books, in an atmosphere of respect for them, in a reading environment. If there is even a small library at home or in a kindergarten, adults are interested in books, read and talk about them, children quite quickly learn the behavior model demonstrated by their parents and/or teachers. Imitating them, they turn to books: leaf through, examine.
Interest in books will be helped to develop by a variety of toy books and picture books, which should appear next to the child in the first months of his life. However, beautiful books by themselves do not solve the problem of educating the reader. For a child to become a reader, he needs an intermediary in communication with a book, who will select the right one, read the text, help him understand it, share thoughts that arise in the process of communicating with the book, and open the child to the attractive world of the literary word.
The problem is that “adults who are next to the baby,” notes Z.A. Gritsenko, “there is almost no need for reading, for communication with art, for one’s own creative expression.” As a result, a modern child often does not have an example that he could follow, and does not have the environment necessary for the natural development of a craving for books and reading and the literary word. Therefore, in preschool institutions and families it is necessary to plan and conduct special work aimed at developing interest in books and reading in young children.
An unsatisfied need for reading leads to disappointment, and over time, to the fading of the awakening interest in books and reading. Not finding help and support from adults, the child quickly finds a replacement for books and reading, switching his attention to objects and activities that do not require anyone’s mediation, because adults do not find time to read books and communicate with the child.
Nowadays, the question of what to read and how to read to children is especially relevant. What is needed is not only deeply thought-out concepts and programs developed by specialists, but also recognition of the reading process as decisive in the education and development, ideological and moral formation of a person and a child.
Unfortunately, parents do not instill in all children an interest in books and reading and pay sufficient attention to it. They are successfully replaced by a computer and TV. Our task is to introduce the child to book culture, to help parents become pedagogically competent in this matter, and to understand the importance of this task for the formation of a full-fledged personality of the child.
Research by scientists (E.I. Tikheyeva, E.A. Flerina, R.I. Zhukovskaya, M.M. Konina, L.M. Gurovich) helps determine the main features of a talented reader. This is a person who loves books and constantly communicates with them. A genuine reader is attracted not only by the movement of the plot of a work, but also by the concept, the idea embedded in it, the author’s worldview and attitude towards events, characters, their experiences, and feelings.
Raising a thoughtful, sensitive reader is a long and complex process, consisting of a number of stages, each of which has its own tasks. It is impossible to exclude the period of early childhood (childhood) from this process, since it is tightly connected with the subsequent stages of literary education and largely determines them.
A child at an early age not only constantly masters new, increasingly complex works, but is also already developing as a reader: he acquires the ability to discover and draw on new, previously hidden content from familiar books.
At an early age, as evidenced by psychological and pedagogical research, the child develops the foundations of aesthetic perception, aesthetic feelings and emotions, which create the foundation not only for literary education, but also the personal-emotional sphere of the individuality being educated. The French researcher on the problem of reading and reading interests R. Escarpi argues that familiarity with a book in early childhood is the most important moment in the subsequent consolidation of reading skills and that a significant part of young people leaving school are at risk of returning to “non-reading” if young people have not mastered the habit of reading before school.
This indicates that it is precisely the period of early childhood that should be considered as the first stage in the literary development of the future “great, talented” reader.
Thus, the problems of developing interest in books and reading in young children are:
· lack of understanding by adults of the role of literature in children's lives;
· ignorance of the history of its development and current state;
· limiting the range of children's reading to a dozen names of authors and titles of works of art;
· poor understanding of the functions of literature;
· lack of competent policies and methods for introducing young children to literature (books) and the reading process.
In the next paragraph we will look at the features of developing interest in books and reading in young children.
1.2 Features of developing interest in books and reading in young children
Early childhood, according to N.M. Shchelovanova and N.M. Aksarina - a special period of formation of organs and systems and, above all, brain functions. It has been proven that the functions of the cerebral cortex are not only fixed hereditarily, they develop as a result of the interaction of the organism with the environment. This occurs especially intensively in the first three years of life. During this period, there is a maximum rate of formation of prerequisites that determine all further development of the body, therefore it is important to timely lay the foundations for the full development and health of the child.
Accordingly, when developing interest in reading and books in young children, it is necessary to take into account their age characteristics. According to S.Ya. Marshak, age specificity should not be expressed in simplification, baby talk, but in taking into account the characteristics of the child’s psyche, in particular concrete thinking, impressionability, and vulnerability.
Early age is a period of rapid formation of all psychophysiological processes characteristic of humans. Timely initiation and proper implementation of early childhood education is an important condition for full development.
Children, as a rule, develop an interest in books between the ages of 5-6 months and a year. Sometimes the age when a child is first introduced to a book and when he himself begins to become interested in books is the same.
However, the gap between the first acquaintance and independent expression of interest in the book can range from 5 months to a year.
To answer the question of when a child’s interest in a book arises, you need to understand that a book for a small child is a unity of three components: it is a certain type of object; illustrations; text.
At first (and very early: from 4-7 months), the book is interesting to the child precisely as an object with which he interacts: crushes, tears, sucks. This is precisely the first reaction of most children to the book.
By the age of one year, for many children, a book becomes a favorite toy.
If parents of children aged 8 months to 2-2.6 years indicate that the child can listen to reading for 5-20 minutes, then at the age of 2.6 to 3 years this is, as a rule, an hour or more. According to the order of interest in the other two components of the book - the text or illustrations - two types of children are distinguished.
The first type is auditory learners, who are able to begin to perceive a literary text by ear, sometimes even earlier than showing interest in the book as a subject. From the age of six months, such children listen with pleasure to long poetic texts (fairy tales by Chukovsky, poems and poems by Pushkin), told to them by heart by adults.
The book gradually interests these children - as an object, as a toy that can be folded and unfolded, but the child does not strive to look at the illustrations.
The second type is visual learners - children who initially need a visual, material support - a book - to perceive the text.
A “visual” child is also happy to get acquainted with traditional nursery rhyme games (“Ladushki”, “Magpie-Crow”, “The Horned Goat is Coming...”) - without books, by ear: what plays a role here is that these texts are accompanied by a certain visual, material support - joint gestures of an adult and a child.
If a child shows interest in a book before the age of one year, he cannot yet be a true “lover” of illustrations, since at first he cannot recognize the image. Researchers distinguish 3 stages in the development of a child’s perception of an image: 1) the child does not distinguish an object in the image; 2) identifies the object and the image; 3) not only connects the object with the image, but also distinguishes them.
“Recognition” of images in many children occurs only after a year - a year and two months, and then words, the source of which are books, begin to appear in the child’s vocabulary. It is easier for a one-year-old child to recognize a contour or a line than color spots, so books with black and white drawings may become his favorites.
At the second stage of development, only recognition and naming of isolated objects occurs. L.S. Vygotsky wrote about this stage: “Initially, the child, if he recognizes similarities in the drawing, then takes the drawing for an object similar or of the same kind as that one, but not for an image or symbol of this object.” N.I. Kupriyanov believes that the fact that one object (a toy or a drawing) can be a symbol of another is not initially realized. Non-distinction between image and object, i.e. primary and secondary reality, leads to children trying to catch a drawn butterfly or grab drawn mice by the tails, feed a drawn bear, or eat the candy shown in the picture.
At this stage, “didactic” books are relevant for children - a collection of pictures with or without captions. Looking at and commenting on pictures in a book, together with an adult or independently, is a special type of “reading” that is significant for a young child. It is very important what kind of objects are depicted in these books, and how much the “lexicon” of the book corresponds to the child’s initial vocabulary. To develop an interest in books at an early age, it is advisable to offer the child thematic books about flowers, vegetables, fruits, animals and birds; these can also be cut-out pictures that children love to recognize, name, and compare. In addition, in order to develop interest in a book, a young child can be offered to look at photo albums with family photographs, accompanied by the child’s comments.
Only by the age of 3 do children approach stage 3 - they begin to distinguish between an image and an object.
During this period, the child’s perception of the book is syncretic: the text, illustrations, printing design (binding, format, paper, font), sometimes even the place of reading and the “performer” (the person who will read the book) are in close unity in the child’s perception. Hearing a familiar poem, the child runs for the book in which it is printed, and, flipping through, finds the page with this text.
Gestures and words begin to appear in the child’s vocabulary, the source of which is the text and illustrations of the book.
Many children have the words “book”, “book”, “read” among their first fifty words. Children call their favorite books differently. Sometimes this is the title of the book (“Oh-doo-doo”, “Confusion”, “Barmaley”), often it is a word or phrase from a poem that the child associates with this book. The child learns many words and phrases from books.
By the age of 2, children’s speech begins to include quotes from their favorite books. At first these are single words, then quotes appear, which are two- and three-word statements.
Thus, the book becomes the most important source of comparisons in the child’s mind and speech.
Already at an early age we are faced with the first manifestations of the phenomenon discovered by A.V. Zaporozhets and what he called assistance. In two- to three-year-old children, assistance is manifested primarily in the desire to practically influence a work of art: they try to drive away the spider from the Clapping Fly, cover up images of negative characters in books or even cut them out, paint over the mouth of a fox so that it does not eat the bun, and place the Cockroach in cage, etc. There are cases when a child “helps” a positive hero.
Another manifestation of “assistance” is the child’s creative transformation of what he read. It manifests itself, firstly, in the emergence of a special type of speech behavior - the child’s imitation of the reading process in egocentric speech.
Secondly, the child reproduces what he read without a book - sometimes by heart, sometimes retelling it in his own way.
And finally, at an early age, the first attempts at “dramatization” with the participation of adults appear.
By age 2, children often remember many poems, although not always all of them, and insert appropriate rhymes during pauses in reading. Many children learn text passively.
Already at an early age, a child is able to recognize rhythm and rhyme as properties of poetic speech. Many examples are given in Chukovsky’s book “From 2 to 5”.
In prose fairy tales and stories, at first either individual characters are remembered (Kolobok, characters from “Teremka”, etc.), or repeated words (Open up, by the way, from the fairy tale “The Wolf and the Little Goats”), even if they are incomprehensible to the child.
By the age of 3, children are often able to independently retell a short prose text.
Taking into account the above age-related characteristics of the development of young children, we can conclude that already in the first year of a child’s life, a fairy tale should be introduced. After all, even in ancient times, fairy tales were composed that took into account the psychology of young children. When telling fairy tales to a child, special attention must be paid to intonation, facial expressions, and gestures.
Both the poetry of nurturing and the first fairy tales are perceived by a one-year-old child as the sound of his native voice, primarily his mother’s, as a game. But during the second year of life, the child begins to listen to the content and becomes interested in it.
And by the age of one and a half years, he not only listens to fairy tales, nursery rhymes and other works of art, but also performs a mental operation, gradually, from one action to another.
Already in the second or third year of life, a child’s reading range should not consist of fairy tales alone. The works must be of various literary genres: folk and original fairy tales, short realistic stories, poetic works, both folklore and original, etc.
In the third year of life, the child develops and accumulates experience, the source of which, first of all, is people close to the child. It is no longer enough to just read to your child. He should see adults reading intently. A book in the hands of an adult at this age is important for a child as an example, as a way of life that is worth following.
Starting from the third year, the content of a child’s life is determined not only by an adult, but also by himself. He has favorite books. His attachment to the book so far depends not so much on the content as on the design of the cover, the colorfulness of the illustrations, the brightness of the images, and the frequency of reference to this particular book. For the full development of a child, it is important to show him the diversity of the world around him, to arouse interest and the need to obtain a wide range of both book and life knowledge. During the first three years, a child absorbs a colossal amount of information. Over the course of his entire subsequent life, he does not acquire as much as during this period.
In the works of L.S. Vygotsky, S.L. Rubinshteina, B.M. Teplova, A.V. Zaporozhets, O.I. Nikiforova, E.A. Flerina, N.S. Karpinskaya, L.M. Gurovich and other scientists explore the peculiarities of the perception of fiction by children of early and preschool age. E.A. Fleurina called the unity of the “feeling” and the “thinking” a characteristic feature of such perception. The perception of fiction is considered as an active volitional process, which does not involve passive contemplation, but activity, which is embodied in internal assistance, empathy with the characters, in the imaginary transference of events to oneself, “mental action”, resulting in the effect of personal presence, personal participation in events .
O.I. Nikiforova identified 3 stages in the development of perception of fiction:
· direct perception, reconstruction and experience of images (based on the work of imagination);
· understanding the ideological content of the work (it is based on thinking);
· the influence of fiction on the reader’s personality (through feelings and consciousness).
E.A. Fleurina noted the naivety of children's perceptions - children do not like a bad ending, the hero must be lucky, kids do not want even a stupid mouse to be eaten by a cat. Artistic perception develops and improves throughout early and preschool age. L.M. Gurovich, based on a generalization of scientific data and his own research, examines the age-related characteristics of perception, highlighting 2 periods in their aesthetic development:
· from 2 to 5 years, when the child does not clearly separate life from art;
· after 5 years, when art (and the art of words) becomes valuable in itself for a child.
Based on the characteristics of perception, the leading tasks of familiarizing with a book at each age stage are identified. Young children are characterized by the dependence of their understanding of the text on their personal experience, the establishment of easily understood connections, when events follow each other, the main character is the focus. Most often, children do not understand his experiences and motives for his actions. The emotional attitude towards the characters is brightly colored, and there is a craving for a rhythmically organized style of speech.
Children of this age are characterized by high cognitive activity. In early childhood, one can note the rapid development of the following mental spheres: communication, speech, cognitive (perception, thinking), motor and emotional-volitional sphere. Introducing children to books and fiction is the most important task of preschool education. It is with acquaintance with the fascinating world of books that the formation of a full-fledged personality begins. This process requires painstaking work. And it needs to start from early childhood.
At first, the child is interested in turning the pages, listening to an adult read, and looking at the illustrations. With the advent of interest in the picture, interest in the text begins to arise. As research shows, with appropriate work, already in the third year of a child’s life, it is possible to arouse his interest in the fate of the hero of the story, force him to follow the course of the event and experience feelings that are new to him.
At an early age, the orientation of the personality is formed, the examples of adults are intensively absorbed, and certain methods of communication develop. During this period, figurative forms of knowledge of reality - perception, figurative thinking, imagination - rapidly develop. The child begins to establish simple cause-and-effect relationships between events and phenomena. He has a desire to explain and organize the world around him. The noted mental properties and abilities of young children allow us to conclude that this period of childhood is susceptible to those pedagogical influences that are carried out through the means of literature and other arts. It is during this age period that the conditions arise for awakening children’s interest in books and reading, for developing in them the foundations of versatile reading activities and for shaping a future reader.
The main task of teachers is to instill in children a love of the literary word, respect for the book, and the development of the desire to communicate with it, that is, everything that forms the foundation for raising a future “talented reader.”
Thus, we see that throughout the entire period of early childhood there is an active development and improvement of abilities to perceive literary works, the formation of interest and love for books, that is, the child is successfully formed as a reader.
The following are typical for young children:
· a book for a young child is a unity of three components: it is a certain type of object; illustrations; text;
· dependence of text understanding on the child’s personal experience;
· text, illustrations and printing are in unity in the child’s perception;
· establishing easily understood connections when events follow each other;
· the main character is in the spotlight, children most often do not understand his experiences and motives for his actions;
· the emotional attitude towards the characters is brightly colored;
· quotation - two or three word statements from favorite books;
· attempts at instigation with the participation of adults;
· there is a craving for a rhythmically organized style of speech.
In the next paragraph we will consider the pedagogical conditions for developing interest in books and reading in young children.
1.3 Pedagogical conditions for developing interest in books and reading in young children
reading skill child
In this paragraph we will try to highlight the pedagogical conditions
developing interest in books and reading in young children.
To do this, first consider the concept of “condition”. In the philosophical dictionary, a condition is considered as “a category that expresses the relationship of an object to the phenomena surrounding it, without which this object cannot exist. The object itself appears as something conditioned, and the condition appears as the diversity of the objective world relatively external to the object. Conditions represent the environment, the situation in which the latter arise, exist and develop.”
Communication with books for a young child should be daily at home and constant in a preschool setting. In order to develop an interest in fiction in young children and cultivate a caring attitude towards books, a book corner or bookshelf is created in the kindergarten group and at home. It is located at the height of the child and is adjusted as the child grows. You should display a variety of bright books on the shelf, change them periodically and draw the children’s attention to them every time. In the corner there should be shelves or display cases on which books and reproductions of paintings by famous artists are displayed. It’s good to have a closet nearby to store books, albums, and materials for repairs. You can store characters and scenery for shadow theater, flannelgraph, and filmstrips in it.
A periodic change of material (literature, paintings, portraits) and connection with educational work in the group is necessary.
However, it should be noted that a book corner at an early age in a preschool educational institution is not organized immediately, since children of this age period, as a rule, do not have the skill to use a book and often use it as a toy.
The book corner should have 3-4 books suitable for children, but be sure to have several copies of the same title. Also on the bookshelf there should be thematic albums and individual pictures. Books should have a small amount of text, with large colorful illustrations - picture books: fairy tales “Kolobok”, “Turnip”, poems by A. Barto, S. Marshak, etc. A lot of material is not given, as this leads to disorganization of children’s behavior . The teacher must teach children to communicate independently with books. To do this, he and the children must look at the illustrations, read the text, talk about the rules of use (do not draw in the book, do not tear it, take it with clean hands, etc.).
For reading to young children, in addition to fairy tales and nursery rhymes, short stories and short poems are recommended. The content of such works of art instills in young children a sense of sympathy and the ability to respond emotionally to what they read. When selecting literature, you should pay attention to books with simple content, close to the child’s personal experience, expressed in a simple, accessible form: adjacent rhyme, short poetic lines. It is also worth paying attention to poetic works that are distinguished by clear rhyme, rhythm, and musicality. The repertoire of a young child should include literary works of different genres. At this age, it is necessary to teach children to listen to fairy tales, stories, poems, and also to follow the development of action in a fairy tale and sympathize with the positive characters. It is very important to draw the attention of young children to the figurative language of fairy tales, stories, poems, attracting them to repeat individual words, expressions, songs of characters that they remember.
Folk tales, songs, nursery rhymes, and riddles provide examples of rhythmic speech and introduce children to the colorfulness and imagery of their native language.
An important condition for successful pedagogical work is to accompany reading with playful activities. Young children are able to listen to a piece they like many times, maintaining the spontaneity of the emotional experience. This is facilitated by the emotional involvement in the reading process of the teacher or parent himself, who takes the position of a spectator or participant in the events. You can start getting acquainted with a new book by showing bright color illustrations. Already at an early age, children learn to predict future reading and answer questions based on illustrations: “Who is this fairy tale about? Who is this? Who came to visit whom?” and so on. This type of review of a book is most effective with a small group of children (no more than four or five people), when everyone can be included in the conversation, and everyone can be provided with access to the book.
Game techniques are also important in developing interest in books and reading. For example, when reading poems by S. Marshak, K. Chukovsky, A. Barto, S. Mikhalkov, I. Tokmakova and others, you can use techniques such as:
“poetic relay race”: the adult pronounces the first lines, and the children (or one child) continue the poem;
“fun rhyme”: poems are read, and where the child must guess the word, a pause is made.
The main thing is to show children how many pleasant things there are, one way or another related to reading: you can read yourself or listen to others read, you can read and act out works, etc.
Matinees, leisure evenings dedicated to the work of a writer or poet, evenings of fairy tales, riddles, literary quizzes (on folk tales, on the works of one author, on well-known books by different writers) contribute to the formation of interest in books and reading in young children. The combination of different types of arts - music, fiction, visual arts - creates a festive atmosphere.
All forms of work to introduce children to fiction outside of class foster interest and love for books and shape future readers.
One of the effective methods that promotes the formation and development of interest and literary taste at an early age, according to V.I. Loginova, is expressive reading aloud. Such reading helps to create figurative ideas in a young child, affects emotions and perception, helps to interest the child, and makes him want to listen to a familiar work again. Moreover, reading aloud teaches you to listen carefully to the text. When choosing this form of working with a book, it is important to follow certain rules: pronounce words clearly, read not very loudly, but not very quietly, observe pauses. Reading should be emotionally charged in order to hold the child's attention. It is no secret that monotonous, monotonous reading or reading with hesitation is unlikely to be listened to even by adults, no matter how interesting the works being read may be. It is advisable to choose works that are small in volume, with a dynamic plot, repetitions, which promotes more attentive listening and faster memorization of the text. For expressive reading aloud in early childhood, Russian folk tales are recommended: “Turnip”, “Kolobok”, “Teremok”, etc.
The most important task of the educator and parents is the selection of such works of art that truly contribute to the formation of literary taste. Parents often get lost in the flow of information. It is sometimes difficult for them to navigate the abundance of books intended for children. But it is necessary to have an idea of the appropriateness of using a particular literary text in a children’s audience, as well as to learn to be guided by the criteria of artistry.
Recently, many adaptations of famous children's works have appeared, therefore, when choosing one or another adaptation, you must be guided by the following rules:
· the feasibility of using this work in a children's audience;
· its belonging to genuine art;
· the artistry of the illustrations and their correspondence to the content of the literary work.
When choosing books, preference should be given to those illustrated publications where the depiction of animals, people, and the objective world is as realistic as possible.
In addition to the indicated methods of working to develop children’s literary taste, educators and parents must master techniques that allow them to include the literary word in a child’s daily life. For example, when putting mittens on a child for a walk in the winter, you can play with N. Sakonskaya’s poem “Where is my finger?” After waking up in the afternoon, read the poem by E. Blaginina “Our Masha got up early...”.
In addition, to develop a love of reading in young children in a kindergarten, the following can be recommended:
simple reading by the teacher among children;
weeks of Russian folk tales, tales of individual authors;
reading evenings;
book exhibitions or organizing a book corner;
family reading evenings;
parent meetings: “Reading in a child’s life”, “How to teach a child to read independently”, “How to instill an interest in books”;
holidays: “Favorite book holiday”, “Birthday...” (favorite book character).
There are types of activities that will help develop a love and interest in reading in young children:
Reading and speaking one sentence.
Reading several works united by a common theme (reading poems and stories about spring, about the life of animals) or unity of images (two tales about a fox). You can combine works of the same genre (two stories with moral content) or several genres (a riddle, a story, a poem). These classes combine new and already familiar material.
Combining works belonging to different types of art:
a) reading a literary work and looking at reproductions of a painting by a famous artist;
b) reading (preferably a poetic work) in combination with music.
Reading and storytelling using visual material:
a) reading and storytelling with toys (re-telling the tale “The Three Bears” is accompanied by showing toys and actions with them);
b) tabletop theater (cardboard or plywood, for example, based on the fairy tale “Turnip”);
c) puppet and shadow theater, flannelgraph;
d) filmstrips, slides, films, television programs (it is enough to show about 10 times a year, in class and outside class - in the corner of a book, when re-reading a fairy tale or story. But, an educational tool that has a strong impact on the emotional sphere of children, quickly loses its effectiveness if used too often).
Both parents at home and kindergarten teachers should read to children. The family is the most important social institution for educating the younger generation; it is in the family that the spiritual and moral foundations of the individual are laid. And it is the family, according to S.A. Denisova, is the environment where interest and love for books is formed from early childhood.
It is known that the world for a child begins with the family: the first steps, words, books. And the habit of reading begins primarily in the family. A good book in the hands of parents and their child is a good sign that a reading atmosphere and spiritual unity will reign in this family. It is important not to lose this connection between family and books. And strengthen it so that it is passed on from generation to generation, so that reading becomes a family affair. It follows from this that an important factor influencing the development of children's reading in our country is, of course, the family. In the family, the child’s personality is formed, its initial attitude towards various types of activities, including reading.
To develop love and interest in books, children and parents need to read together - this brings them closer together and also helps the child better understand their content. And since, among different types of texts, it is literary ones that, before others, turn out to be intermediaries in the child’s emotional communication with adults, who act for him as bearers of the experience of humanity, reading and listening to literary works is the initial stage of introducing a child to reading in general.
Let's move on to another important condition for the formation of interest in books and reading in young children - the work of the teacher with parents, during which the following educational tasks are solved.
· Introduce parents to the age characteristics of young children, positive and negative stereotypes.
· Expand their understanding of children's literature.
· To teach how to manage the upbringing of children as readers, to involve them in interaction with preschool educational institutions.
Work with parents can be carried out in the form of individual conversations, consultations, lectures, and participation in events held by preschool educational institutions. First of all, at the meeting, the teacher introduces parents to the reading interests of the group, identified during the conversation with the children, and highlights existing problems. Then you can give a lecture “Age-related characteristics of a young child as a reader,” during which he will reveal the negative and positive stereotypes of the reader, talk about the dangers of early accustoming a child to TV, video, computer games, and the inadmissibility of them replacing the child’s direct communication with his parents.
It is parents who largely determine the range of reading interests of their child, so it is necessary to expand parents’ ideas about children’s literature. The teacher can invite library workers or conduct lectures, conversations, round tables with parents on the topics: “Poems and fairy tales by S. Mikhalkov”, “Imaginations of B. Zakhoder”, “Grammar of fantasy by J. Rodari”, “The Wise Wizard S. Marshak” ", "In the world of N. Nosov's heroes", "Children's horror stories, detective stories: harm or benefit?" etc. The group can provide visual information for parents about the work of children's writers. In addition, a constantly changing list of literary works recommended for reading at home can be posted in the kindergarten group, as well as on the kindergarten website. These can be lists generated on a specific topic, as well as lists of worthy new products appearing on sale.
A significant part of the work with parents must be devoted to teaching them how to guide the reading of preschoolers. For this purpose, a separate meeting can be organized, or information can be posted on the kindergarten website. This may contain information about the benefits of family reading, when not only mother, but also father, grandmother, grandfather, and other family members express their opinion about what they read and answer the child’s questions. In terms of the power of emotional impact, such reading is incomparable to reading by a teacher in a group. To motivate parents to read as a family, you can organize a “Family Reading Evening” in the group, where the teacher, children, and parents will read and discuss what they have read.
The teacher can give the following lectures to parents: “Literary games in the family circle”, “Reading and drawing with the child”, “Literary theater at home”, “Reading expressively and telling the story to the child”, “Home literary magazine”, etc.
Organizing reading club meetings in the kindergarten group, where you can invite parents and arrange for children and parents to write fairy tales, can help develop interest in the book. One family team comes up with the beginning of a fairy tale, and the other continues it, etc. .
Parents should pay special attention to the need to guide the viewing of television programs and videos. It is necessary to convince them that the child should not be in front of the TV for more than an hour a day, and should not watch everything.
Thus, a valuable quality - love for books - begins to be embedded in the soul of a child from early childhood, from his family. Listening to an adult read, looking at book illustrations with him, the child actively thinks, worries about the characters, anticipates events, and establishes connections between his experience and the experience of others. Reading together brings adults and children together, stimulates and fills rare and joyful moments of spiritual communication with content, and cultivates a kind and loving heart in a child.
To successfully develop an interest in books and reading at an early age, it is necessary to solve the following problems in the family and kindergarten.
Table 1
In the family In kindergarten, daily reading of works of art to children; daily reading of works of art, holding conversations on the content of the work; introduce children's periodicals into the reading circle; control the process of family reading. Give recommendations to parents on organizing family reading, choosing books, new book releases; teach the child how to properly handle a book, focus his attention on who created the book, what it’s called, who illustrated it; intensify the work of the kindergarten library (discussion of individual literary works, exhibitions books with illustrations by different artists based on one literary work); create a children's home library, develop the need for daily communication with fiction, teach children to respect the book, understand its role in human life;
Based on the characteristics of the perception and understanding of works of literature by a young child, we can identify the leading tasks of familiarizing children with books at this age stage:
So, literary taste must be formed in a child from an early age. Involving a young child in reading contributes to a more conscious choice of works to read in adolescence and youth, and instills a love of reading.
Thus, in order to develop an interest in reading and books in young children, the following conditions must be met:
· taking into account the age-related characteristics of the child’s development;
· organization of daily readings in free form;
· creating book corners (at home and in preschool settings);
· careful selection of literary works (selection of works of different genres, based on the child’s close personal experience; the appropriateness of using this work in a children’s audience; its belonging to genuine art; the artistry of the illustrations and their correspondence to the content of the literary work)
· conversations about books;
· evenings of fairy tales and riddles;
· puppet dramatizations;
· Accompanying reading with game actions and game techniques.
· involving parents in the process of developing an interest in reading.
Chapter 2. Experimental study of the formation of interest in books and reading in young children
1 Diagnosis of the formation of interest in books and reading in young children
A study of the level of formation of interest in books and reading in young children was carried out on the basis of the bone-tuberculosis sanatorium of the Ishim district of the Tyumen region.
Children from the younger group took part in the experiment. The average age of children is from 2 years to 2 years 6 months. All children were divided into an experimental group (6 people) and a control group (6 people). The list of children is presented in Table 2.
Table 2. Composition of children participating in the methods
No.F.I. childexperimental group 1 Ivanova Katya 2 Zhukov Dmitry 3 Tsibizov Ivan 4 Besedena Irina 5 Tikhomirova Elena 6 Kravchuk Olesya control group 1 Shirokovs Liza 2 Teplova Svetlana 3 Nemirovich Vyacheslav 4 Krivosheeva Alena 5 Denisenko Igor 6 Shilova Yulia
· viewing illustrations;
Based on the identified criteria, the following levels were determined:
High level - the child shows a desire for constant communication with books and experiences obvious pleasure when listening to literary works. Reveals a selective attitude towards works of a certain theme or genre. Examines the illustrations in the book, and not only connects the object and the image, but also identifies them. Can name a favorite book. Can reproduce what he read from a book and retell it in his own way. Demonstrates attempts at dramatization with the participation of an adult. Can listen to reading for more than 15 minutes.
Average level - the child listens with interest to the reading of a book, but has difficulty listening to more complex types of works (realistic stories, lyric poems, and so on). Pays attention to the actions and deeds of the characters, but ignores their inner experiences. Can name a favorite book. Examines illustrations, identifies the object and the image. Demonstrates interest in the text of the work. Examines and comments on pictures in the book, together with an adult, sometimes independently. Listens to reading for 10 to 15 minutes.
Low level - the child prefers other activities to listening to reading. The book is mainly of interest as a toy. He responds positively to the teacher’s offer to listen to reading or storytelling, but does not feel any urge to communicate with a book. Passive when discussing a book. The emotional response to what you read is weakly expressed. Can listen to a book read for no more than 10 minutes.
To process the results obtained, we considered it advisable to use the methodology of V.I. Zverevoy. In our version, the diagnostic parameters were the above-mentioned knowledge, which was assessed on a three-point scale (1-3).
A “1” point was given when knowledge was not manifested or was not sufficiently formed.
“2” points were given when knowledge was manifested and was sufficiently formed.
“3” points were given when knowledge was always manifested and was sufficiently fully formed.
In order to identify the level of formation of interest in books and reading in young children, we used the following diagnostic methods:
Method 1.
Goal: to identify the child’s interest in the book
Preparation of materials: book, toy (doll or car), paints.
Methodology: prepared material is laid out in front of the child. He is asked to choose one thing to play.
In the experimental group:
In the control group:
Method 2.
Goal: to identify the child’s level of interest in the book
Preparation of material: books familiar to children.
Methodology: prepared material is laid out in front of the child. The child chooses a book. We observe manipulations with the book (crushing, tearing, sucking, etc.; shows interest in the text, pronounces some words from the book; shows interest in the illustrations: identifies the object and the image, connects the object and the image, etc.). The observation is recorded.
Based on the quantitative analysis, it was concluded:
In the experimental group:
· high level - 2 children, which is 33%; (Children look at the book with interest for a long time. They distinguish between images and objects. They pronounce words, the source of which are text and illustrations. The duration of the lesson with the book can be 20 minutes or more.)
· average level - 3 children, which is 50%; (Children look at the book and illustrations with interest, but commenting mainly occurs with the help of leading questions from an adult. The duration of the lesson with the book is no more than 15 minutes.)
· low level - 1 child, which is 17%. (the book is perceived by the child mainly as an object for play: the child folds it, lays it out, crumples it, tears it, can look at the pictures, but not for a long time (no more than 10 minutes), then switches to another type of activity.)
· In the control group:
· high level - 2 children, which is 33%;
· average level - 3 children, which is 50%;
· low level - 1 child, which is 17%.
Method 3.
· Goal: to identify the child’s level of interest in a book, ability to listen to a book, understanding of the content of a literary work, ability to speak and dramatize.
Preparation of material: a book well known to children.
Methodology: The teacher reads a book to the children. Then he invites them to reproduce (retell) what they heard from the book and then try to play it out (dramatize it).
Based on the quantitative analysis, it was concluded:
In the experimental group:
· high level - 1 child, which is 17%; (The child listened willingly and with interest to the teacher, participated in dramatizations, and retold what he heard well.)
· average level - 3 children, which is 50%; (The children willingly listened to the reading of the book, but difficulties arose when reproducing what they read from the book. The dramatization was also difficult for these children and took place with prompts from an adult.)
· low level - 2 children, which is 33%. (The children listened attentively while the book was being read, but only for the first 10 minutes, then they began to get distracted, spin around, try to get up and leave the circle. When reproducing what they read, they could only name individual words from the book, sometimes two-word combinations. They refused to dramatize.)
In the control group:
· high level - 1 child, which is 17%;
· average level - 3 children, which is 50%;
· low level - 2 children, which is 33%.
A qualitative analysis of the results obtained led to the conclusion that most of the children in the control and experimental groups had an average and low level of interest in books and reading.
A quantitative analysis of the ascertaining experiment is presented in Table 3.
Table 3. Assessment of the level of interest in books and reading in the control and experimental groups
Criteria level interest in the book interest in the book, in looking at illustrations interest in listening to a book read, understanding the content of a literary work, ability to pronounce and dramatize VSNVSNVSNExperimental group 132231132 Control group 231231132
Diagram of the level of formation of interest in books and reading in the experimental group at the ascertaining stage.
Diagram of the level of formation of interest in books and reading in the control group at the ascertaining stage.
We also conducted a survey among parents (Appendix 1). The result revealed:
Parents do not often buy books for their children (the main “gifts” are toys and sweets);
joint reading of children's literature occurs quite rarely (complicated rhythm of life, lack of time);
Almost only a few subscribe to periodicals for children.
As you can see, the level of interest in books and reading in young children requires the creation of special conditions. This problem will be discussed in the next paragraph.
2 Implementation of pedagogical conditions for developing interest in books and reading in young children
6 children from the experimental group took part in the formative experiment.
At the formative stage of the experiment, we tried to implement the conditions described in paragraph 1.3.
Work on developing interest in books and reading in young children was carried out in stages.
Stage I was devoted to working with children.
Stage II was aimed at working with parents.
Let's look at each of the stages in more detail.
At this stage we solved the following educational tasks:
· To develop an interest in books in children, to teach them to listen carefully to literary works;
· Enrich the life experience of children with the knowledge and impressions necessary to understand books;
· When selecting books for children, take into account the child’s attraction to folklore and poetic works;
· Help children establish the simplest (sequential) connections in a work;
· Help children identify the most striking actions of heroes and evaluate them;
· Support the immediate response and emotional interest that arises in the child when perceiving the book;
· Help children mentally imagine, see the events and characters of the work (by selecting illustrations, relying on children’s personal experience, etc.), teach them to look at illustrations.
We began working with children by identifying their reading interests. In an individual conversation, the children were asked the following questions: “Do your parents read to you at home? How often? Do you have any favorite books, poems, fairy tales? Which? Are you asking me to read it again? What books don't you like? Why?".
In addition, we helped children learn to distinguish between genres of literary work. For this purpose, while reading a book, the teacher himself named the genre of the work of art, for example: “Guys, now I’ll tell you a fairy tale.....; I’ll read a poem.” After telling the fairy tale, the teacher helped the children remember interesting places, repeat the characteristics of the characters (for example: “Peter the Cockerel, the golden comb,” “The turnip has grown big and big”), and name repeated appeals (for example: “Little goats, kids, open up, open up!” , “Teremok-teremok, who lives in the tower?”) and actions (for example, “They pull, they pull, they can’t pull”). The teacher helped me remember this material and taught me to repeat it with different intonations. Children in such classes showed an understanding of the work and many were able to retell it. At the same time, the teacher taught the children to clearly and distinctly pronounce sounds, repeat words and phrases (particular attention was paid to children with poor diction and who did not know how to pronounce sounds correctly), and created conditions for new words to enter the children’s active vocabulary.
In addition, through folk tales, songs, and nursery rhymes, we introduced children to the colorfulness and imagery of their native language and demonstrated examples of rhythmic speech. As a result, children easily remembered such images as “cockerel - golden comb”, “baby goats”, “dereza goat”, etc.
We used stories and short poems for reading with young children. For example, the content of such poems as “Toys” by A. Barto, “My Bear” by Z. Alexandrova, helped to cultivate in children a sense of sympathy and the ability to respond emotionally to what they read. The simple content of these and similar literary works, close to the child’s personal experience, is expressed in a simple, accessible form, and the children, repeating them, caught the consonance and musicality of the poem.
Two or three times a week, during a morning conversation with the children, we held a five-minute “What did they read to us?” One or two children talked about what they read yesterday at home, in kindergarten, whether they liked the book and why. During the five-minute lessons, we taught children to analyze and evaluate what they read, and not only the plot, but also the characters, the author’s intentions, ideas.
In order to develop in children a meaningful perception of what they read before reading books, we offered certain tasks. For example, evaluate the illustrations for a book, describe the main characters. When the children learned to complete such tasks, we made them more difficult. They offered to write an oral review of what they read using the following questions: “What is the name of the book? Who is author? Did you like it or not and why?”
We also carried out such useful work with children as repeated reading. When reading the book for the first time, the children followed, first of all, the plot. Repeated reading helped them extract new ideas and meaning; the children began to memorize the text, assimilate the meaning of what they read, and develop a sense of rhyme and rhythm. We read some works to the children for the first time, then talked about what we read. And after 2 weeks, we read this work again and asked the children the following questions: What new did you see in the work? Usually the children themselves asked to read the work they liked several times. In this case, we also ask them to talk about such books, about how their perception changes upon repeated reading. We often accompanied the reading of literary works with game actions and game techniques.
We also did some work in the book corner, where we sorted the books, leaving a variety of bright books, with a small amount of text, and large colorful illustrations. Also in the corner there were 3-4 books suitable for children by age, close to the personal experience and interests of the children, and several copies of the same title were displayed. Thematic albums and individual pictures were also placed on the bookshelf. The teacher taught the children to communicate independently with the book. To do this, he first looked at the illustrations together with the children, read the text daily in free form, and talked about the rules of use (do not draw in the book, do not tear it, take it with clean hands, etc.). Then he invited the children to use the book corner on their own.
We followed the periodic change of material (literature, paintings, portraits), which was sometimes associated with educational work in the group.
In addition, in order to develop interest in books and reading among young children, we held fairy tale evenings, riddle evenings, and used dramatization of some of our favorite children's works.
Stage II consisted of working with parents.
At this stage of work, we solved the following educational tasks:
- To acquaint parents with the age characteristics of a young child as a reader.
- Expand parents' understanding of children's literature.
- To teach how to manage the upbringing of children as readers, to involve parents in interacting with preschool educational institutions.
Work with parents was carried out in the form of individual conversations, consultations, lectures, and participation in events held by the preschool educational institution.
First of all, at the parent meeting “Formating a child’s interest in books,” we introduced parents to the reading interests of the group, identified during a conversation with the children.
It is parents who largely determine the range of reading interests of their child, so it is necessary to expand parents’ ideas about children’s literature. Library workers were invited who gave lectures (conversations, round tables) with parents on the topics: “Poems and fairy tales by S. Mikhalkov”, “Imaginations of B. Zakhoder”, “The Wise Wizard S. Marshak”.
Visual information for parents was presented in the group and on the kindergarten website: “Organization of children’s reading in a family setting,” the release of information sheets “What was read to the children in the group today,” “Current list of new children’s literature,” “Teach with us.”
We devoted a significant part of our work with parents to teaching them how to guide their child’s reading. At the lecture, parents learned about the benefits of family reading, when not only mother, but also father, grandmother, grandfather, and other family members express their opinion about what they read and answer the child’s questions. In terms of the power of emotional impact, such reading is incomparable to reading by a teacher in a group. To motivate parents to read as a family, we organized a “Family Reading Evening” in the group, where we read and discussed what we read with our children and parents. We gave parents a list of books for family reading.
In collaboration with parents, we designed exhibitions of children’s drawings “Illustrations for my favorite book”, “My favorite literary hero”.
The group organized a competition for illustrations of children and parents for literary works. The children liked to talk about what their parents drew and why they depicted literary characters that way.
A competition was held in the kindergarten for the production of baby books and homemade books, the authors of which were teachers, children, and parents.
We drew special attention of parents to the need to guide the viewing of television programs and videos. We tried to convince them that the child should not be in front of the TV for more than an hour a day and should not watch everything.
We also held lectures and meetings on the following topics: “The role of reading in the life of a young child,” “How to instill in a young child a love of reading.” Based on these lectures, instructions for parents were created.
Thus, we have implemented the conditions for developing children’s interest in books and reading at an early age. We checked the effectiveness of the conditions we identified and implemented as a result of a control experiment.
The purpose of the control experiment: to identify changes that occurred with a group of children under the influence of a formative experiment.
To conduct the control experiment, we used the same diagnostic techniques as at the ascertaining stage of the experiment. The results were assessed according to the same indicators as at the very beginning of the study, when the ascertaining experiment was conducted.
According to Method 1. We obtained the following results:
In the experimental group:
· average level - 3 children, which is 50%;
In the control group:
· high level - 2 children, which is 33%;
· the average level is 4 children, which is 67%;
· low level - 0 children, which is 0%.
According to Method 2. We obtained the following results
In the experimental group:
· high level - 3 children, which is 50%;
· average level - 3 children, which is 50%;
· low level - 0 children, which is 0%.
In the control group:
· high level - 2 children, which is 33%;
· average level - 3 children, which is 50%;
· low level - 1 child, which is 17%.
According to Method 3. We obtained the following results:
In the experimental group:
· high level - 3 children, which is 50%;
· average level - 3 children, which is 50%;
· low level - 0 children, which is 0%.
In the control group:
· high level - 1 child, which is 17%;
· average level - 3 children, which is 50%;
· low level - 2 children, which is 33%.
A quantitative analysis of the ascertaining experiment is presented in Table 4.
Table 4 Assessment of the level of interest in books and reading in control and experimental groups
Criteria level: interest in the book, interest in the book, looking at illustrations, interest in listening to a book read, understanding the content of a literary work, ability to speak and dramatize VSNVSNVSNExperimental group 330330330 Control group 240231132
Diagram of the level of interest in books and reading in the experimental group at the control stage.
Diagram of the level of formation of interest in books and reading in the control group at the control stage.
Diagrams of the ascertaining and control experiment of the experimental group
A qualitative analysis of the results of the ascertaining and control experiments led to the conclusion that after working with children and parents, noticeable changes occurred in the level of interest in books and reading among young children in the experimental group.
Conclusion
In the general system of personal development of the younger generation, the question of the peculiarities of children’s perception of books at an early age and how a teacher of a preschool educational institution can pedagogically correctly develop creativity in the perception of a book, enrich the spiritual and cultural level of pupils, is one of the most relevant in psychology and pedagogy. Today.
Fiction should occupy an important place in a child’s life. Introducing to books is one of the main tasks of the artistic and aesthetic education of a young child. Familiarity with the examples of fiction and folklore available to him should begin from the first years of life.
As an analysis of psychological and pedagogical literature on the research problem has shown, the problems of developing interest in books and reading in young children are: adults’ lack of understanding of the role of literature in children’s lives; ignorance of the history of its development and current state; limiting the range of children's reading to a dozen names of authors and titles of works of art; poor understanding of the functions of literature; lack of competent policies and methods for introducing young children to literature (books) and the reading process.
We also found that throughout the entire period of early childhood there is an active development and improvement of abilities to perceive literary works, the formation of interest and love for books, that is, the child is successfully developing as a reader. The following features are characteristic of young children: a book for a young child is a unity of three components: it is a certain type of object; illustrations; text; dependence of text understanding on the child’s personal experience; text, illustrations and printing are in unity in the child’s perception; establishing easily understood connections when events follow each other; the main character is in the spotlight, children most often do not understand his experiences and motives for his actions; the emotional attitude towards the characters is brightly colored; quotation - two or three word statements from favorite books; attempts at instigation with the participation of adults; there is a craving for a rhythmically organized style of speech.
Literary taste must be formed in a child from an early age. Involving a young child in reading contributes to a more conscious choice of works to read in adolescence and youth, and instills a love of reading.
Analysis of literary sources allowed us to identify conditions, the observance of which will contribute to the formation of interest in reading and books in young children, these are: taking into account the age-related characteristics of the child’s development; organization of daily readings in free form; creating book corners (at home and in preschool settings); careful selection of literary works (selection of works of different genres, based on the child’s close personal experience; the appropriateness of using this work in a children’s audience; its belonging to genuine art; the artistry of the illustrations and their correspondence to the content of the literary work); conversations about books; evenings of fairy tales and riddles; puppet dramatizations; accompaniment of reading with game actions, game techniques; involving parents in the process of developing an interest in reading.
In order to test the effectiveness of the selected conditions, we conducted a formative experiment. A study of the level of formation of interest in books and reading in young children was carried out on the basis of the bone-tuberculosis sanatorium of the Ishim district of the Tyumen region.
Children from the younger group took part in the experiment. The average age of children is from 2 years to 2 years 6 months. All children were divided into an experimental group (6 people) and a control group (6 people).
To identify the level of interest in books and reading in young children, the following criteria were used:
· interest in listening to reading books;
· viewing illustrations;
· understanding the content of a literary work.
Based on the identified criteria, the following levels of interest in reading and books were determined: high, medium low.
Based on the results of a quantitative analysis of the ascertaining experiment, we concluded that in the experimental group and control groups, children generally have a medium and low level of interest in reading and books.
In order to increase this level, at the formative stage of the experiment with children from the experimental group, we tried to implement the above conditions. Work on developing interest in books and reading in young children was carried out in stages. Stage I was devoted to working with children. Stage II was aimed at working with parents.
We checked the effectiveness of the conditions we identified and implemented as a result of a control experiment. To conduct the control experiment, we used the same diagnostic techniques as at the ascertaining stage of the experiment. The results were assessed according to the same indicators as at the very beginning of the study, when the ascertaining experiment was conducted.
A qualitative analysis of the results of the ascertaining and control experiments led to the conclusion that after working with children and parents, noticeable changes occurred in the level of interest in books and reading among young children in the experimental group. At the same time, practically no noticeable changes were detected in the control group.
Thus, after a control experiment, children with a low level of developed interest in reading were not identified, while the number of children with a high level of developed interest increased (before the formative experiment - 1 child, after the formative experiment - 3 children). That is, the majority of children began to show a desire for constant communication with books; the children showed obvious pleasure when listening to literary works. Many children display a selective attitude towards works of a certain theme or genre. The children began to look at the illustrations in the book with interest and concentration. Children name their favorite books and can retell their contents in their own way. Some children became more willing to participate in dramatizations. Can reproduce what he read from a book and retell it in his own way. The listening time for reading a book has increased to 20 - 30 minutes.
Thus, our assumption is that the formation of interest in books and reading in young children will be carried out more successfully if the sequence (stages) of developing children’s interest in books and reading is established and the work on developing children’s interest in books and reading will take place together with the children's parents, it was confirmed. The problems have been solved, the purpose of the research has been achieved.
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Annex 1
SURVEY OF PARENTS
Purpose: to determine the characteristics of parents’ knowledge about the tasks, content and methods of introducing children to literature, the ability to apply them, and whether parents have an interest in increasing the level of knowledge about the literary development of children.
Survey questions:
1. How often do you read fiction yourself:
a) very rarely, no time;
b) sometimes, mainly in transport;
c) quite often, almost every day, on weekends - for a long time
d) reading is a daily and most favorite activity.
2. How well is children's literature represented in your library?
a) there are practically no such books, they are not bought often and are quickly lost;
b) there is, but not much;
c) there are quite a lot of children’s books, more than 100, mostly separate editions;
d) a large number and thematic variety of children's books, many collections of children's poems, fairy tales, etc.
3. When choosing books to read to a child, an important factor is:
a) not thought about it, the choice is random, depends on my or the child’s desire;
b) colorful design, “game” character of the book (picture books, coloring books, toy books, comics);
c) accessibility for the child’s understanding, compliance with his interests;
d) the artistic level of the work (its content and design), compliance with the child’s cognitive capabilities and interests.
How often do you read to your child:
a) occasionally, there is practically no time for this, no more than 2-3 times a week for a few minutes;
b) not very often, usually when the child asks himself and for a short time;
c) almost every day, but not for a long time - 5-10 minutes before bedtime, on weekends or depending on the mood - up to 20 minutes;
d) every day, for quite a long time, especially on weekends, there is a tradition of “family reading” in the evening and on weekends with the whole family.
5. What genres of literature do you read to your child:
a) the choice is random;
b) mostly fairy tales or whatever the child asks for;
c) poems, fairy tales, children's stories, etc.;
d) children's literature of a wide variety of genres by domestic and foreign authors; the child loves books on a certain topic, “sequence books,” “children’s novels” - series of books.
6. Name the last books you read to your child.
7. Name your child’s current favorite book.
8. What difficulties do you have when introducing a book to your child:
a) the child’s reluctance to listen to reading;
b) the child quickly loses interest, switches to another activity (usually games), mostly looks at pictures for a short time, does not like to talk about the text or characters;
c) the child listens to the reading with interest, but does not know how to discuss what he has read, has difficulty understanding the idea of the work, and cannot tell (retell) the text he heard;
d) no difficulties arise, the child enjoys participating in this activity, loves to listen, discuss what he has read, retells texts to other family members, plays “theater”, portraying characters, draws based on the text he has heard, etc.
How do you help your child better understand a literary work:
a) didn’t think about it, when he grows up he will understand everything himself;
b) I re-read it several times, looking at the illustrations with the child;
c) I re-read and explain what the child did not understand, ask questions;
d) I talk with the child, look at and discuss illustrations for a given work, repeatedly re-read the work or passages I like, draw with the child, play “theater”, make homemade books, etc.
From what sources do you obtain pedagogical knowledge about the literary development of children (selection of books, ways to help a child understand the text, etc.)?
a) I’m not interested in this issue;
b) from random sources, from personal experience, the experience of my family;
c) from different sources, but sporadically, by chance, mainly from the media;
d) I study specialized literature, consult with teachers, and use my family’s rich experience in literary development.
How often and where do you buy literature for your child?
Do you subscribe to periodicals for children? if yes, how often? Name these publications.
Appendix 2
Memo for parents
"FAMILY AND BOOK"
The family forms the basis of a person’s worldview, his lifestyle and value guidelines.
A family is a special social institution that introduces a child to the world of culture, including reading culture. The first meeting of a person with a book occurs in the family.
Family reading initially introduces a child to the world of book culture; it is the most ancient, proven way of educating a person, including as a reader, who begins to develop long before he learns the alphabet.
Family reading prepares a person for a relationship with a book, awakens and deepens attention, and forms the need for reading. The lack of need for reading in adults is a consequence of its lack of development from early childhood.
Family reading promotes early and correct mastery of native speech. The types and methods of human learning are largely determined by the environment, depend on communication and its main means - the degree of mastery of speech.
· Regular reading aloud from early childhood introduces the child to the process of reading and promotes the acquisition of independent reading, determines the quality and preferences of future readers.
· Family reading shapes the emotional and aesthetic acceptance of the book. Listening, a person experiences a strong influence of the sounding word, which allows one to convey triumph, joy, sadness, sadness, joke, ridicule.
· Family reading develops abilities that are the basis for the perception of artistic images. Such perception is impossible without imagination, visual representations,
the ability to experience the joys and sorrows of characters in works of art.
· Reading aloud is important not only for babies, but also for older children, as well as for older people. In the process of family reading, children learn to listen carefully, assimilate and retell what they read, and older people feel less loneliness and in a natural form, without moralizing or lectures, I pass on my life experience to the younger ones. In addition, adults have the opportunity to observe and manage the spiritual development of the child.
· Family reading is an effective way to socialize the younger generation. Such communication creates the basis for the exchange of opinions; it is also necessary for adults, who become emotionally enriched through communication with children.
· Family reading can serve to prevent aging since, according to some experts, aging is the result of living without a book, without reading, which stimulates active mental activity.
Appendix 3
Do you want your child to read?
Take these good tips into account and your wishes will come true.
· Instill in children an interest in reading from an early age.
· When buying books, choose bright ones in design and interesting content. If possible, buy books by your child’s favorite authors and create a personal library for your son or daughter.
· Read regularly yourself - this forms the child’s habit of always seeing a book in the house.
· Discuss the book you read with your family, even if you didn’t like the book. This helps your and your baby's speech development.
· Reading aloud helps children expand their vocabulary, as well as develop their listening and attention skills. Reading aloud brings parents and children closer together.
· Instill the skills of cultural and careful handling of books.
· Shared reading is the easiest way to develop children's reading skills. Looking at, discussing and reading books is the most important way parents can instill in their children an interest in reading.
· Drawings based on favorite books are one of the ways for a child to express his impressions of the works.
· Try to come up with your own ending to the work together with your child. The advantage of such stories is a deeper understanding of the book read.
· Give your child good books with a dedicatory inscription, kind and warm wishes. Years later, this will become a kind and bright reminder of your home, its traditions, and dear and close people.
Appendix 4
How to organize home reading
“A book for children is really good food - tasty, nutritious, light, conducive to their spiritual growth”
K.I. Chukovsky
Prepare the child for a meeting with a new book or talk about an already read fairy tale or story (returning from kindergarten, doing household chores, etc.).
It is necessary to allocate a certain time in the daily routine so that by this hour the baby is tuned in to the perception of the book.
Reading should take place in a calm environment, when nothing distracts the child, and those around him treat his activities with “respect.”
A one and a half to two year old child can be focused on a book for 1-2 minutes; older children are read for no more than 15-20 minutes, because then their attention wanders. We are talking about active communication with the book. Let your child repeat the words after you, answer questions, and look at the illustrations.
A child can listen passively for much longer (he switches off and then listens again). Remember: a child cannot be a passive listener all the time, so while reading you need to activate his attention.
One should remember children's love for repeated readings. Children crave them in order to experience the joyful excitement again and with greater force. Repeated readings train memory and develop speech.
The setting of the family reading ritual enhances perception (evening, darkened room, table lamp). The twilight puts you in a fabulous, fantastic mood.
Family reading has truly unique properties that can create a warm family atmosphere and successful soil for the development of a child’s personality.
· If you can give your children that kind of attention, they know you love them.
· Reading to children makes them readers in the future.
· Children's books are so well written that they will be interesting even for adults.
· Illustrations in books enrich children and contribute to their creative development.
· Books will help your children learn to think and imagine.
· Reading aloud helps develop your child's attention span.
· You create amazing memories of wonderful family evenings and warm treatment of your child.
· Books can instill in children values that they will carry throughout their lives.
· Sooner or later they will definitely thank you for an intelligent and well-mannered child.
· Instill in your child an interest in reading from early childhood.
· When buying books, choose bright ones in design and interesting content.
· Read to your child systematically. This will form the habit of daily communication with a book.
· Discuss the children's book you read among your family members.
· If you are reading a book to your child, try to stop reading at the most exciting episode.
· When recalling the content of what you previously read with your child, deliberately distort it to check how he remembers the text he read.
· Have discussions at home about the books you read.
· If possible, buy books by your child’s favorite authors and collect his personal library.
· Cultivate a caring attitude towards books.
· Give your child good books with a dedicatory inscription, kind and warm wishes. Years later, this will become a happy reminder of your home, its traditions, dear and close people.
Reading is a difficult and sometimes painful process that takes a lot of energy and time from children. And until a child learns to read quickly and meaningfully, to think and empathize while reading, this process will not give him joy and pleasure. But, as a rule, the development of certain skills is facilitated by performing repeated training exercises, which rarely attract anyone with their uniformity and monotony. The teacher’s task is to find an attractive moment in them, present them to children in such a way that they are performed with interest and desire. How can I do that?
The technique knows many techniques for developing reading techniques, i.e. the correct way of reading, correctness, pace and partly expressiveness.
The main one is extensive reading, a technique in which a student, answering a particular question, expressing his point of view, seeks reinforcement for his thoughts, judgments, feelings in the text, turning to it again and again. This repeated reference to the text will each time reveal to the student something new, unexpected, surprising and at the same time interesting in an already familiar text. At the same time, the depth of immersion in a literary text increases, and interest in reading increases.
Types of work in reading lessons:
1. Reading the entire text
2. Reading the text in order to divide it into parts and draw up a plan
3. Reading according to a ready-made plan
4. Reading with shortening of the text (children do not read sentences or words that can be omitted). Preparing for a condensed retelling
5. Reading in a chain according to a sentence
6. Reading in a paragraph chain
7. Reading to find a suitable passage for the picture
8. Reading to find a passage that will help answer the question
9. Reading the most beautiful place in the text
10. Finding the entire sentence based on the given beginning or end of a sentence. (Later the sentence can be replaced with a logically complete passage)
11. Finding a sentence or passage that reflects the main idea of the text
12. Reading in order to find 3 (4.5...) conclusions in the text
13. Establishing cause-and-effect relationships by reading
14. Reading by roles in order to most accurately and completely convey the characters’ characters
15. Reading by dialogue roles, excluding the words of the author
16. Finding and reading figurative words and descriptions
17. Finding and reading words with logical stress
18. Isolating a word from the text to the proposed scheme, for example: chn, lei
19. Who can find a word for a certain rule in the text faster?
20. Finding the longest word in the text
21. Finding two-, three-, four-syllable words
22. Finding and reading combinations in the text: pronoun + verb, etc.
23. Reading with notes of unclear words
24. Finding and reading words in the text that are close in meaning to the words written on the board)
Probably everyone will agree that any action that is dictated from above, and in which a person has no personal interest, is performed reluctantly and, as a rule, provides little benefit. Therefore, it is very important for the teacher to provide the student with the right to free choice. It is readily read, actively perceived and produces an impression of what is relevant for the reader, which forces him to act on his own initiative, independently.
Below we will consider the main types of reading.
Returning reading is rereading works already familiar to children after some time. Such reading contributes to the development in children of a positive attitude towards communication with books by satisfying their need to re-experience the plots and images that have captured their imagination. At the same time, a deepening and revaluation of previously received impressions occurs, when perceived images emerge in memory and are highlighted in a new way, bringing the child closer to understanding the ideological and artistic meaning of the work.
The main point of the “returning” reading lesson is to make assumptions in the class about “why Sasha or Natasha wanted to reread this work.” You should also not only reveal to children the meaning of revisiting a work as an opportunity for an additional meeting with their favorite characters and their authors, but also help students identify new meanings of the work, leading children to realize their updated perception of what they are reading.
Free reading is a student’s turn to reading of his own free will and with the right to decide for himself: why he should read, what exactly to read, how to read and when to read. The meaning of this reading is as follows:
A love of reading cannot arise without the child having the opportunity to freely determine his attitude towards it, including interest in the content of reading, the personality of the author or in the desire for spiritual growth, the desire to keep up with others in reading skills, etc.
Free reading, as reading without limits that constrain a child, allows him to read to the best of his ability and, in optimal conditions, to conduct a dialogue with the author of the work, which in itself stimulates the desire to conduct this dialogue. Free reading provides the child with the opportunity to express his reading interests.
Psychologists have found that at each age stage of human development, a leading type of activity is formed that contributes to the development of personality. For younger schoolchildren, this is an educational activity during which the student masters theoretical knowledge and at the same time develops voluntary behavior, abstract thinking, and thinking memory. The student changes from being an object of learning to becoming a subject of learning. They do not acquire knowledge in general, but in the form of learning activities.
The general structural elements of educational activity: educational task, goal and motive, indicative and performing actions, self-control and self-assessment of the product of activity - must always be present in training. This means that the content of training should be not only subject knowledge, abilities and skills, but also activities for their assimilation. Reliance on the motivation of learning, knowledge of methods of action to solve a problem, operations for assimilation of knowledge - this is something new that is gradually being introduced into the practice of elementary school.
Thus, the child’s activity is directed towards the formation of general mental actions - learning skills and special subject actions in the system of any educational course.
The system for forming educational activities should also include teaching reading. The uniqueness of reading lies in the fact that it is not only a subject (special) skill, but also a general educational skill, on which the success of a child’s learning in other subjects depends. Reading as one of the types of speech activity correlates with the general structure of activity, including educational activity, therefore, the skill of reading cannot be fully developed without the motivation of learning, without the presence of indicative and performing actions in the process of its development, as well as without cultivating in students a sense of self-control and self-esteem.
Reading is carried out with the help of literature, but the main problem is the formation of a reader at the initial stage of its development, namely: mastering strong reading skills and ways of working with literary and popular science texts.
Despite the fact that primary school is called a school of skills, which underestimates the general or mental development of the child, it can be argued that reading skills are formed at the ABC book level. Further, the reading skill develops spontaneously and its formation is not controlled. This is why some students do not understand the meaning of the text, especially when reading it silently; they read slowly, with residual external speech movements, and their reading aloud is technically imperfect and inexpressive. They have difficulty understanding and remembering the conditions of an arithmetic problem, and find it difficult to identify the main thing in a scientific educational article or educational text.
As the famous critic and philosopher I.F. Karyakin: “As long as a student treats literature only as evidence of what is happening to others, and not to himself, until he recognizes his own in someone else’s... until he is burned by this discovery - until then there is no interest in reading, no and the need for it."
A positive attitude towards reading, in his opinion, begins from the moment when:
The child will feel like a participant in the events depicted by the writer,
When he discovers personal meaning in what he reads, when the book appears before him as a space for realizing his own creative potential.
A teacher’s work in analyzing a work of art will only be effective if the child has an interest in reading and literature in general. Only then in the lesson there will be not just conversations about some work, but there will be a confidential conversation that will deeply affect the child, make him think about something and acquire something important for himself. Only then will each new work be like the discovery of something new for the child personally.
Sukhomlinsky writes: “What a child needs to remember and learn, first of all, should be interesting for him.”
Therefore, the problem of awakening and developing interest in reading as a unique activity and cultural phenomenon is of particular importance.
There is an opinion that the sooner you start accustoming a child to a particular type of activity, the better the result will be. To achieve results, you need a system.
The beginning of this system is in the family. First of all, the child adopts the attitude towards reading and books that his parents have. No wonder the lines were written back in the 16th century: A child learns what he sees in his home - his parents are an example to him.
And if parents are literate and thinking people, then they will be the first to begin working on shaping the child’s interest in the book. How can they do this?
But the leading role in solving this problem belongs to reading lessons.
An analysis of existing programs for literary reading for junior schoolchildren shows that, despite positive changes in the system of work on literary education for junior schoolchildren, the programs are still imperfect.
For example, the main attention is paid to the development of the technical side of reading (reading technique) and the semantic side (learning to analyze a work of art). The requirements for a child at the initial stage of literary education are mainly aimed at the child’s knowledge, abilities and skills, and not at his individual development.
How should a teacher act? Of course, we need to start by taking into account the age characteristics of younger schoolchildren.
At the age of 7-9 years, there is an extremely rapid development of the emotional sphere, the so-called sensory intelligence.
By paying great attention to this feature of primary school age, the teacher can achieve high efficiency in his work on literary reading.
It is at primary school age that the accumulation of feelings and experiences occurs by leaps and bounds. Therefore, younger schoolchildren look for entertainment and strong emotional experiences in reading. Their imagination is captured by action-packed works, heroic deeds seem to be the norm of life, and their favorite heroes are, above all, heroes of action.
Children of primary school age need works that teach them to be surprised. The ability to be surprised by an event, a phenomenon, or a person is very necessary for a child: from surprise comes interest in life, a thirst for knowledge, the ability to see beauty and value it.
By ignoring the literary preferences of students of this age, you can “kill” for many years any interest they have not only in literature as an academic subject, but also in reading in general.
What characteristics of primary school-age readers should a teacher take into account when preparing for a lesson?
The little reader reacts to the text primarily emotionally. Children's experiences associated with text are of great value for elementary school. It has been written more than once about the importance for a child of the ability to feel and experience. Let us remember the famous words of V.G. Belinsky, who believed that the main thing in the reading process is for children to “feel as much as possible”:
“Let the poetry of the word act on them like music, right through the heart, past the head, for which its time will come” V.G. Belinsky.
Another feature of primary school-age readers is the identification of the artistic world and the real one. It is no coincidence that this period in the development of the reader is called the age of “naive realism.” This is expressed in treating the character as living, real; in showing trust in his image. Thinking specifically, children constantly ask: “Did that really happen?”
It should be noted that younger schoolchildren have a sensitivity to words and artistic detail. The child sometimes reacts to such psychological subtleties that adults sometimes do not notice.
The so-called effect of presence is inherent in younger schoolchildren, which means the child’s ability to live in an image.
A final characteristic of the younger reader is a lack of response to the artistic form.
These qualities of perception of younger schoolchildren are the support for the teacher in the process of developing their interest in a literary work, and therefore in the reading lesson.
During the lesson, the teacher needs to show children that reading is communication, a dialogue between the reader and the author. But this communication is not direct, but communication through a text created by the author.
If the teacher adheres to the attitude that in a work of art it is important not only what is written, but also how it is written, using what means, then children will definitely pay attention to the artistic form of the work, which is more important in artistic speech than in ordinary speech. communication.
The main educational outcome of reading lessons in primary school should be that they arouse children’s interest in subsequent literary education, awaken a thirst for literary knowledge in order to answer more and more new questions: not only about what and how the book told them and who was their interlocutor, but also why the author is talking about this, why he is speaking, why he is speaking this way and not otherwise, and why the author manages to evoke such thoughts and feelings in readers.
Preview:
Formation of interest and need for reading (perception) of fiction through a fairy tale
Book - a kind and wise advisor, friend and teacher. Therefore, one of the tasks in the work of a teacher is to cultivate a child’s interest in books.
Reading is a complex process of not only putting letters into syllables, but also an act that requires intensive intellectual work (to which the child must have a habit, unlike computer games and cartoons, which have become an alternative to reading. Reading books gives room for imagination and reading a child draws some parallels with the significant experiences of the characters during the plot of the work. Graham Greene wrote: “Only in childhood, perhaps, a book really influences our lives. Then we admire it, enjoy it, and perhaps change some of our views thanks to it. but mainly we find in the book only confirmation of what is already embedded in us.” And it is precisely this, “what is already embedded in us,” that our parents and preschool teachers give us in preschool childhood.
In this regard, the educator needs special attention to the selection of such content, methods and techniques of education, preparation of practical material, organization of work in the educational field “Reading fiction”, based on compliance with Federal state requirements for the content of the work of a preschool educational institution, which would ensure the preservation of the intrinsic value the period of preschool childhood, its development and the refusal to duplicate the content of education in the first grade of school.
Experience working with children in kindergarten suggests using the following in developing interest in books:
Simple reading by the teacher in a circle of children;
Weeks of Russian folk tales, tales of individual authors;
Reading evenings;
Book exhibitions or organizing a book corner;
Family reading evenings;
Organizing quizzes: “What fairy tales do I know? ", "What children's writers (storytellers) do I know? ";
Reading and storytelling competitions;
Thematic KVN (for children of the preparatory group);
Competitions: “Do it yourself book”, “Baby books”, “Young book publisher”;
Exhibitions: “From a quill pen to a modern fountain pen”, “Children’s book designers”;
Parent meetings: “Reading in a child’s life”, “How to teach a child to read independently”, “How to instill an interest in books”;
Holidays: “Holiday of your favorite book”, “Birthday...” (of your favorite character in the book);
Thematic events: “Help a book” (restoration of books, “I’ll take a book home”;
Cultivating tolerance through reading fairy tales and stories of the peoples of the world;
Acquaintance with books focused on gender differences (differences in the reading preferences of boys and girls, which reveal certain characteristics of the readership depending on gender and age;
Organization of project activities on the topics “The wonderful world of fairy tales” (a project to introduce children of the preparatory group to the fine arts and the study of children’s fairy tales by A. S. Pushkin, “A short fable - art is limitless” (introducing children of the senior group to the fables of I. A. Krylov );
Design of information stands: “Your child’s reading circle”, “Reading at home”, “Book for the weekend”;
Organization of a library in kindergarten;
Cooperation with the children's library.
Your child's reading circle.
The index of children's literature "Circle of Reading" was prepared by the best specialists in children's reading in Russia to help parents who want their children to know Russian culture and Russian classical literature from an early age.
Our classical Russian literature is the core of the Russian world. It lays the foundations of the main values: compassion, kindness, justice. Over the centuries, new generations of Russians have grown up reading Russian fairy tales and literary works of the best writers. And your children should definitely go through this reading school.
When meeting children with a children's book, you need to help even the most inexperienced reader form, without outside help, a fairly correct preliminary opinion about any book (what it talks about, how it was written for whom). In addition, at the same time, create in the reader the mood of “emotional responsiveness”, which is necessary to identify his attitude to the content contained in the book, and then to fully perceive it.
Let's look at some examples.
Here is a book - a toy. Take a closer look at the shape of this book and the illustrations. Below them is a text that has now been deliberately removed. And yet try to remember it, reproduce it - you know it well from childhood. What is familiar, but not remembered? Then I’ll tell you another sign. Here is a work by S. Mikhalkov, which means...? (That's right, poems!) Do you remember them? Not again? Then here’s another sign for you: the title of the book is “Song of Friends.” Well, of course, was it possible not to immediately remember: “We are going, going, going, to distant lands...”? You may not remember, because thinking about a book, highlighting the external signs of the content, associating, comparing extra-textual information and text, in particular illustrations and headings, inscriptions with the content of the book - may be familiar and well-known, or perhaps completely new - this also a special skill and a vital reading habit. It is this skill and habit that largely determines the reader’s outlook, general and literary development. Their absence, on the contrary, makes reading useless and even harmful, since development is impossible if the reader is not able to distinguish, say, where the palace is, and imagine who could live here: where is the knight, and where is the hero, or who wore such shoes or headdress, in which of these flowers Thumbelina was born.
Until a child is accustomed to think about a book, until he knows and guesses when and why he needs to look, when choosing and reading a book, what to see, what to think about, he, even if he masters the reading technique, will not become a real reader. Since, without targeted training, he is not capable of independently distinguishing books by content, of awareness, of content, of awareness of a reasonable order in the world of books and in the book itself.
Type of correct reading activity
Drawings (illustrations) on the cover and in the text make it possible to “recognize” and select the desired book from among all other books, even for a child who does not yet know how to read, but provided that he has, of course, mastered the content of the desired book in detail. Then he can, looking through the books, peer into the illustrations, highlight details on them that are directly and directly associated with the known content and determine the content. At the same time, he masters the basic type of correct reading activity - learns to think about a book. Only when the teacher has read the work out loud, checked and made sure that all the children have mastered the content of what they read (not just understood, but imagined, mentally saw in detail), he shows them a book where, looking at the illustrations, the children will see from the details , what they just listened to, and recognize the piece they listened to. And at home, if they wish, revising their books, recreating the content of the listened work from memory and acting as in class, they will be able to find either the same book, about the same thing (what they listened to), or a completely different book, but well known and loved content.
Didactic exercise “Magic words”
Remember who said such magic words and in what fairy tale:
At the command of the pike, at my will... (Emelya from the fairy tale “At the command of the pike”).
Mothers, nannies, get ready, get ready. (Vasilisa the Wise, from the fairy tale “The Frog Princess”).
Hut, hut, stand in the old way, as my mother put it, towards the forest with its back to me in front (Ivan the prince from the fairy tale “The Frog Princess”).
Didactic game “Add the name”
Educator. Fairy-tale characters and objects have double names and titles. I pronounce the first part of the name or title, and you pronounce the second.
Koschei the Deathless)
Vasilisa – (Beautiful)
Ivan Tsarevich)
Dragon)
Tiny – (Khavroshechka)
Sister – (Alyonushka)
Tablecloth – (self-assembled)
Swan geese)
Fairytale riddles
Alyonushka has sisters
The birds took my brother away.
They fly high
They look far away. (Swan geese)
Gobbling up rolls,
A guy was riding on a stove.
Rode around the village
And he married the princess. (Emelya)
Sweet apple aroma
I lured that bird into the garden.
Feathers glow with fire
And it’s as light in the night as it is during the day. (Firebird)
This tablecloth is famous
The one that feeds everyone until they are full,
That she is herself
Full of delicious food. (Self-assembled tablecloth)
We were waiting for mother with milk,
And they let a wolf into the house...
Who were these
Small children? (Seven kids)
He managed to catch the wolf
He caught a fox and a bear.
He didn't catch them with a net,
And he caught them sideways. (Goby tar barrel)
Didactic game “Tales of Animals”
(They post pictures of animals: fox, wolf, hare, bear, rooster, cat. Children select for each hero a fragment of fairy tales in which these heroes are found. (Bear - “Mitten”, “Teremok”, etc.)
What are the fairy tales that contain Baba Yaga?
Children. “Sister Alyonushka and brother Ivanushka”, The Frog Princess”, etc.
Tasks
A headdress that, when worn, makes you invisible. (Invisible hat,
Fabulous tablecloth. (Self-assembled tablecloth,
In fairy tales, good always wins, over what? (Over evil,
The main means of transportation of all heroes (Horse,
What did Tsarevich Ivan do with the frog skin (burned,
Her nickname is Bone Leg (Baba Yaga,
Unusual vehicle Emelya (Oven,
Where is the death of Koshchei (At the end of the needle).
"Correct the mistake"
"Red Baseball" ("Little Red Riding Hood"
"Puss in Slippers" ("Puss in Boots"
“Sister Alyonushka and brother Ivanushka” (“Sister Alyonushka and brother Ivanushka”,
“Three clubfooted” (“Three bears”,
“Snezhinochka” (“Snow Maiden”,
"Ivan the Prince and the Gray Wolf" ("Ivan the Prince and the Gray Wolf").
Let's see how well you know fairy tales. And what fairy tale are these words from?
“Catch, little fish, both small and great; catch, little fish, both small and great.” (Russian folk tale “The Fox and the Wolf”,
“I left my grandmother, I left my grandfather.” (Russian folk tale "Kolobok"
“That’s it, sons, take an arrow each, go out into an open field and shoot: where the arrows fall, there is your destiny.” (Russian folk tale “The Frog Princess”,
“The fox carries me over dark forests, over fast rivers, over high mountains.” (Russian folk tale “The Cockerel is the Golden Comb”,
“Buckets are walking through the village, the people are amazed, and Emelya is walking behind, chuckling.” (Russian folk tale “At the command of the pike”,
“Alyonushka burst into tears, sat down under a haystack - she was crying, and the little goat was jumping next to her.” (Russian folk tale “Sister Alyonushka and Brother Ivanushka”,
“The grandmother brought snow in a sieve. They pushed the snow and pushed the girl out. (Russian folk tale “The Snow Maiden”,
“Who, who lives in the little house?
I, a grief fly. And who are you?
And I'm a jumping flea. Let me live with you." (Russian folk tale "Teremok").
You must determine which word does not relate to the content of the fairy tale, name the word and the fairy tale itself:
Mashenka, ducks, Vanyusha, Baba Yaga, geese-swans (fairy tale “Geese-Swans”), Emelya, old man, pike, sons, swan, Marya Princess (fairy tale “At Pike’s Command”);
Old man, fish, old woman, washing machine, trough (tale of a fisherman and a fish), Grandfather, Alyonushka, grandmother, mouse, egg (fairy tale “Ryaba Hen”).
Game “Name the fairy-tale hero with an unusual appearance”
I offer you word combinations of unusual body parts, and you must name the character
Fire-breathing head - Serpent Gorynych, large flattened ears - Cheburashka, bone leg - Baba Yaga, tail instead of legs - Little Mermaid, long sharp nose - Pinocchio, she is small - Thumbelina, onion-shaped head - Cippolino, beard with magic hairs - Old Man - Hottabych, she has blue hair - Malvina).
The famous folklorist Vladimir Propp invites us to consider a fairy tale as a small house built from cubes, where each cube has a certain meaning in the structure. Here's how he suggests doing it. Let's look at the fairy tale "Geese - Swans".
How did the fairy tale begin? (parents left). Those. they were away, so the first cube is “absentee”;
What did they punish the children? (not to leave). This means that the second cube is “forbidden”;
What about the children? (violated). The third die is “violation of the prohibition”;
What did Alyonushka do? (look for brother). The fourth cube, let’s call it conventionally, “departure of the hero.” The hero can leave, run away, swim away, i.e. his adventures begin;
What did Alyonushka do to find her brother? (asked for help from the stove, apple tree, river). What conditions did they set for her? (eat a pie, an apple, drink jelly). That is, they seemed to be testing the hero, so the fifth die is “testing the hero”;
How did the stove, apple tree and river help Alyonushka and her brother? (they covered it under an apple tree, hid it in the stove, under a high bank). The sixth cube is “magical helpers”;
- “Geese and swans” flew away with nothing, Alyonushka and her brother escaped persecution, which means the seventh cube is a “happy ending.” As an example, it can be “an unhappy ending”, “the return of the hero”, “the hero escapes persecution”.
We built a fairy tale house:
This way you can construct any fairy tale yourself.
Conversation-survey of children on the topic “Acquaintance with fiction”
1. Do you like when books are read to you?
2. Do you have books at home? Who reads them to you?
3. What books do you like?
4. Do you have a favorite book?
5. Who is your favorite hero?
6. What fairy tales do you know?
7. Do you know any writers? Name them.
Questionnaire for parents on the topic “Child and Book”
Dear parents! We ask you to answer the questions in the questionnaire.
1. Do you read books to your child? If yes, how often:
Daily;
Few times a week;
It's rare to have time.
2. You read books to children:
At the request of the child;
On your own initiative.
3. Do you discuss what you read with your child?
4. Does the child have a home library? How many books (approximately) does it include? What genres (poems, fairy tales, etc.)?
5. What books does your child prefer:
Fairy tales;
Poetry;
Literature about nature;
Encyclopedias, books of educational content;
No specific preferences.
6. Does your child talk about books they read in kindergarten?
7. Do you and your child go to the library?
8. Do you and your child read long-term reading works? If so, what were the last works you read?
9. Do you read literature yourself? If yes, which one do you prefer:
Periodicals (magazines, newspapers);
Cognitive;
Artistic.
Ways and methods of developing interest in reading
The system of work to develop interest in reading in younger schoolchildren can be represented as the following scheme: a literary reading lesson, extracurricular activities, joint work with the library, work with parents.
Lessons should develop in schoolchildren an interest in books and a love of reading, as well as instill in them knowledge, skills and abilities that will be useful in the future. Non-standard forms of lessons are more effective: fairy tales, travel, auctions, dramatizations, quizzes, games.
Different types of work on text contribute to the development of interest in reading, as well as the formation of expressive reading skills. For example: dramatizing a text or passage, selective reading, reading in person, reading in a chain of sentences, reading in a chain of paragraphs, reading in order to find a suitable passage for a picture, reading in order to find a passage that will help answer the question, etc.
Interest in the work being studied is maintained by tasks that do not have clear results for their implementation. They differ from traditional questions, tests, exercises and suggest only possible directions of answers. The result obtained by the student is always unique and reflects the degree of his creative self-expression.
Extracurricular activities are an integral part of the educational process. It promotes the development of reading interest and, as a result, the deepening of acquired knowledge, the disclosure of the individual characteristics of each student, the development of independence and creative activity of children.
The central link in the work to develop the reading interest of primary schoolchildren is the organization of literary games and literary festivals. Literary games can be systematized as follows:
Games and exercises for speech development;
Literary puzzles (crosswords, teawords, etc.);
Literary quizzes;
- “stylized” games (“One Hundred to One”, “Field of Miracles”, “Own Game”)
Together with cultural institutions, various forms of work are organized: library hours, excursions to the museum, visits to exhibitions, reading competitions, and performances of fairy tales.
Based on the methodological concepts of V.V. Serikov, S.V. Belova, I.S. Yakimanskaya and other teachers, methods were developed to ensure a personality-oriented orientation of the literature lesson:
- Method of activating subjective experience. The teacher invites students to imagine that they were in the same situation as the heroes of the work. At the same time, the guys, as a rule, imagine some specific situation from their own lives, and it turns out that not only their imagination works, but their life experience is also activated. The task is given to describe your feelings and compare them with the feelings of your classmates.
- The method of introspective analysis is one of the specific teaching methods within the school literature course, since almost always a literary work describes a situation taken from human life, an act of human experience, which necessarily find an emotional response in the souls of readers. The teacher’s task is to pose a problem to students so that they recognize in it a reflection of their own experiences. For example: is it possible to resist the opinion of the majority? What would be your choice?
- The method of personally oriented theatricalization is aimed at including students in the theatricalization of a literary work. We are talking about some use of theater elements (or simply stage props) to increase the emotional and intellectual activity of students and their interest. The student is invited to reincarnate into the personality of a literary character and experience all the character’s experiences for himself.
- The method of creative self-affirmation is designed to help students find “their” place in culture, “their” writers and poets. To do this, the teacher needs to provide the children with all the necessary information about participation in various creative competitions, theatrical performances, and prepare students for a worthy performance.
Among other things, one of the methods of introducing children to reading is the use of interactive technologies in lessons in primary school. Now all schools have interactive whiteboards on which you can install various programs, in particular Mimio Studio, in which you can develop all kinds of games and make presentations, which significantly enriches the process of teaching literature and increases the level of interest in the work.
So, we can draw the following conclusion: there is a wide range of methods and techniques that can be used by a teacher in reading lessons, taking into account technical equipment, as well as the individual capabilities of the teacher and the needs of the class.
On the topic: methodological developments, presentations and notes
Developing an interest in reading in a primary school student
The article will talk about how to make a child fall in love with books. This valuable quality - love for books - begins to be embedded in the soul of a child from early childhood, from his family....
The problem of awakening and developing interest in reading among younger schoolchildren.
A teacher’s work in a literary reading lesson will be effective when the child is interested in reading and literature in general. Only then will there be more than just conversations about some production in the lesson...
