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Introduction

reading skill child

In recent decades, there has been a decrease in interest in the book, both among adults and children, resulting in a decrease in the personal culture of children of early and preschool age. With the advent of television and the computer, the flow of information has fallen upon man with unprecedented force. Children master the computer before they learn to read, navigate the keyboard better than in the table of contents of the book. Their literary experience is limited to stories from the "ABC" and anthologies, and subsequently - attempts to master the works of the school curriculum in an abridged version.

In this regard, educators of a preschool educational institution are concerned about how it is pedagogically correct to develop creativity in the perception of a book, to 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 the perception of a book by children at an early age is one of the most urgent in psychology and pedagogy today.

The main factor in the child's attitude to the book and the criterion for its evaluation is the presence or absence of interest in reading. The main task of introducing young children to fiction is to foster interest and love for the book, the desire to communicate with it, the ability to listen and understand a literary text, and the development of artistic culture. All this is the foundation for the education of a future adult talented reader, a literary educated person.

As the analysis of the relevant sources (A.V. Zaporozhets, B.M. Teplov, P.M. Yakobson and others) showed, 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 little life experience and the needs of a developing personality. A children's book, therefore, forms in young children both moral feelings and assessments, and norms of moral behavior, and educates aesthetic perception.

How to arouse interest in reading, how to develop it, support it - this is one of the most important tasks not only for schools, but also for preschool educational institutions. The awakening of interest in the book occurs at an early age. And here the family should play a leading role. And the task of educators is to acquaint parents with 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 to young children of literary texts, 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 the beautiful, lay the foundations of morality. If you do not engage in raising a child as a reader, reading can harm him, fix inadequate stereotypes in his mind.

This determines the relevance of the chosen topic.

When studying psychological and pedagogical literature, we revealed a contradiction between the need to form an interest in a book and reading in young children and the insufficient development of pedagogical conditions for the formation of this interest.

The revealed 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 the book and reading in young children.

This problem allowed us to formulate the topic of the study: "Formation of interest in the book and reading in young children."

The object of the study is the process of formation of interest in books and reading in young children.

Subject of study: pedagogical conditions for the formation of interest in books and reading in young children.

The study of psychological and pedagogical literature on the topic of the study made it possible to put forward the following hypothesis: it is assumed that the formation of interest in the book and reading in young children will be more effective if the following pedagogical conditions are met:

Establishing the sequence (stages) of the formation of children's interest in fiction

work on the formation of children's interest in books and reading will be carried out jointly with the parents of the children.

The purpose of the work: to theoretically substantiate and experimentally test the pedagogical conditions for the formation of interest in the book and reading in young children.

In accordance with the purpose and hypothesis of the study, the following tasks were defined:

To study and analyze the state of the research problem in the psychological and pedagogical literature.

To reveal the essence and specificity of the formation of interest in the book and reading in young children.

Diagnosis of the level of formation of interest in the book 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 base of the research: ideas for the development of aesthetic perception of scientists L.S. Vygotsky, S.L. Rubinstein, A.V. Zaporozhets, E.A. Flerina, R.I. Zhukovskaya, N.S. Karpinskaya, M.M. Konina, L.M. Gurovich. Theoretical basis organizing children's reading in most B.A. Zelenko. Methodological issues of introducing preschoolers to the book in the studies of N.S. Karpinskaya, M.M. Konina, L.M. Gurovich, Z.A. Gritsenko and others.

To test the hypothesis and solve the tasks, we used a set of research methods:

1.Study and analysis of psychological and pedagogical literature on the research problem.

.Monitoring the educational process.

.Pedagogical experiment (stating, forming, control stages of the experiment).

.Conversation, observation, questioning; questioning.

.Statistical methods of data processing.

Research base: bone-tuberculosis sanatorium of the Ishimsky district of the Tyumen region.

The study was carried out in three stages:

The first stage: search-theoretical - study and analysis of literature on the research problem; formulation and clarification of the goal, hypothesis, tasks, drawing up a research plan, developing a methodology for ascertaining experiment.

The second stage: experimental-experimental - conducting and analyzing the results of a stating experiment, developing and experimentally testing the conditions for forming an interest in a book and reading in young children.

The third stage: final-final - carrying out the control stage of the experiment; quantitative and qualitative processing of the results of the experiment, formulation of conclusions; WRC registration.

Theoretical significance: the pedagogical conditions that contribute to the formation of interest in the book and reading in young children are identified and theoretically substantiated.

Practical significance research lies in the fact that the proposed pedagogical conditions for the formation of interest in the book and reading in young children can be used in practical work kindergarten teachers and parents in families.

The structure and scope of the work: the work consists of an introduction, two chapters, a conclusion, a list of references, including 38 titles, 4 applications. The total amount of work is 69 pages of computer text.

Chapter 1. Theoretical foundations for the formation of interest in books and reading in young children

1.1 The problem of forming interest in books and reading in young children

Reading in the XXI century attracts the attention of theorists and practitioners around the world. The United Nations has 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 form the need for reading in the younger generation.

The development of children as readers is called upon to carry out both the family and preschool institutions. However, modern research suggests that the family is no longer the environment that stimulates the reading of the child. Family reading traditions are being lost. If in the last century 80% of families regularly read to children, now only 7%. 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 the reading of children in the family, insufficient awareness of the content of the children's reading circle, 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 life values; a change in the position of an adult towards joint reading activities with children, the loss of family reading traditions. As a result, reading literature is replaced by watching cartoons, playing computer games, and so on.

Nevertheless, as N.S. Karpinskaya, children's literature plays a huge role in the development of a child as a person and has its own special significance at each age stage.

In addition, the book is considered as an important means of forming a child's holistic picture of the world, value ideas, literary speech, and artistic taste. PER. Gritsenko believes that the ability and basic character traits of a child should be developed at an early age.

Reading development at an early age is the process of initially introducing children to a book, with its inexhaustible possibilities for the formation of a personality, the education of elementary reading culture skills in children, and interpersonal communication.

PER. Gritsenko claims that the first acquaintance of a child with a book should take place as early as possible.

In the Federal state requirements for the structure of the main general education program preschool education a separate educational area "Reading fiction" was singled out. The content of the educational area "Reading fiction" is aimed at achieving the goal of forming interest and the need for education in reading (perception) of books through the solution of 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 only a technique, real reading is a source of spiritual enrichment.

A child listener is already a reader. However, the fate of a child as a reader depends on adults who pick up a book and become an intermediary between the writer and the listener (reader). An adult, in order to attract a child to a book, must love literature himself, enjoy it as art, understand the complexity of the conflicts depicted, be sincerely interested in the events and circumstances that the heroes of the books find themselves in, and be able to convey their feelings and experiences to children. A lot depends on how the child develops his first “relationship” with the book.

Throughout the 20th century, a child of early and preschool age as a reader, his interest in books and reading was actively studied by such scientists as N.S. Karpinskaya, M.M. Konin, L.M. Gurovich, Z.A. Gritsenko, E.I. Tiheeva, E.A. Flerina, R.I. Zhukovskaya, and others. But many questions have not yet been explored.

Attempts to determine the specific content of the literary education of 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 the world of verbal art to the child.” This means to introduce him to the existence of this art as an integral part of the life of every person, to accustom the baby to constant communication with it (art), to show the variety of genres of fiction, to cultivate a sense of the word, to arouse interest, love and craving for a book.

Thus, in the 1930s, 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-fledged 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. Flyorina and others ) created the 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 as follows: the origins of reading talent lie in childhood. The book teaches to peer into a person and understand him, to cultivate humanity in oneself, then reading becomes a source of spiritual enrichment. To instill a love for the book, to teach to think, to cultivate a culture of reading, a constant need for it, to 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, child, family. But you need to find them and use them wisely.

We can put forward demands on a children's book as much 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 reader's experience of many generations shows that interest in the book is born in early childhood. And the earlier it manifests itself, the more original, deeper the reader, a creative person, a person with high intellectual potential is formed in the child.

At present, each child-reader has his own. The publishers testify: the child reads and loves what his parents love and remember from their own childhood, therefore, it is beneficial to publish books of the parents' childhood. Listening, reading them, the modern child is thirty years behind in the knowledge of the world. And we all know that the attitude to literature in children changes because it changes in adults.

Being dependent on an adult, the child also does not know about the existence of multi-colored, real children's literature.

The child needs not only to read, but also to convince him, to captivate with the idea so that he listens, 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 in organizing the process itself (the choice of books, the content of reading, its duration, intensity), but also in the direction of his further reading path, since he himself - due to his general and reading development - cannot find an adequate verbal expression of these needs even when they are at the stage of formation. Far from always a child is able to explain why he wants to listen to this or that book, why he reincarnates into this or that hero. Thus, the task of forming a competent reader in a child is faced by an adult - a parent or educator.

An interest in a book and reading, a desire to examine it naturally form in a child surrounded by books, in an atmosphere of respect for them, in a reading environment. If even a small library is collected at home or in a kindergarten, adults are interested in books, read and talk about them, children quickly learn the behavior model demonstrated by parents and / or teachers. Imitating them, they turn to books: leaf through, examine.

Interest in the book will help form 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. In order for a child to become a reader, he needs an intermediary in communicating with a book who will select the right one, read the text, help him understand it, share the thoughts that have arisen in the process of communicating with the book, and open the attractive world of the artistic word to the child.

The problem is that “in adults who are next to the baby,” notes Z.A. Gritsenko, - there is almost no need for reading, for communicating with art, for one's own creative expression. As a result, a modern child often does not have an example that he could follow, there is no craving for a book and reading and the artistic word of the environment necessary for natural development. Therefore, in preschool and the family needs to plan and conduct special work aimed at creating an interest in the book and reading in young children.

The unsatisfied need for reading leads to disappointment, and eventually to the fading of the awakening interest in the book and reading. Not finding help and support from adults, the child quickly finds a substitute 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. Not only deeply thought-out concepts and programs developed by specialists are needed, but also the recognition of the reading process as decisive in education and development, worldview and moral development of a person, a child.

Not all children, unfortunately, parents instill an interest in the book, reading, pay enough attention to this. 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, to understand the importance of this task for the formation of a full-fledged personality of the child.

Researches of scientists (E.I. Tikheeva, E.A. Flyorina, R.I. Zhukovskaya, M.M. Konina, L.M. Gurovich) help to determine the main features of a talented reader. This is a person who loves the book, constantly communicates with it. The true reader is attracted not only by the movement of the plot of the work, but also by the concept, the idea embedded in it, the author's worldview and attitude to events, characters, their experiences, feelings.

The education of 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 age (childhood) from this process, since it is connected by the strongest threads with the subsequent stages of literary education and largely determines them.

A child at an early age not only constantly masters new, more and more complex works, but is already being formed as a reader: he acquires the ability to discover and draw on new, previously hidden content of familiar books.

At an early age, the child develops, as psychological and pedagogical studies show, the foundations of aesthetic perception, aesthetic feelings and emotions, which create the foundation not only for literary education, but also for the personal-emotional sphere of the individuality being brought up. R. Escarpi, a French researcher on the problem of reading and reading interests, argues that acquaintance 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 who leave school are threatened with a return to “non-reading” if young people have not mastered the habit of reading. 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 "big, talented" reader.

Thus, the problems of forming interest in books and reading in young children are:

· misunderstanding by adults of the role of literature in children's life;

· ignorance of the history of its development and state of the art;

· limiting the circle of children's reading to a dozen names of authors and titles of works of art;

· poor understanding of the functions of literature;

· the lack of a competent policy and methodology for introducing young children to literature (books) and the reading process.

In the next paragraph, we will consider the features of the formation of interest in the book and reading in young children.

1.2 Features of the formation of interest in books and reading in young children

Early childhood, according to N.M. Shchelovanova and N.M. Aksarina - a special period in the 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 body with environment. This is especially intense in the first three years of life. During this period, there is a maximum rate of formation of the prerequisites that determine the entire further development of the body, so it is important to lay the foundations for the full development and health of the child in a timely manner.

Accordingly, when forming an 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, lisping, but in taking into account the characteristics of the child's psyche, in particular, the concreteness of thinking, impressionability, vulnerability.

Early age is a period of rapid formation of all psychophysiological processes characteristic of a person. Timely initiated and properly implemented education of young children is an important condition for full development.

In children, as a rule, interest in the book appears at the age of 5-6 months to a year. Sometimes the age when a child is first introduced to a book and when he himself began to be interested in books is the same.

However, the gap between the first acquaintance and independent manifestation of interest in the book can be from 5 months to a year.

To answer the question of when a child's interest in a book arises, one must understand that a book for a small child is a unity of three components: a certain kind subject; 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: crumples, vomits, sucks. These are the first reactions of most children to a book.

By one year, for many children, the 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 usually an hour or more. According to the order of appearance of interest in the other two components of the book - in the text or illustrations - two types of children are distinguished.

The first type - auditory people, are able to begin to perceive a literary text by ear, sometimes even earlier than showing interest in a book as a subject. From the age of six months, such children listen with pleasure to long poetic texts (Chukovsky's fairy tales, Pushkin's poems and poems), recited to them by adults by heart.

The book gradually interests these children - as an object, as a toy that can be folded and unfolded, but the child does not seek to look at the illustrations.

The second type - visuals - children who, in order to perceive the text, first need a visual, material support - a book.

A “visual” child is also happy to get acquainted with traditional nursery rhymes (“Ladushki”, “Magpie-crow”, “A horned goat is coming ..”) - without books, by ear: it plays a role 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, he may not yet be a real "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 between 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 begin to appear in the child's vocabulary, the source of which are books. It is easier for a one-year-old child to recognize a contour, a line than color spots, so books with black and white drawings can become his favorite.

At the second stage of development, only the recognition and naming of isolated objects occurs. L.S. Vygotsky wrote about this stage: “Initially, if a child recognizes a similarity in a drawing, then he takes the drawing for an object similar or of the same kind as the one, but not for an image or symbol of this object.” N.I. Kupriyanov believes that the fact that one object (toy or drawing) can be a symbol of another is not initially realized. Non-distinguishing between an image and an object, i.e. primary and secondary reality, leads to children trying to catch a painted butterfly or grab a drawn mouse by its tail, feed a drawn bear, eat the candy shown in the picture.

At this stage, "didactic" books are relevant for children - a collection of pictures with or without captions. Examining and commenting on pictures in a book, jointly with an adult or independently, is a special kind of “reading” that is significant for a young child. It is very important what kind of objects are depicted in these books, how much the "lexicon" of the book corresponds to the child's initial lexicon. To form an interest in the book at an early age, it is advisable to offer the child thematic books about flowers, vegetables, fruits, animals and birds, as well as cut pictures that children like to recognize, name, compare. In addition, in order to form an interest in the 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, children's perception of the book is syncretic: 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 the child's perception in close unity. Hearing a familiar poem, the child runs after the book in which it is printed, and, leafing through, finds a 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 among the first fifty words have the words "book", "book", "read". Children name their favorite books in different ways. Sometimes this is the name of the book ("Oh-doo-doo", "Confusion", "Barmaley"), often - a word or phrase from a poem that the child associates with this book. A child learns many words and phrases from books.

By the age of 2, quotes from favorite books appear in the speech of children. First, these are separate words, then quotations appear, which are two- and three-word statements.

Thus, the book becomes the most important source of comparisons in the mind and speech of the child.

Already at an early age, we are faced with the first manifestations of the phenomenon discovered by A.V. Zaporozhets and called him assistance. In two-three-year-old children, assistance is manifested primarily in the desire to practically influence a work of art: they try to drive the spider away from the Tsokotukha Fly, cover up images of negative characters in books or even cut them out, paint over the mouth of the fox so that she does not eat the kolobok 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 has read. It manifests itself, firstly, in the appearance of a special type speech behavior- the child's imitation of the process of reading in egocentric speech.

Secondly, the child reproduces what he read without a book - sometimes by heart, sometimes retelling in his own way.

And, finally, at an early age, the first attempts at "staging" with the participation of adults appear.

By the age of 2, it is not uncommon for children to remember many verses, although not always in their entirety, and insert suitable rhymes during pauses in reading. Many children have passive learning of the text.

Already at an early age, the child is able to realize rhythm and rhyme as properties of poetic speech. Many examples are given in Chukovsky's book "From 2 to 5".

In prose tales and stories, at first, either individual characters are remembered (kolobok, the characters of "Teremka", etc.), or repeated words (open, according to the notation - from the fairy tale "The Wolf and the Goats"), albeit 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 features of the development of young children, it can be concluded that already in the first year of a child's life, a fairy tale should be introduced. Indeed, 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 their native, primarily mother's, voice, as a game. But during the second year of life, the child begins to listen to the content, is interested in it.

And by the age of one and a half, 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, the child's reading circle should not consist of fairy tales alone. Works should be of various literary genres: folk tales and author's tales, short realistic stories, poetic works, both folklore and author's, etc.

In the third year of life, the child develops, accumulates experience, the source of which is primarily people close to the child. It is no longer enough just to read to a child. He must 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 kind of lifestyle that should be followed.

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, but on the design of the cover, the colorful illustrations, the brightness of the images, the frequency of referring to this particular book. For the full development of the child, it is important for him to show 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, the child learns a huge amount of information. For the rest of his life, he does not acquire as much as during this period.

In the works of L.S. Vygotsky, S.L. Rubinstein, B.M. Teplova, A.V. Zaporozhets, O.I. Nikiforova, E.A. Flerina, N.S. Karpinskaya, L.M. Gurovich and other scientists study the peculiarities of the perception of fiction by a child of early and preschool age. E.A. Flerina called the unity of "feeling" and "thinking" a characteristic feature of such perception. The perception of fiction is considered as an active volitional process, which involves not passive contemplation, but an activity that is embodied in internal assistance, empathy for the characters, in the imaginary transfer of events to oneself, “mental action”, resulting in the effect of personal presence, personal participation in events. .

O.I. Nikiforova singled out 3 stages in the development of the perception of fiction:

· direct perception, recreation and experience of images (based on the work of the imagination);

· understanding the ideological content of the work (based on thinking);

· the influence of fiction on the personality of the reader (through feelings and consciousness).

E.A. Flerina noted the naivety of children's perception - children do not like a bad end, the hero must be lucky, kids do not want even a stupid mouse to be eaten by a cat. Artistic perception during early and preschool age develops and improves. L.M. Gurovich, based on a generalization of scientific data and his own research, considers age-related features of perception, highlighting 2 periods in their aesthetic development:

· from 2 to 5 years, when the baby does not clearly separate life from art;

· after 5 years, when art (and the art of the word) for the child becomes valuable in itself.

Based on the characteristics of perception, the leading tasks of familiarizing with the book at each age stage are distinguished. For young children, the dependence of the understanding of the text on his personal experience is characteristic, the establishment of easily perceived connections, when events follow one another, the main character is in the center of attention. Most often, children do not understand his experiences and motives for actions. The emotional attitude to the characters is brightly colored, there is a craving for a rhythmically organized warehouse 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 spheres. 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 hard work. And it must start from early childhood.

At first, the child is interested in turning over the pages, listening to an adult reading, looking at illustrations. With the advent of interest in the picture, interest in the text begins to arise. As studies show, with appropriate work, already in the third year of a child’s life, one can arouse his interest in the fate of the hero of the story, make him follow the course of the event and experience new feelings for him.

At an early age, the orientation of the personality is formed, examples of adults are intensively assimilated, certain ways of communication are formed. During this period, figurative forms of cognition of reality are rapidly developing - perception, imaginative thinking, imagination. The child begins to establish simple causal 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 by means of literature and other arts. It is during this age period that conditions are formed for awakening children's interest in books, reading, for forming the foundations of versatile reading activity in them and for shaping the future reader.

The main task of teachers is to instill in children a love for the literary word, respect for the book, the development of the desire to communicate with it, that is, everything that makes up the foundation for educating the future "talented reader".

Thus, we see that during the entire period of early childhood there is an active development and improvement of the ability to perceive literary works, the formation of interest and love for the book, that is, the child is successfully formed as a reader.

For young children, the following is typical:

· a book for a young child is a unity of three components: it is a certain type of object; illustrations; text;

· dependence of understanding of the text on the personal experience of the child;

· text, illustrations and printing design are in the perception of the child in unity;

· the establishment of easily perceived connections when events follow one another;

· the main character is in the center of attention, children most often do not understand his experiences and motives of actions;

· emotional attitude to the characters is brightly colored;

· citation - two-three-word statements from favorite books;

· attempts at incineration involving adults;

· there is a craving for a rhythmically organized warehouse of speech.

In the next paragraph, we will consider the pedagogical conditions for the formation of interest in the book and reading in young children.

1.3 Pedagogical conditions for the formation of interest in books and reading in young children

reading skill child

In this section, we will try to highlight the pedagogical conditions

formation of interest in books and reading in young children.

To do this, we first consider the concept of "condition". In the philosophical dictionary, a condition is considered as “a category expressing the relation of an object to the phenomena surrounding it, without which this object cannot exist. The object itself appears as something conditioned, and the condition - as the variety of the objective world relatively external to the object. The conditions represent the environment, the environment in which the latter arise, exist and develop.

Communication with a book for a young child should be daily at home and constant in a preschool environment. In order to form an interest in fiction in young children and cultivate a careful attitude to the book in the kindergarten group, and at home, a corner of the book or a bookshelf is created. It is located at the height of the child and is adjusted as the child grows. A variety of bright books should be displayed on the shelf, periodically change them and each time draw the attention of children to them. In the corner there should be shelves or showcases on which books, reproductions from paintings by famous artists are displayed. It is good to have a closet nearby for storing books, albums, material for repairs. It can store characters and scenery for the shadow theater, flannelograph, as well as filmstrips.

Periodic change of material (literature, paintings, portraits) and connection with educational work in the group are 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.

In the book corner there should be 3-4 books suitable for children, but always several copies of the same title. Also on the bookshelf should be thematic albums and individual pictures. Books should be with 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 should teach children to communicate independently with the book. To do this, he, together with the children, must consider illustrations, read the text, talk about the rules for 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, stories and short poems are recommended. The content of such works of art instills in young children a sense of sympathy, the ability to emotionally respond to what they read. When choosing literature, attention should be paid 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, 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, as well as to follow the development of the action in a fairy tale, to sympathize with positive characters. It is very important to draw the attention of young children to the figurative language of fairy tales, stories, poems, involving them in repeating the individual words, expressions, songs of characters that they remember.

Folk tales, songs, nursery rhymes, riddles give samples of rhythmic speech, introduce children to the colorfulness and imagery of their native language.

An important condition for successful pedagogical work- Accompanying reading with game actions. Young children are able to listen to the work they like repeatedly, while maintaining the immediacy of emotional experience. This is facilitated by the emotional involvement in the reading process of the educator or parent himself, who takes the position of a spectator or participant in the events. You can start your acquaintance with a new book by showing bright color illustrations. Already at an early age, children learn to predict future reading, answer questions based on illustrations: “Who is this fairy tale about? Who is it? Who came to visit whom? etc. The most effective way of looking at a book is with a small group of children (no more than four or five people), when everyone can be included in the conversation, everyone can be given access to the book.

In the formation of interest in the book and reading, playing techniques are also of no small importance. For example, when reading poems by S. Marshak, K. Chukovsky, A. Barto, S. Mikhalkov, I. Tokmakova and others, you can use such techniques as:

"poetic relay race": an adult pronounces the first lines, and the children (or one child) continue the poem;

"fun rhyme": poetry is read, and where the child must guess the word, a pause is made.

The main thing is to show the 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 beat works, etc.

Mornings, leisure evenings dedicated to the work of a writer or poet, evenings of fairy tales, riddles, literary quizzes (based on folk tales, based on the works of one author, on well-known books by different writers) contribute to the formation of interest in the book and reading in young children. The combination of different types of arts - music, fiction, fine arts creates a festive atmosphere.

All forms of work to introduce children to fiction outside of class bring up interest and love for the book, form future readers.

One of the effective methods that contribute to the formation and development of interest and literary taste at an early age, according to V.I. Loginova is expressive reading aloud. Such reading contributes to the creation of figurative representations in a young child, affects emotions and perception, helps to interest the child, arouse in him a desire to listen to a familiar work again. Moreover, reading aloud teaches to attentive listening to the text. When choosing this form of working with a book, it is important to follow certain rules: pronounce words clearly, read not too loudly, but not too quietly, and observe pauses. Reading should be emotionally charged in order to keep the attention of the child. It is no secret that even adults are unlikely to listen to monotonous, monotonous or hesitant reading, no matter how interesting the readable works are. It is advisable to choose works that are small in volume, with a dynamic plot, repetitions, which contributes to 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 really 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 to have an idea about the appropriateness of using a particular literary text in a children's audience, it is necessary, 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 processing, it is necessary to be guided by the following rules:

· the expediency of using this work in a children's audience;

· its belonging to genuine art;

· the artistry of the illustrations and their relevance to the content literary work.

When choosing books, preference should be given to those illustrated editions, where the image of animals, people, the objective world is as realistic as possible.

In addition to these methods of work on the formation of a literary taste in children, educators and parents must master the techniques that allow the inclusion of a literary word in the daily life of a child. For example, putting on mittens for a child for a walk in winter, you can beat the poem by N. Sakonskaya “Where is my finger?”. After a daytime awakening, read a poem by E. Blaginina "Our Masha got up early ...".

In addition, for the formation of a love of reading in young children in a kindergarten, the following can be recommended:

simple reading of the educator in the circle of children;

weeks of Russian folk tales, fairy 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 interest in a book";

holidays: "Feast of the favorite book", "Birthday ..." (of the favorite hero of the book).

There are types of activities that will contribute to the formation of love and interest in reading in young children:

Reading and speaking one sentence.

Reading several works united by a single 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 one genre (two stories with moral content) or several genres (mystery, story, poem). In these classes, new and already familiar material is combined.

Combining works belonging to different types of art:

a) reading a literary work and looking at reproductions from a painting famous artist;

b) reading (better than a poetic work) in combination with music.

Reading and storytelling using visual material:

a) reading and storytelling with toys (retelling of the fairy tale "Three Bears" is accompanied by a display of toys and actions with them);

b) table theater (cardboard or plywood, for example, according to the fairy tale "Turnip");

c) puppet and shadow theatre, flannelograph;

d) filmstrips, transparencies, films, TV shows (it is enough to show about 10 times a year, in class and outside of class - in the corner of the book, when re-reading a fairy tale, story. But, an educational tool that strongly affects the emotional sphere of children, quickly loses its effectiveness if they are used too often).

Both parents at home and teachers in kindergarten should read to children. Family is the most important social institution education of 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 the book is formed from early childhood.

It is known that the world for a child begins with a family: the first steps, words, books. And the habit of reading is born first of all 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 the family and the book. And to strengthen it so that it is passed on from generation to generation, so that reading becomes a family affair. From this it follows that an important factor influencing the development of children's reading in our country is, of course, the family. In the family, the personality of the child is formed, its initial attitude towards various types activities, including reading.

For the formation of love and interest in books, joint reading of children and parents is necessary - this brings them together, and also helps the child to better understand their content. And since, among the various types of texts, it is the literary texts that are the first to mediate in emotional communication a child with adults who act for him as carriers of the experience of mankind, reading and listening to works of art is the initial stage of introducing the child to reading in general.

Let's move on to another important condition for the formation of interest in the book and reading in young children - the work of the educator with parents, during which the following educational tasks are solved.

· To acquaint parents with the age characteristics of young children, positive and negative stereotypes.

· Expand their understanding of children's literature.

· To teach how to lead the upbringing of children as readers, to involve them in interaction with the preschool educational institution.

Work with parents can be carried out in the form of individual conversations, consultations, lectures, participation in events held by the preschool educational institution. First of all, at the meeting, the educator introduces the parents to the reading interests of the group, identified during the conversation with the children, highlights the existing problems. Then you can give a lecture “Age characteristics of a young child as a reader”, during which to reveal the negative and positive stereotypes of the reader, talk about the dangers of early accustoming the child to TV, video, computer games, about the inadmissibility of replacing them with direct communication between the child and parents.

It is the parents who largely determine the circle of reading interests of their child, so it is necessary to expand the ideas of parents about children's literature. The educator can invite library workers or he can conduct lectures, conversations, round tables with parents on the following topics: “Poems and fairy tales by S. Mikhalkov”, “Imaginations of B. Zakhoder”, “Grammar of J. Rodari's fantasy”, “Wise magician S. Marshak ”, “In the world of N. Nosov’s heroes”, “Children's horror stories, detectives: harm or benefit?” and others. 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 formed on a specific topic, as well as lists of worthy new products that appear on sale.

Much of the work with parents should be devoted to teaching them how to lead preschoolers to read. For this, a separate meeting can be organized, or information can be posted on the kindergarten website. It may contain information about the benefits of family reading, when not only mother, but also father, grandmother, grandfather, other family members express their opinion about what they read, answer the child's questions. By strength emotional impact such reading is incomparable with the reading of a teacher in a group. To motivate parents to family reading, you can organize a “Family Reading Evening” in the group, at which the teacher, children, parents will read and discuss what they have read.

The teacher can read the following lectures to parents: “Literary games in the family circle”, “We read and draw with the child”, “Literary theater at home”, “We expressively read and tell the child”, “Home literary magazine" and etc.

To promote the formation of interest in the book, the organization of reading club meetings in the kindergarten group can be organized, where parents can be invited and children and parents can arrange the composition of fairy tales. One family team comes up with the beginning of a fairy tale, and the other continues it, etc. .

Particular attention of parents should be paid to the need to guide watching TV shows, videos. It is necessary to convince them that the child should not be watching TV for more than an hour a day, should not watch everything.

Thus, a valuable quality - love for a book - begins to be laid in the soul of a child from early childhood, from his family. Listening to an adult reading, looking at book illustrations with him, the child actively thinks, worries about the characters, anticipates events, establishes connections between his experience and the experience of others. Shared reading brings together adults and children, stimulates and fills with content the rare and joyful moments of spiritual communication, brings up a kind and loving heart in a child.

For the successful formation of interest in the book and reading at an early age, it is necessary to solve the following tasks 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, conducting 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 the organization of family reading, the choice of books, book novelties; teach the child the correct handling of the book, focus his attention on who created the book, what is the name, who illustrated it; activate 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, to realize its role in human life;

Based on the characteristics of the perception and understanding of works of literature by a child of an early age, it is possible to single out the main tasks of familiarizing children with a book at this age stage:

So, literary taste must be formed in a child from an early age. Including a young child in reading contributes to more conscious choice works for reading in adolescence and youth, instills a love of reading.

Thus, in order to form an interest in reading and books in young children, the following conditions must be observed:

· taking into account the age characteristics of the child's development;

· organization of daily free-form readings;

· creation of book corners (at home and in a preschool educational institution);

· careful selection of literary works (selection of works of different genres, based on the close personal experience of the child; the expediency of using this work in a children's audience; its belonging to genuine art; the artistry of illustrations and their correspondence to the content of a literary work)

conversations about books

· evenings of fairy tales, riddles;

· puppet dramatizations;

· accompaniment of reading by game actions, game techniques.

· involvement in the process of formation of interest in reading of parents.

Chapter 2

1 Diagnosis of the formation of interest in books and reading in young children

The study of the level of formation of interest in the book 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 participated in the experiment junior group. Average age children - from 2 years - up 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. child experimental group 1 Katya Ivanova 2 Dmitry Zhukov 3 Ivan Tsibizov 4 Irina Besedena 5 Elena Tikhomirova 6 Olesya Kravchuk

· viewing illustrations;

Based on the selected criteria, the following levels were determined:

High level - the child shows a desire for constant communication with the book, experiences a clear pleasure when listening to literary works. Detects a selective attitude towards works of a certain subject or genre. Examines the illustrations in the book, and not only connects the subject and the image, but also identifies them. Can name a favorite book. Can reproduce what he read from the book, retell it in his own way. Demonstrates attempts at staging with the participation of an adult. Can listen to reading more than 15 minutes.

Intermediate level - the child listens with interest to reading a book, but has difficulty listening to more complex types of works (realistic stories, a lyric poem, and so on). Draws attention to the actions and deeds of the characters, but ignores their inner experiences. Can name a favorite book. Examines illustrations, identifies the subject and the image. Demonstrates interest in the text of the work. Examines and comments on the pictures in the book, together with an adult, sometimes independently. Listen to the 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 suggestion of the educator to listen to reading or storytelling, but does not feel the inclination to communicate with the book. Passive when discussing the book. The emotional response to the reading is weakly expressed. Can listen to reading a book for no more than 10 minutes.

To process the obtained results, we considered it appropriate to use the method of V.I. Zvereva. In our version, the diagnostic parameters were the above-mentioned knowledge, which was assessed on a three-point scale (1-3).

"1" score 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 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.

Purpose: to reveal the child's interest in the book

Material preparation: book, toy (doll or car), paints.

Methodology: prepared material is laid out in front of the child. He is invited to choose one thing for the game.

In the experimental group:

In the control group:

Method 2.

Purpose: to determine the level of interest of the child in the book

Material preparation: 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 (crumples, tears, sucks, etc.; shows interest in the text, pronounces some words from the book; shows interest in illustrations: identifies the object and the image, connects the object and the image, etc.). The observation is fixed.

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. Distinguish between images and objects. They pronounce words, the source of which is text and illustrations. The duration of a lesson with a book can be 20 minutes or more.)

· the average level is 3 children, which is 50%; (Children look at the book and illustrations with interest, but commenting mainly takes place with the help of leading questions from an adult. The duration of a lesson with a book is no more than 15 minutes.)

· low level - 1 child, which is 17% other activity.)

· In the control group:

· high level - 2 children, which is 33%;

· the average level is 3 children, which is 50%;

· low level - 1 child, which is 17%.

Method 3.

· Purpose: to identify the child's level of interest in the book, the ability to listen to a book, understanding the content of a literary work, the ability to pronounce and stage.

Preparation of the material: a book well known to children.

Methodology: The teacher reads the book to the children. Then he invites them to reproduce (retell) what they heard from the book and then try to play (stage).

Based on the quantitative analysis, it was concluded:

In the experimental group:

· high level - 1 child, which is 17%; (The child willingly, with interest listened to the teacher, participated in the dramatization, while retelling what he heard well.)

· the average level is 3 children, which is 50%; (The children willingly listened to the reading of the book, but there were difficulties in reproducing what they read from the book. The dramatization was also difficult for these children and took place with prompts from the adult.)

· low level - 2 children, which is 33%. (Children listened attentively while reading the book, but only for the first 10 minutes, then they began to get distracted, spin around, try to get up and leave the circle. When playing back what they read, they could name only individual words from the book, sometimes two-word combinations. They refused to stage.)

In the control group:

· high level - 1 child, which is 17%;

· the average level is 3 children, which is 50%;

· low level - 2 children, which is 33%.

A qualitative analysis of the results obtained allowed us to conclude that most of the children in the control and experimental groups have 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 formation of interest in the book 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 the reading of a book, understanding the content of a literary work, the ability to pronounce and dramatize VSNVSNVSN Experimental group 132231132

Diagram of the level of formation of interest in the book and reading in the experimental group at the ascertaining stage.

Diagram of the level of formation of interest in the book and reading in the control group at the ascertaining stage.

We also conducted a survey among parents (Appendix 1). As a result, it turned out:

Parents do not often buy books for their children (the main “gift” is toys, sweets);

joint reading of children's literature is quite rare (difficult rhythm of life, lack of time);

almost a few subscribe to periodicals for children.

As can be seen, the level of formation of interest in the book and reading in young children requires the creation special conditions. This problem will be considered in the next paragraph.

2 Implementation of pedagogical conditions for the formation of interest in books and reading in young children

6 children of 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 the formation of interest in the book and reading in young children was carried out in stages.

Stage I was dedicated to working with children.

Stage II was aimed at working with parents.

Let's consider each of the stages in more detail.

At this stage, we solved the following educational tasks:

· To form in children an interest in the book, to teach to listen carefully to literary works;

· To enrich the life experience of children with the knowledge and impressions necessary for understanding books;

· When choosing books for children, take into account the child's attraction to folklore and poetry;

· Help children to establish the simplest (consecutive) connections in the work;

· Help children highlight the most striking actions of heroes and evaluate them;

· Support the immediate response and emotional interest that a child has when perceiving a book;

· Help children mentally imagine, see the events and heroes of the work (by selecting illustrations, relying on the personal experience of children, etc.), teach them to consider illustrations.

We began our work 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 favorite books, poems, fairy tales? Which? Would you like to read it again? What books do you dislike? Why?".

In addition, we helped children learn to distinguish between the genres of a literary work. To this end, while reading the book, the educator himself called the genre of the work of art, for example: “Guys, now I will tell you a fairy tale ... ..; I will read a poem. After telling a fairy tale, the teacher helped the children remember interesting places, repeat the characteristics of the characters (for example: “Peter the cockerel, the golden comb”, “A big-big turnip has grown”), name recurring appeals (for example: “Goat kids, open up, open up!” , “Teremok-teremok, who lives in the terem?”) and actions (for example, “They pull, they can’t pull out”). The teacher helped memorize 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. At the same time, the teacher taught the children to clearly and distinctly pronounce sounds, repeat words and phrases (special attention was paid to children with poor diction and those who did not know how to pronounce sounds correctly), created conditions for new words to enter the children's active vocabulary.

In addition, by means of folk tales, songs, nursery rhymes, we introduced children to the colorfulness and imagery of their native language, demonstrated samples of rhythmic speech. As a result, children easily memorized such images as “cockerel - golden comb”, “goat kids”, “goat-dereza”, etc.

For reading with young children, we used stories and short poems. For example, the content of such poems as “Toys” by A. Barto, “My Bear” by Z. Alexandrova helped to instill in children a sense of sympathy, the ability to emotionally respond 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 the morning conversation with the children, we spent five minutes “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 sessions, we taught children to analyze, evaluate what they read, and not only the plot, but also the characters, the author's intention, and ideas.

In order to form in children a meaningful perception of what they read before reading books, we offered certain tasks. For example, evaluate the illustrations for the book, describe the main characters. When children learned to perform such tasks, we made them more difficult. They offered to make an oral review of what they read on the questions: “What is the name of the book? Who is the author? Did you like it or not and why?

We also carried out such useful work with children as re-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, to assimilate the meaning of what they read, to establish themselves in the sense of rhyme and rhythm. We read some works to children for the first time, then talked about what they read. And after 2 weeks, they read this work again and asked the children the following questions: What was new 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 with repeated reading. We often accompanied the reading of literary works with game actions and game techniques.

We also carried out work in the book corner, where we sorted the books, left a variety of bright books, with a small amount of text, with 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 children, and several copies of the same title were put up. 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, talked about the rules for using it (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 monitored the periodic change of material (literature, paintings, portraits), which was sometimes associated with educational work in the group.

In addition, in order to form interest in the book and reading among young children, we held evenings of fairy tales, evenings of riddles, used the dramatization of some of the 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.
• To expand the ideas of parents about children's literature.
• To teach how to lead the upbringing of children as readers, to involve parents in interaction with the preschool educational institution.

Work with parents was carried out in the form of individual conversations, consultations, lectures, participation in events held by the preschool educational institution.

First of all, at the parent meeting “Formation of the child's interest in the book”, we introduced the parents to the reading interests of the group, identified during the conversation with the children.

It is the parents who largely determine the circle of reading interests of their child, so it is necessary to expand the ideas of parents about children's literature. Library staff were invited to give lectures (conversations, round tables) with parents on the following topics: “Poems and fairy tales by S. Mikhalkov”, “Imaginations of B. Zakhoder”, “Wise magician S. Marshak”.

Visual information for parents was presented in the group and on the website of the kindergarten: "Organization of children's reading in family conditions", the release of information sheets "What were read today to children in the group", "Actual 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, other family members express their opinion about what they have read, answer the child's questions. In terms of the strength of the emotional impact, such reading is incomparable with the reading of the educator in the group. In order to motivate parents to family reading, we organized a “Family Reading Evening” in the group, where together with children and parents they read and discussed what they read. We gave parents a list of family reading books.

In co-creation with parents, they designed exhibitions of children's drawings "Illustrations for my favorite book", "My favorite literary hero".

They organized a competition of illustrations of children and parents for literary works in the group. The children liked to talk about what their parents drew, why they portrayed literary heroes in this way.

In the kindergarten, a competition was held for the production of baby books, homemade books, the authors of which were educators, children, and parents.

We paid special attention of parents to the need to guide watching TV shows and videos. We tried to convince them that the child should not be watching TV for more than an hour a day and should not watch everything.

We also held lectures-assemblies 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, memos for parents were created.

Thus, we have implemented the conditions for the formation of children's interest in books and reading at an early age. We checked the effectiveness of the conditions identified and implemented by us as a result of a control experiment.

The purpose of the control experiment: to identify changes that have occurred with a group of children under the influence of a formative experiment.

For the control experiment, we used the same diagnostic methods as at the ascertaining stage of the experiment. The results were evaluated according to the same indicators as at the very beginning of the study, when the ascertaining experiment was conducted.

According to Method 1. We got the following results:

In the experimental group:

· the average level is 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%.

By Method 2. We got the following results

In the experimental group:

· high level - 3 children, which is 50%;

· the average level is 3 children, which is 50%;

· low level - 0 children, which is 0%.

In the control group:

· high level - 2 children, which is 33%;

· the average level is 3 children, which is 50%;

· low level - 1 child, which is 17%.

According to Method 3. We got the following results:

In the experimental group:

· high level - 3 child, which is 50%;

· the average level is 3 children, which is 50%;

· low level - 0 children, which is 0%.

In the control group:

· high level - 1 child, which is 17%;

· the average level is 3 children, which is 50%;

· low level - 2 children, which is 33%.

Quantitative analysis of the ascertaining experiment is presented in Table 4.

Table 4 Assessment of the level of formation of interest in books and reading in the control and experimental groups

Criteria level Interest in the book Interest in the book, looking at illustrations Interest in listening to reading a book, understanding the content of a literary work, the ability to pronounce and dramatize VSNVSNVSNExperimental group 330330330

Diagram of the level of formation of interest in the book and reading in the experimental group at the control stage.

Diagram of the level of formation of interest in the book 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 the work with children and parents, there were noticeable changes in the level of formation of interest in the book and reading in young children in the experimental group.

Conclusion

In the general system of personal development of the younger generation, the question of the peculiarities of the perception of a book by children at an early age and how the teacher of a preschool educational institution, pedagogically correctly developing creativity in the perception of a book, enriches the spiritual and cultural level of pupils, one of the most relevant in psychology, pedagogy today.

Fiction should occupy an important place in the life of a child. Introduction to the book is one of the main tasks of the artistic and aesthetic education of a young child. Acquaintance with the samples of fiction and folklore available to him should begin from the first years of his life.

As an analysis of the psychological and pedagogical literature on the research problem showed, the problems of forming interest in books and reading in young children are: adults' misunderstanding of the role of literature in children's lives; ignorance of the history of its development and current state; limiting the circle of children's reading to a dozen names of authors and titles of works of art; poor understanding of the functions of literature; the lack of a competent policy and methodology for introducing young children to literature (books) and the reading process.

We also found that during the entire period of early childhood there is an active development and improvement of the ability to perceive literary works, the formation of interest and love for the book, that is, the child is successfully formed as a reader. The following features are characteristic 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 understanding of the text on the personal experience of the child; text, illustrations and printing design are in the perception of the child in unity; the establishment of easily perceived connections when events follow one another; the main character is in the center of attention, children most often do not understand his experiences and motives of actions; emotional attitude to the characters is brightly colored; citation - two-three-word statements from favorite books; attempts at incineration involving adults; there is a craving for a rhythmically organized warehouse of speech.

Literary taste must be formed in a child from an early age. The inclusion of a young child in reading contributes to a more conscious choice of works for reading in adolescence and youth, instills a love of reading.

The analysis of literary sources allowed us to identify the 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 free-form readings; creation of book corners (at home and in a preschool educational institution); careful selection of literary works (selection of works of different genres, based on the close personal experience of the child; the expediency of using this work in a children's audience; its belonging to genuine art; the artistry of illustrations and their correspondence to the content of a literary work); conversations about books; evenings of fairy tales, riddles; puppet dramatizations; accompaniment of reading by game actions, game techniques; involvement in the process of formation of interest in reading of parents.

In order to test the effectiveness of the identified conditions, we conducted a formative experiment. The study of the level of formation of interest in the book 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 of the younger group took part in the experiment. The average age of children - from 2 years - up to 2 years 6 months. All children were divided into an experimental group (6 people) and a control group (6 people).

The following criteria were used to identify the level of formation of interest in books and reading in young children:

· interest in listening to reading books;

· viewing illustrations;

· understanding the content of a literary work.

Based on the selected criteria, the following levels of formation 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 mainly have an average and low level of formation of interest in reading and books.

In order to increase this level, at the formative stage of the experiment with the children of the experimental group, we tried to implement the above conditions. Work on the formation of interest in the book and reading in young children was carried out in stages. Stage I was dedicated to working with children. Stage II was aimed at working with parents.

We checked the effectiveness of the conditions identified and implemented by us as a result of a control experiment. For the control experiment, we used the same diagnostic methods as at the ascertaining stage of the experiment. The results were evaluated 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 the work with children and parents, there were noticeable changes in the level of formation of interest in the book and reading in young children of the experimental group. At the same time, almost no noticeable changes were found in the control group.

So, after the control experiment, children with a low level of interest in reading were not revealed, while the number of children with a high level of interest in reading increased (before the formative experiment - 1 child, after the formative experiment - 3 children). That is, most of the children began to show a desire for constant communication with the book, the children had a noticeable obvious pleasure when listening to literary works. Many children show a selective attitude towards works of a certain theme or genre. The children looked at the illustrations in the book with interest and concentration. Children name their favorite books and can retell their content in their own way. Some children became more willing to participate in dramatizations. Can reproduce what was read from the book, retell it in his own way. Increased the time of listening to reading a book up 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 the formation of children's interest in books and reading is established, and work on the formation of children's interest in books and reading will take place. together with the parents of the children, was confirmed. The tasks are solved, the purpose of the study is achieved.

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Attachment 1

PARENT QUESTIONNAIRE

Purpose: to determine the features of parents' knowledge about the tasks, content and methods of introducing children to literature, the ability to apply them and the interest of parents in raising the level of knowledge about the literary development of children.

Questionnaire questions:

1. How often do you yourself read fiction:

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 pastime.

2. How well is children's literature represented in your library?

a) there are practically no such books, they are bought infrequently 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) didn’t think about it, the choice is random, depends on the desire of my or the child;

b) colorful design, "playful" nature of the book (picture books, coloring books, toy books, comics);

c) accessibility for understanding the child, compliance with his interests;

d) the artistic level of the work (its content and design), compliance with the cognitive abilities of the child, his interests.

How often do you read to your child:

a) episodically, there is practically no time for this, no more than 2-3 times a week for several minutes;

b) not very often, usually when the child asks himself and for a short time;

c) almost daily, but not for a long time - 5-10 minutes before bedtime, on weekends or according to 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. Literature of what genres 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 subject, "books with a sequel", "children's novels" - a series of books.

6. Name recent books read by you to your child.

7. Name your child's current favorite book.

8. What difficulties do you have when introducing a child to a book:

a) the unwillingness of the child 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 text, characters;

c) the child listens to the reading with interest, but does not know how to discuss what he has read, finds it difficult to understand the idea of ​​the work, cannot tell (retell) the text he has heard;

d) there are no difficulties, the child joins this activity with pleasure, loves to listen, discuss what he has read, retells texts to other family members, plays “theater”, depicting heroes, draws based on the text he has heard, etc.

How do you help your child understand a literary work better?

a) did not think (-las), grow up - he will understand everything himself;

b) I re-read several times, look at the illustrations with the child;

c) I reread and explain what the child did not understand, I ask questions;

d) I talk with the child, examine and discuss illustrations for this work, repeatedly re-read the work or excerpts I like, draw with the child, play “theatre”, make homemade books, etc.

From what sources do you get pedagogical knowledge about the literary development of children (selection of books, ways to help the child understand the text, etc.)?

a) I am not interested in this issue;

b) from random sources, from personal experience, the experience of my family;

c) from various sources, but occasionally, by chance, mainly from the media;

d) I study specialized literature, consult with teachers, 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 editions.

Annex 2

Reminder for parents

"FAMILY AND BOOK"

The family forms the basis of a person's worldview, his way of life and value orientations.

The family is a special social institution that introduces the child to the world of culture, including the reader's. The first meeting of a person with a book takes place in the family.

Family reading initially introduces a child to the world of book culture, is the most ancient, proven way of educating a person, including as a reader, who begins to form 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 unformedness from early childhood.

Family reading contributes to the 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 itself and contributes to the mastery of independent reading, determines the quality and preferences of future readers.

· Family reading forms the emotional and aesthetic acceptance of the book. Listening, a person experiences a strong influence of the sounding word, which allows you to convey triumph, joy, sadness, sadness, a joke, a mockery.

· 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 the heroes of works of art.

· Reading aloud is important not only for toddlers, but also for more advanced children, as well as for the elderly. 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 and notations, I pass on my life experience to the younger ones. In addition, adults have the opportunity to observe the spiritual development of the child and manage it.

· Family reading is an effective way of socializing the younger generation. Such communication creates the ground for an exchange of opinions, it is also necessary for adults, who, thanks to communication with children, are enriched emotionally.

· Family reading can serve to prevent aging, since, according to some experts, aging is the result of life without a book, without reading, which stimulates active mental activity.

Annex 3

Do you want your child to read?

Consider these good advice, and your desires will come true.

· Instill in your children an interest in reading from an early age.

· When buying books, choose bright in design and interesting in content. Buy, if possible, books by authors your child loves, arrange a personal library for your son or daughter.

· Read systematically for 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. It promotes the development of your speech and that of your child.

· Reading aloud helps to expand children's vocabulary, as well as develop their ability to listen and pay attention. Reading aloud brings parents and children closer together.

· Instill the skills of cultural and careful handling of the book.

· Reading together is the easiest way to develop reading skills in children. Examining, discussing and reading books is the most important moment by which parents can instill in children an interest in reading.

· Drawings based on favorite books are one of the ways for a child to express their impressions of the works.

· Try to write your own ending to the piece 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, dear and close people.

Appendix 4

How to organize home reading

"A book for children is really good food - tasty, nutritious, light, contributing to their spiritual growth"

K.I. Chukovsky

Prepare the child for a meeting with a new book or talk about a fairy tale or story already read (coming back from kindergarten, doing household chores, etc.).

In the mode of the day, it is necessary to highlight certain time so that by this time 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 studies “respectfully”.

A one and a half - two year old child can be focused on a book for 1-2 minutes, older children are read no more than 15-20 minutes, because then their attention is scattered. It is about active communication with the book. Let the baby repeat the words after you, answer the questions, look at the illustrations.

Passively, the child can listen much longer (he then turns off, 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 the childhood love of repeated readings. Children crave them in order to experience joyful excitement again and with greater strength. Repeated readings train memory and develop speech.

The atmosphere of the family reading ritual enhances perception (evening, darkened room, table lamp). Twilight sets in a fabulous, fantastic mood.

Family reading has truly unique properties that can create a warm family atmosphere and a 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 of the future.

· Children's books are so well written that they will be interesting even for adults.

· Illustrations in books enrich children, contribute to their creative development.

· Books will help your children learn to think and fantasize.

· Reading aloud helps develop your child's attention.

· You create amazing memories of wonderful family evenings and the warm treatment of a child.

· Books can instill in children values ​​that they will carry throughout their lives.

· Sooner or later, you will definitely be thanked for a smart and well-mannered child.

· Instill in your child an interest in reading from an early age.

· When buying books, choose bright in design and interesting in content.

· Read regularly to your child. This will form the habit of daily communication with the book.

· Discuss the read children's book among your family members.

· If you are reading a book to your child, try to stop reading at the most exciting episode.

· Remembering with the child the content of what was previously read, deliberately distort it in order to check how he remembered the text he read.

· Have discussions at home about the books you read.

· Buy, if possible, books by authors your child loves, collect his personal library.

· Cultivate respect for the book.

· Give your child good books with a gift inscription, kind and warm wishes. Years later, this will become a happy reminder of your home, its traditions, dear and close people.

Kolpakova Natalia
Formation of interest in reading fiction in preschool children.

Kolpakova N. B. educator MBDOU DS No. 390, Chelyabinsk

People stop thinking

Danny Diderot

Instill in your child a taste for reading -

the best gift we can give him.

When I was 6 years old, I really wanted to quickly learn to read. My parents always read to my sister and me. Not a day went by without reading. But I still missed him. I dreamed about how I myself will plunge into the magical world literature, I will be next to the heroes of fairy tales and stories and no one say: "Enough for today".

Unfortunately, at the present time you will not often meet families in which parents instill in their children a love of the book. There are fewer people who read. AT best case Mom reads to the baby before going to bed for a few minutes. Adults are always busy or tired. Parental attention to children is replaced by TV and computer. It is unfortunate that the meaning of the book, fiction is underestimated today.

« Reading is the best teaching. To follow the thought of a great man is the most entertaining science ”- maybe someone will remember at least the first part of this statement by A. S. Pushkin. and here's another one: It is no exaggeration to say that reading in the years of childhood it is, first of all, the education of the heart, the touch of human nobility to the innermost corners of the child's soul. A word that reveals noble ideas forever deposits in a child's heart grains of humanity that make up conscience. These are the words of V. A. Sukhomlinsky. Maybe because modern children do not feel the need for reading, because "grains of humanity" less and less in our lives.

Benefits cannot be underestimated reading. Primarily, reading develops speech and affects the quality and quantity of the child's vocabulary. The reader has best memory and concentration. Reading helps in the development of figurative thinking and in teaching literacy, makes it possible to learn to analyze, capture the meaning, develops oratory skills. If parents regularly read to their child art books, then the baby expands his horizons, increases intelligence, formed cognitive activity and positive moral qualities. For example literary characters, the child learns to respect the world around him, learns the intricacies of human relationships.

The child's love for books, planted in childhood, will help form perseverance and help in learning (development of strong-willed effort when performing tasks of varying complexity).

The question arises when to start instilling love for the book, develop interest in reading fiction?

From the earliest age you can read aloud to your child. A few minutes a day. Let it be fun and jokes. Such reading contributes to the emotional development of the baby, his rapprochement with the mother. Relying on own experience, I can say that in a few days the child will begin to pay attention to the book in the hands of the mother and smile. I started reading to my son, and it’s not easy to tell fairy tales and nursery rhymes aloud when he was 5-6 months old.

But the most optimal for adaptation to Reading psychologists consider the age of three to seven years. The best time for reading considered time before bedtime. This can become a good ritual that helps the child relieve the tension that has accumulated during the day, push all problems into the background, and relax. However, it is worth reading during the day. FROM age children need more and more information, the need for positive emotions is growing. Therefore, it is worth gradually increasing the time reading and increase the level of complexity of the books. Children listen with pleasure, and more than once, to fairy tales based on which cartoons: "The Adventures of Leopold the Cat", "Three from Prostokvashino", "Winnie the Pooh", Carlson, "The Adventures of Pinocchio", "Dr. Aibolit" etc. Even if the child has already seen the cartoon, read the story. Unlike animation, which is perceived as a set of individual frames and the child does not catch the meaning, books make you think and experience.

In recent years, as an educator, I have noticed that the number of children with speech problems. And sometimes, even at 3-4 years old, the child does not have the vocabulary recommended by the kindergarten program and cannot express what he wants. Therefore, parents should be encouraged to read to their children as much as possible. Reading will increase the child's vocabulary, help develop phonemic hearing and the ability to pronounce sounds correctly, learn to understand different intonations.

I often talk with the parents of my pupils about the benefits reading. I recommend which books and when to read. I try to find out what my child likes to do in his free time at home. Many parents listen to advice. Today, thanks to the joint efforts of teachers and parents, in our group of 24 pupils, only five, unfortunately, do not show interest in reading.

Here are some tips for parents on how to teach preschooler to read:

1. Let the child understand that reading It's a great pleasure, incomparable with anything. In this case, your personal example will be the most effective. Read for yourself. Tell your child what the book is about. Children love to imitate adults.

3. Even when the child learns to read, do not stop reading aloud to him for as long as possible. Expressive reading adults will help to connect the words with the images that arise in his imagination. An adult will help to understand the text by explaining the meaning of unfamiliar words and expressions and answering questions. At 7-9 years old, it is difficult for a child to focus on one thing for a long time, his eyes get tired quickly, some phrases and words may be incomprehensible. That's why reading becomes an unpleasant occupation and this hostility can be fixed for life.

5. At 5-7 years old, read "with continuation", interrupting reading in an interesting place. This will intrigue the child, make him want to know what will happen next.

6. After reading a book, don't "forget" about her. Let it become the subject of discussion, dispute, exchange of impressions. Invite the child to compose a story, imagine himself in the place of the heroes, find his own solution to the situation.

7. Read books with good illustrations. Try to remember the last name with your child graphic designer. Offer to come up with and draw your own pictures for the work, a portrait of the hero.

8. Take your child to the library. Consider different publications: art books, reference books, albums.

9. Buy educational books and children's encyclopedias with the most interesting information for the child, deluxe editions with beautiful photographs: space, cats, dinosaurs, countries, dolls, etc.

10. Cultivate a respect for the book. Tell your child about handling book: you can not draw on the pages, bend the book, cut out pictures, use books instead of cubes, etc.

11. Can "revive" characters of fairy tales and stories, molding them from plasticine or gluing them from paper and arranging a home theater.

12. Designate a special place in the room where the child's books will be, so that he himself can take them when he wants.

13. Do not try to replace the TV or computer with a book. Just clearly regulate the time of watching TV shows and computer games.

14. You can start a family tradition reading - 2-3 times a week, in the evenings, arrange an hour reading. At the same time, the TV and computer are turned off and all family members, without exception, take part in the event.

Years of experience with preschoolers proves that work on It is very important to develop children's interest in reading. Improving the skills of speech culture is a necessary component of education, human intelligence. The speech of any person, enriched with well-aimed sayings, figurative expressions, phraseological units, proverbs and sayings, becomes bright, lively, expressive. Therefore, I would like to give some recommendations to young teachers.

1. In kindergarten, it is advisable to start reading to children from an early age. age, gradually complicating the subject. Products are best selected according to the season. For example, in winter it is advisable to read fairy tales to children "The Snow Queen", "12 months", fairy tale "Adventures in Dedmorozovka", "Winter in Prostokvashino", poems about new year holiday and about winter, riddles about the weather and natural phenomena. Then the heroes of the works can become characters in children's drawings, applications, collective children's works. There are also heroes in the scripts for New Year's parties winter fairy tales performed children and adults.

2. During reading be sure to consider and compare illustrations of different artists to one work. After reading In books, I often suggest that children draw their favorite characters, make illustrations. The children are happy to take on the role. graphic designer, invent landscapes and portraits.

3. In addition, be sure to conduct a discussion of the reading, during which you learn children analyze different situations and actions of the heroes of the work. Give children the opportunity to express their attitude to what they heard and come up with their own ways of solving and acting in problem situations. situations:

How could you answer?

Why shouldn't it have been done that way?

What can be done to correct the error;

How to make peace, etc.

As a result, children transfer the positive experience of the relationship of heroes into their lives. The names of some characters become common nouns.

4. When reading literary works pay attention children not only on the content, but also on their art form. Through this you will learn children to distinguish between literary genres(fairy tale, story, poem, nursery rhyme, proverb, saying, riddle, understand the meaning of figurative expressions and phraseological units, develop a poetic ear.

5. While reading, focus on the characteristics and mood of the characters, their dialogues and relationships, description of facial expressions and gestures. You can invite children to portray the character they like, compare it with other characters.

6. Use artistic works not only in the classroom. Read to children at any convenient time time: in the morning and evening, when the weather is bad, before going to bed.

7. Talk to children about the books their parents read to them.

8. Start a tradition in your group to celebrate a book holiday. For example:

Having taught children love books, you will teach them to love and understand their native language, to express their thoughts grammatically correctly, logically, expressively, accurately. After all, according to how a person builds his statement, how much interesting he knows how to tell, one can judge his mental, emotional and aesthetic development.

Ways and methods of developing interest in reading

The system of work on the development of interest in reading of younger students can be represented as the following scheme: a lesson in literary reading, extracurricular activities, joint work with the library, work with parents.

The lessons should develop in schoolchildren an interest in the book 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 the lesson are more effective: fairy tales, travel, auctions, staging, quizzes, games.

Different types of work on the text contribute to the development of interest in reading, as well as the formation of expressive reading skills. For example: staging a text or a passage, selective reading, reading in faces, reading in a chain by a sentence, reading in a chain by a paragraph, reading in order to find a suitable passage for a drawing, reading in order to find a passage that will help answer a question, etc.

Interest in the work being studied is supported by tasks that do not have unambiguous results of 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 integral part educational process. It contributes to the development of reader interest and, as a result, deepening the knowledge gained, revealing the individual characteristics of each student, developing independence and creative activity of children.

The central link in the work on developing the reader's interest of younger students is the organization of literary games and literary holidays. Literary games can be systematized as follows:

Games and exercises for the development of speech;

Literary puzzles (crosswords, chainwords, 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, competitions of readers, dramatization of fairy tales.

Based on the methodological concepts of V. V. Serikov, S. V. Belova, I. S. Yakimanskaya and other teachers, methods were developed that provide a personality-oriented orientation of the literature lesson:

1. The method of activation of subjective experience. The teacher invites students to imagine that they were in the same situation as the characters in the story. 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 also activation life experience. The task is given to describe their feelings and compare them with the feelings of classmates.
2. The method of introspective analysis is one of the specific teaching methods within the framework of a school literature course, since almost always a literary work describes a situation taken from human life, an act of human experience, which are sure to find emotional response in the minds of readers. The task of the teacher is to pose a problem to the 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?
3. The method of personality-oriented theatricalization is aimed at including students in theatricalization of a literary work. We are talking about some use of elements of the theater (or just stage props) to increase the emotional and intellectual activity of students, their interest. The student is invited to reincarnate in the personality of a literary hero and feel all the experiences of the character on himself.
4. 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 necessary information on participation in various creative competitions, theatrical performances, to 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 the classroom in elementary 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, make presentations, which greatly 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 the 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

Development of interest in reading in a younger student

The article will discuss how to make a child fall in love with books. This valuable quality - love for a book - begins to be laid in the soul of a child from early childhood, from his family....

The problem of awakening and developing interest in reading among younger students.

The work of a teacher in a literary reading lesson will be effective when the child is interested in reading, in literature in general. Only then the lesson will not just talk about some kind of prod...

Methodical development

on this topic:

Development of interest in reading

in younger students.

Everything in the world begins with love...

Love for people, nature, beauty... book...

I.I. Tikhomirova

Problem. Decreased interest in reading among younger students.

Target. Summarize practical material on the development of interest in reading in the classroom.

Tasks. one. Why do children now have no interest in reading?

2. Select the most effective methods of activating interest in reading in the classroom.

3. Options for organizing reading.

4. The system of tasks for the development of interest in reading.

5. To study modern scientific and methodological literature on instilling a love of reading.

Introduction

« Reading is the best teaching." Perhaps there is no need to explain the deep meaning of this proverb. From the ability of children to read fluently, expressively, to understand the content of what they read, to analyze the actions of the characters, to draw appropriate conclusions, their success in learning throughout the school years depends.

Reading is the main skill of a person in life, without which he cannot comprehend the world around him. Therefore, it becomes clear what great importance the elementary school teacher should pay to teaching reading and what responsibility he bears to the student, teachers of the secondary school. often it is the secondary school that reproaches the primary school for the fact that students who have passed to the 5th grade read slowly, do not know how to retell, reason and evaluate what they read.

Teaching children to read is, of course, difficult. But it is even more difficult to teach them to love reading. At first, children enjoy the process of learning to read. They are interested in seeing how well-known words emerge from letters. But when it comes to increasing the pace of reading, when the teacher in the classroom is trying to get the child to read, read and read so that the reading technique grows, then many people lose the desire to sit at the book. Watching a cartoon, sitting at a computer is faster, easier, and more interesting.

"People stop thinking when they stop reading." These words were spoken by the great French thinker Dani Diderot many years ago. They are relevant now, since solving the problem of instilling interest in reading solves a number of educational, educational and developmental tasks of training and education.

Main part.

Interest in reading arises when the reader is fluent in conscious reading and has developed educational and cognitive motives. (M.I. Omorokova "Improving the reading of younger students"). M. Enlightenment. – 2006 She also argues that, based on the general task of developing the personality of the child, the elementary school should form the younger student as a conscious reader who shows interest in reading, possesses strong reading skills, ways of independent work with a readable text and a children's book.

What types of work the teacher does not come up with so that the children read with interest in the lesson.

Fairy-tale characters (Cheburashka, Carloson, Little Red Riding Hood, and many others) “bring” letters to children in their pockets, baskets. First is the syllables. Taking turns taking out sheets from Little Red Riding Hood's basket, the children read syllables on them, from which words can be made. Then Little Red Riding Hood, the children read syllables on them from which words can be made, they suddenly discover that a sentence is obtained from these words. And then our fairy-tale heroes"Tell" us short tales (7-8 sentences). I compose such texts based on the plots of folk tales well known to children, reducing the number of sentences and words in each sentence to the required minimum.

Many people want to go to the blackboard, get a piece of paper from Little Red Riding Hood's basket and read it. In order not to involve the same people in the work, leaving passive children without reading, we agreed that the children of each row would read these tales in turn, while others would listen and then tell. and so that everyone listened carefully, she came up with the game "Echo" 1 reads, and the whole class repeats in unison, like an echo.

Each teacher has a series of plot pictures for the development of speech. Based on some of them, I am compiling short stories about how children slept in the cold a bird, how boys found a hedgehog in the forest, how a dog pulled a drowning owner out of the water, and others.

We often read short stories, short stories, parables from the book by V.A. Sukhomlinsky "Anthology on ethics". (M.: Pedagogy, 2005)

Based on some of them, I compose texts for children to read. These small works contain rich material for conversations with children on the topics of morality: about love for the beautiful, about caring for the weak, about honoring the elders. For example:

Zoya and the butterfly

Little Zoya was walking in the garden. Acacia grew there. Sharp thorns protruded from the eyelids. And a beautiful butterfly was flying above them. Zoya began to break the thorns.

Why are you doing this? Mom asked.

So that the butterfly does not prick, - Zoya answered quietly.

Another time, a new text for reading is “brought” by girlfriends - nesting dolls. But before you read what they offer, you need to arrange them according to their height and the fairy tale will turn out.

Drawings of 6 nesting dolls, and on them are the following letters:

1 matryoshka - "s"

2 matryoshka - "k"

3 matryoshka - "a"

4 matryoshka - "3"

5 matryoshka - "to"

6 matryoshka - "a"

Matryoshkas were arranged according to their height and the word “fairy tale” was obtained.

Everyone knows that fish are dumb, they can’t speak. But in our lesson they can become "talking". If the cards are arranged in the sequence in which the drawing of the fish appeared, read the sentences on the back, then we know a new story.

Let's draw the parts of the fish in sequence. Letters on each part of the fish pattern. It turns out the word "story"

And the next day Pinocchio or Dunno will “ask” the children questions about the content of the story they read the day before. Or maybe it will be questions directly to the reader: “What is your name?”, “Do you like to read?”, “What day of the week is it today?”, “When is your birthday?” etc.

In addition to such individual reading, there is always a choral reading of the text in the lesson. Children who read well will read and others will repeat after them.

Various types of reading at the lesson do not let children get bored, make them want to know what kind of fairy tale Little Red Riding Hood or someone else brought.

Children really like reading, which was given the name "Who plays hide and seek." On the board, and most often on a poster (can be used repeatedly in any class). I write 4-5 rows of letters (25 words). But among a random set of letters, words suddenly appear. Children find and find out who is playing hide and seek with them: animals, birds, insects, plants, mushrooms, etc.

Who plays hide and seek?

Knotigryazhomedve

DTSYUHDYATELISAANI

YOSLENOTUSHKANCHIKMF

EVOLKULDGUSYNDYUK

ITYJGOLSYVBZAYK

ABANIRSHLOSHAD'ALU

MORZHKOZAPOCHAZHUKEN

GURUBIRSHLOSBSCHSIRU

BEELASKTGIRAFFF

ULEVORONDEINITSAPL

YAGUShKASLU

Noticing an interest in such reading (who will quickly find the hidden word), the children and I made up cards for individual work under the following names: “Animals play hide and seek”, (in 4 versions), “Where are the mushrooms hiding?”, “Trees hid”, “Find the bushes”, “The grasses are the lowest in the forest and in the field”, and propagated them according to the number of children. There are many options for working with such cards. Often the children took the cards home. The subject of these cards expands the knowledge of children about the animal and plant world, teaches to distinguish plant species.

Such an exercise develops attention, vigilance when reading. And the teacher can repeatedly use these cards: in the lessons of natural history (species of animals and plants) of the Russian language, because there are so many spellings in the names of animals, plants, plants, mushrooms.

A sore point in reading lessons is an inexpressive monotonous "bubbling" instead of expressive reading. And, of course, every teacher strives to teach children to read expressively. I strive for this as well.

Each lesson should have an example of teacher reading. If necessary, it is not a sin to make pencil marks in the textbook, noting pauses, words that require logical stress, etc.

Small works written in the form of a dialogue can be of great help in teaching children expressive reading. For example:

Hello, gossip, bread and salt ...

Give me fish.

Catch yourself and eat.

Yes, I can't.

Eka! After all, I caught it. You, kumanek, go to the river, dip your tail into the hole, sit and say: “Catch, fish, small and large.” (Russian folk tale"The Fox and the Wolf"). Teaching children expressive reading, we discuss in detail the means of expressiveness when reading semantic passages: the strength and height of the voice, the arrangement of pauses, the emotional color of speech, changes in the pace of reading depending on the content, we determine intonation. For myself, I compile a kind of “intonation dictionary” - definitions for voice intonation: calm, angry, angry, mysterious, sad, joyful, delighted, frightened, disappointed, fabulous, etc.

I also use pictograms to determine the intonation of reading: images of faces in different emotional states. Considering them, we determine to which of these little men the words from this work could belong.

These rings depict faces in different emotional states.

The method of "buzzing" reading has found wide application in elementary school. I also use it.

At first, I followed the recommendations described by V.M. Zaitsev in his brochure “Reserves for Teaching Reading” (M .: Prosveshchenie, 2007). And now I decided to try it differently: for these three minutes, give the child a text that he will have time to read in the allotted time. For some reason it seems to me that if a person sees clearly ultimate goal of his work, then the work is built (in this case, reading) and interest appears.

The work of a teacher in any direction should be systematic and regular. Only then can it give any result. For four years of elementary school, I have been trying to instill in children an interest in knowledge, trying with all my might to show them that they can get this knowledge from books.

Different types of work on the text contribute to the development of interest in reading, as well as the formation of expressive reading skills.

Dramatization Selective reading

text or (with a specific

excerpt. task).

Kinds

work on the text

for the formation

interest in reading.

Reading "Buzzing"

in "faces". reading.

Since the child receives the first literary experience in the family, the quality and breadth of the reading interests of schoolchildren depend on the attitude of parents to literature. As the results of the study show, in the practice of family education, the process of literary development does not always occur effectively. This is due to a combination of reasons:

It consists in the fading of interest in literature in society.

It is associated with an insufficient level of psychological and pedagogical competence of parents who do not always clearly know the age characteristics and capabilities of their child.

The most significant drawback is that if adults have an interest in literature, they do not know the works of children's literature.

To instill in a child an interest in reading, many tricks have been invented.

Here is some of them:

To make a child's success in reading visual, it is useful to hang a Screen of Read Books on the wall.

Arrange an exhibition of drawings based on the books read, invite the child to comment on their drawings.

Able to kindle curiosity and such a method. A text with a bright plot is selected, which the parent begins to read. It stops at the most interesting place. (No time!) An intrigued child is forced to read the text to the end to find out what happened to the hero.

And here is the method proposed by the famous teacher Sh. Amonashvili. Its essence is that Carlson gives advice on what to read to the child. He sends him letters about which books he himself is crazy about. This "authoritative" opinion of the beloved hero has a positive effect. The child happily takes up reading, which Carlson himself loves.

The most important thing that adults can do is to advise the child to enroll in the library and at first visit it with him.

At subject weeks in literary reading, we try to organize competitions for the best reader, the most reading class.

List of used literature.

Konysheva N.M. " Project activity schoolchildren." Magazine "Primary School". 2006, No. 1

New pedagogical and information technologies in the education system. Edited by E.S. Polat. M. Academy - 2001

I.I. Tikhomirov. "What can parents do?" Journal “School Library. 2005 November December.

V.A. Stakheev. "Approaching the Soul: A Reading Program for Children". Journal "School Library". 2006 May.

EAT. Torshilov. Aesthetic education in the family. Moscow. Art. 1989.

Magazine "Primary School". 2007, No. 6.