Course of lessons on early teaching of reading to preschool children “Abvgdeyka”. Kindergarten teachers, school teachers and educators

Consultation “Formation of reading skills in children 5–7 years old. Recommendations"

Natalia Alykova

Consultation “Formation of reading skills in children 5–7 years old. Recommendations"

Formation of reading skills in children 5-7 years old. Recommendations.

What young parents and kindergarten teachers who are working with their child to develop reading skills .

Speech reading centers are formed by the age of 6-7 years . But for the majority, an interest in reading appears already by the age of 5, that is, the child begins to be interested in letters, tries to understand what is written in books, on store windows or on advertising signs. This suggests that the child is psychologically ripe for learning a new skill , and this may be some kind of signal for you to start regular classes with your child. But this does not mean that you need to wait for this moment and then urgently begin special classes. Firstly, each child is unique in his development, it is necessary to take into account his age and individual characteristics, and be extremely careful so that the child does not lose interest in new knowledge. Secondly, the process of reading is not mastered at once; preparation is carried out from birth, i.e. it means protecting the physical and mental health of the child, the development of the child in accordance with age standards, and proper upbringing in the family. If there are any deviations in the child’s development, in accordance with development standards, measures must be taken to eliminate or compensate for them; the sooner, the greater the chance that the child will develop normally, and you will not have serious obstacles to learning new things during independent studies with child.

Here are the most important factors indicating a child’s full readiness to master the reading :

- no problems with pronunciation (all sounds are present, the correct tempo is maintained (9-14 sounds per second according to M. E. Khvattsev)

and rhythm of speech
(without stuttering)
;

- there are no hearing problems (the child does not ask questions many times, does not distort simple words, understands you without looking at your face);

- proficiency in coherent speech (a rich vocabulary, the ability to construct phrases, to clearly express one’s thoughts not only for relatives, who at the everyday level are accustomed to understanding each other perfectly, but also for everyone around them);

- developed phonemic hearing (the child must be able to freely distinguish speech sounds; correctly reproduce sounds and syllables in the required sequence, for example, z-s-z, ba-ba-pa; name the first and last sound in a word; based on heard sounds pronounced at intervals in a few seconds, understand this word, for example, to....o.... t = cat);

- free orientation in space (the child correctly uses the concepts of “right”

,
“left”
,
“top”
,
“bottom”
etc.).

Correctly TEACHING TO READ correctly!

1. CHOOSE A TRADITIONAL METHOD OF TEACHING READING ! That is, first the child learns sounds, then learns to merge them into syllables, and syllables into words. This technique promotes the development of phonemic hearing, elimination of speech defects, develops the skills of sound analysis and synthesis, and prepares for written speech. The technique is used in all schools, so the child does not have to relearn.

2. LEARNING SOUNDS, NOT NAMES OF LETTERS! When pointing, for example, to the letter B, call it not [BE], but [B], R - not [ER], but [R], L - not [EL], but [L], etc.

3. ASSOCIATIONS FOR MEMORIZING LETTERS AND SOUNDS SHOULD HELP, NOT HINDER! There is no need to try to correlate the image of a letter with a specific picture whose name begins with this letter, for example A - shark. Associations with the same picture will not contribute to the development of reading skills , because seeing the letter A in another word, for example, in the word “PINEAPPLE”

the image of a SHARK will not help a child read it in any way.
It is much more effective to correlate the image of a letter with the sound it denotes, for example, the letter T denotes the sound [T], and for better memorization this sound can be correlated with a similar sound in reality, for example, imitating the sound of a hammer [T-T-T]. The letter itself looks like a hammer, in this case, seeing “hammer”
, the child will remember the sound [T]. Such associations will make it possible to differentiate images of letters that are similar in spelling and sounds that are similar in pronunciation. Often such associations are offered in speech therapy primers, but it is possible to come up with your own.

4. WE ESTABLISH THE RELATIONSHIP BETWEEN THE SOUND AND THE LETTER! We read and write letters, and we hear and pronounce sounds. Each letter, except for b and b signs, denotes a specific sound. It’s better to first hear a new sound, pronounce it exaggeratedly, and then see what letter it was written in so that we can read it.

5. CONSTRUCTION OF LETTERS ! To better remember the image of a letter, sculpt it from plasticine, fold it out of sticks, buttons, and ropes. Pay attention to the number of elements and their location. (This article is not about writing, since the methodology of teaching writing is a separate topic).

6. WHEN LEARNING A NEW SOUND, PAY ATTENTION TO ARTICULATION! Go with your child to the mirror and carefully examine the position of the organs of articulation when pronouncing a particular sound. When several sounds have been learned, play “Deaf and Mute”

, show your child articulation without sound, and let the child guess what sound you were going to make, then switch roles. Later, let the child not only name the guessed sound, but also show the corresponding letter in a book, on a magnetic board or on cubes.

7. EXPLAINING THE CONCEPTS OF “VOWELS AND CONSONANTS”

PAY ATTENTION TO THE PRESENCE OR ABSENCE OF OBSTACLES IN PRONUNCIATION
(LIPS, TEETH, TONGUE)
.
Vowels do not experience any obstruction during pronunciation, air passes freely through the mouth, i.e., only the voice participates in the formation of sound, hence the name “vowel,”
if lips, teeth, and tongue take part in pronunciation, then it is a consonant sound.
Do not establish a connection between vowels as singing sounds, since many consonant sounds can also be sung (M, V, Zh, Z, L, R, etc.)
.
Often, during sound analysis at school, a child who does not remember which of the sounds are vowels and which are consonants, operating with the concepts “sung”
,
“not sung”
, gets confused, because an attempt to sing some consonant sounds turns out to be successful and then the consonant is identified as a vowel.
In addition, when we show a child the principle of merging sounds into syllables, at first we deliberately use “singing”
consonants so that the child has the opportunity to smoothly transition from a consonant sound to a vowel, for example, when reading the syllable MA for the first time, he pronounces the sound m and for a long time smoothly transitions to the sound A. Knowledge of long- and short-sounding consonants helps in the future to correctly dictate to oneself when writing and avoid mistakes characteristic of some types of dysgraphia.

8. WE WORK IN PARALLEL ON THE DEVELOPMENT OF PHONEMIC HEARING! When learning a specific sound, the child must hear in what position the sound is in the word, at the beginning, middle or end. We learn to determine by ear the presence or absence of a sound in a word, at the next stages to distinguish between a vowel and a consonant, later voiced and voiceless, hard and soft sounds.

9. WHEN STUDYING THE FIRST SOUNDS, WE IMMEDIATELY START TEACHING THE SKILLS OF CONNECTING THEM . To do this, we draw an imaginary bridge from letter to letter. We point our finger at the first letter and pronounce the sound until we “walk across the bridge”

to the next letter, having reached the second letter, we pronounce the corresponding sound, for example, [a-a-a-a-u-u-u-u], [n-n-n-n-a-a-a-a] . It is important at first to use letters denoting vowels and SINGING consonant sounds, which can be drawn out, smoothly connecting with another sound. Later, when connecting an EXPLOSIVE consonant sound with a vowel, passing along the bridge, you need to avoid repeating the first pronunciation, avoid repeated, abrupt sounding, not [D-D-D-a-a-a-a], but [D-a-a-a-a]. a-a-a]. The ability to form and read syllables and short words from a minimum set of learned letters requires adherence to a certain order of learning the letters. There are many principles for the order of learning letters and each has its own scientific validity, but none of the principles provides for learning letters in the alphabet. The alphabet is the ordering of letters for keeping them in the head, for easy navigation in lists, in dictionaries, i.e. for quickly finding words, and this will be useful only after the child learns to read.

10. PAY ATTENTION TO THE CONSONANTS - BROTHERS! It is necessary to point out letters whose sounds are similar in sound, for starters, consonants with dull voicedness, in the pronunciation of which the same organs of articulation are involved, but when pronouncing a voiced sound, the voice is also included. The child understands this more easily with the following explanation: pronounce the sound [ B], now quieter, in a whisper, what sound do you hear? Sound [P]. Name two brothers. Which one is voiced (voiceless? Another option: say the sound [S], now turn on your voice, what sound do you hear? Sound [Z]. Name the voiced (voiceless) one)

brother At the same time, we control the presence or absence of a voice with our hand on the throat; if the throat vibrates, we pronounce a voiced sound, if not, a dull sound.

11. PAY ATTENTION TO THE VOWEL LETTERS - BROTHERS. There are only 6 vowel sounds, and 10 letters. Some represent one sound (A, O, U, Y, E)

and dictate to the consonant
(except Ch, Sh, Y)
to read firmly
(angrily)
.
Others (E, E, Yu, Ya, I)
in certain positions indicate two sounds and always dictate that the preceding consonant
(except Zh, Sh, Ts)
be read softly
(affectionately)
.
This information is difficult to understand and will only be needed at school, and children who are just learning to read only need to know about vowels - brothers - that some make the consonant soft and affectionate, while others do not. The vowels E, E, Yu, I are studied almost at the very end. When starting to study the vowels of the second row (except I),
you need to ask to pronounce the sounds that the vowel letter means and ask what other vowel it calls. For example: listen to how
“I”
, say [Y-A-A-A-A- A-A], what familiar letter does she call? A! The letters A and Z are brothers. In this way, it is easy to establish the pairs Y-A, E-O, E-E, Yu-U, and And although she does not call Y, she also needs a pair, so she is friends with Y.

Suggest a game “Tender - angry syllable”

: the presenter names the syllables, first in pairs, for example, ma - me, se - se, etc., if the child hears a hard consonant in a syllable, then he knocks his palm on the table or knee, if it is soft, he strokes it.
When the child begins to distinguish between softness and hardness by ear, then you can complicate the task, let him show where “ma”
, and where
“me” is written
, etc.

12. WE EXPLAIN THE ROLE OF L AND Ъ SIGNS! The role of ь and ъ signs, as well as the topic with vowels of the second row, has its own complexity, therefore we introduce children to these letters last . But to read to a child, it is enough to understand two points:

1. "b"

, like the vowels E, E, Yu, I, I
(with which the child is already familiar)
after a consonant dictates to him to read softly.
We practice reading words - paronyms like: chalk-chalk, mole-mol, ate-fir, corner-coal, brother-take, steel-steel. It is important to pay attention to the meaning of the words, correlate what you read with the pictures and notice that if you read it , the meaning of the word changes, i.e. the word turns into another.
2. ь and ъ signs separate a consonant from a vowel; when we see ь or ъ before a vowel, we must stop and read the consonant and vowel separately, without merging into one syllable. To better understand this principle, you can use your palm to depict a bicycle riding along the road, which, in the place of the ъ and ь signs before the vowel, falls into a hole, then again rides smoothly along the road. It is necessary to explain in words - paronyms, that if read , the meaning of the words changes, for example: seed - family, sat down - ate, Semka - shooting.

13. READING SHOULD BE SENSITIVE, NOT MECHANICAL! It is desirable that even individual letters and letter combinations read carry a certain meaning, for example, AU - a cry in the forest, UA - the cry of a child, IA - the onomatopoeia of a donkey. We explain that one letter can also be a word or a sentence. For example, in the phrase “The cat is on the porch”

there is a small word
"y"
.
To distinguish words in sentences, it is useful to count the number of words in this sentence on your fingers with your child. One letter can also represent an independent sentence, for example, “A!”
- we rejoice at the meeting,
“Oh!”
- we are surprised at something,
“Huh?”
- asks the deaf grandmother,
“A.”
- the doctor asks you to open your mouth,
“Uh!”
- we are disappointed.
You can play out various situations and pay attention to various punctuation marks, which are easily remembered when reading such sentences. This is necessary so that the child does not perceive reading mechanically , but learns to understand the meaning of what he read; for the same purpose, it is necessary to show pictures or objects whose names the child has just read.
14. CONSTANT REPETITION OF LEARNED LETTERS AND SOUNDS IS IMPORTANT! Classes should be systematic, for a 5-6 year old child approximately 3 times a week, every other day for 20-30 minutes, postponing classes only in “emergency” situations.

cases. Only 1 letter should be studied in one lesson. Before learning new material, be sure to review what you have already covered.

15. WE FOLLOW THE PRINCIPLE “FROM SIMPLE TO COMPLEX”

16. WE STAY ON ERRORS UNTIL THEY ARE COMPLETELY ELIMINATED! If you find that your child has learned something poorly, stop there and do not move on to new material. If you notice that your child has begun to confuse letters or sounds, work on their differentiation. Once again compare the images of the letters, each element and their arrangement, come up with additional associations for the letters being compared, for example, the letter “E”

eeeeeeeeeeeed goes forward along the line, and
“Z”
is zzzzzz (key phrase
“Riding backwards”
) or the letter
“X”
is xxxx cold, it shrank, the letter
“F”
is hot, it is wide open, etc. To differentiate the sounds, play the game
“ Catch the sound”
, let’s say the child does not distinguish between the sounds [B] and [P], then before the game we again establish associations, they say [P] sounds quiet, as if blowing a feather from the palm of our hand [p-p-p-p], and [B] sounds loud, as if we are knocking with a stick [b-b-b]
(we imitate all actions for better memorization)
Then we give an instruction: I will name the words, if you hear the sound [P], then catch it - clap your hands.
We name words with sounds that the child cannot distinguish well, he listens carefully and determines whether the specified sound is in the word. To begin with, select words in which the guessed sound should be at the beginning or end, and later - in the middle. (Don’t forget that a voiced sound at the end of a word or before consonants (except for sonorants)
is deafened, so if we want the child to hear the sound [B], we give it in words in which it is at the beginning or middle of the word before a vowel or sonorant : bathhouse, side, fisherman, BUT NOT fish, forehead).

The child is growing up and yesterday’s baby is already interested in reading? Or not interested, but you feel it’s time? Modern bookstores have a huge variety of aids for teaching reading. This is, of course, good - there is plenty to choose from. But there are also disadvantages to this - it’s easy to get confused and miss out on truly valuable publications in the diversity of the book world. This collection contains the best textbooks for teaching reading to children 4-6 years old. Choose according to your taste. The main thing is that the lesson time is appropriate to the child’s age and takes place in a relaxed atmosphere. By the way, it is also better to choose books for first reading from proven ones. Let your child's learning be easy and joyful!

Daria Gerasimova “The ABC of Transformations”

The alphabet in this book is not classical, but is presented in a light poetic form. Each letter is described by some object starting with that letter. Both the verses themselves and the letters are easy to remember. Cheerful illustrations harmoniously complement the text, and the book itself exudes coziness and a certain handicraft. The book has an envelope, and in it are coloring cards. The cover was also creatively done: the letter A has hair made of threads, because it is known that fine motor skills and tactile activities help the brain with the development and acquisition of speech. So this publication can be considered not only fun, but also useful. In this way, you can start learning letters from the age of two. A4 format, high quality printing. Thick cover, 64 pages.

Nadezhda Zhukova “Primer. Tutorial"

This primer has already become a classic. There are no entertainment elements in it, only educational techniques that are designed to help you master reading quite quickly and easily. The methodology is based on traditional teaching of reading with the original approach of a speech therapist. Its essence is that it is explained to the child that one sound seems to “run” to the next, combining into words. As a result, there is an awareness of the letter combination as a whole word, expressed graphically. It is important that before you and your child begin to learn the alphabet, the baby is not familiar with the letters, otherwise confusion may arise, because words do not consist of letters, but sounds. You can start studying as early as 3–4 years old.

Zhutaute Lina “Tosya-Bosya plays with letters”

As the name suggests, Tosya-Bosya plays with letters rather than studying them. In essence, the book helps to consolidate in a playful way what has been previously learned. There are also tasks for very young children (from about 3.5 years old): tracing letters along dotted lines, looking for your name among the letters of the alphabet, coloring letters, making appliqués, connecting a letter with a corresponding object. There are also tasks for older children: anagrams, drawing more complex images, copywriting. Therefore, playing with this book can be extended over a long period of time, up to 6 years. Vivid illustrations, high-quality printing. Suitable not only for Toshi-Boshi fans.

Elena Uleva “Trainer. Issue 1. Reading short words"

After the child has learned all the letters, it is quite logical to try to combine them into words. Little by little - from syllables and short, simple words - the simulator tells you how to move on to reading more complex and longer words, and then sentences. After reading a word, the child is asked to complete an additional task, which is designed to motivate him to read in the future. With the advent of the realization that reading opens the door to a new world, the child can no longer be stopped, he wants to read more and more, and now he is already reading store signs and all the inscriptions that he encounters on his way. And there it’s not far from a volume of some great classic. Soft workbook, tasks are colorfully illustrated, 32 pages.

Yulia Pchelintseva “Slovolodochki. Mom, teach me to read! Author's reading course"

This author's technique helps to quickly teach a child to read correctly. The approach is traditional: the child learns sounds and letters, puts the letters into syllables, and the syllables, using special “boats,” are linked into words. The uniqueness of this technique is that the book can be used at any stage of learning to read: you can only know the letters, already be able to add syllables, or try to read the first words. This book is also good because it contains a lot of practical advice: where to start learning to read, at what age is it better to do it, what to do if the child does not listen to what they are trying to explain to him and where to gain patience for learning if he lacks.

Yulia Danilova “Super-effective reading simulator for little students”

Do you know who the bullies are? They are such funny characters and always a lot of fun to be with. They love to play pranks, scare each other and make up different stories. Buzayki will also teach your child to read. Not right away, of course, but gradually, by reading the simple exclamations of the characters in the book, you can really learn to read. The main thing is that the learning process will take place casually, in a relaxed atmosphere. The complexity of tasks goes from simple to complex. Funny unexpected tasks, naughty puzzles, bright illustrations and a simple plot will captivate your child. This is a truly effective simulator, but it requires the emotional involvement of an adult. Yulia Danilova is a teacher with extensive experience, the author of methods for teaching children. Check out her “A Primer for a Very Busy Mom.” 64 pages, softcover. The book is almost A4 in size.

Olesya Zhukova “Reading trainer”

A manual with tasks for developing reading skills. Large letters are accompanied by bright, clear pictures. Exercises are based on the principle “from simple to complex.” Words are divided into syllables, most tasks are based on mastering syllabic reading. A colorful training book not only teaches reading, but also develops thinking, attention, and memory. Large format manual, good quality paper, color illustrations. 32 pages, softcover. The author of the book is a specialist in child development, a teacher with extensive experience. If you like her reading simulator, pay attention to the author’s other manuals: “Speech therapy primer”, “Large recipes for a speech therapy primer”, “Neurologopedic recipes. We learn letters”, etc.

Evgenia Kats “Learning to read. Let's play with letters. For children from 6 years old. Federal State Educational Standard"

Zhenya Katz is known for her textbooks on mathematics (“Mousematics”) with non-trivial and varied exercises. So this book contains unusual tasks for learning to read: how many letters “K” are in these words; circle “P” in blue and “M” in red; which letter has changed, etc. The manual contains many games with letters and words. The tasks and puzzles are aimed not only at mastering reading, but also at selecting rhymes, counting, logic, and attention. Bright, simple illustrations help you better understand the material. The font is large, high-quality printing. 48 pages, softcover.

Uzorova O., Nefedova E. “350 best exercises for teaching reading”

The manual from well-known practicing teachers is built on the principle of “one day - one lesson”. First, the child masters letters, then simple syllables, and then short words and simple sentences. No more than seven minutes a day - you must agree, it is quite possible to find an opportunity for such short activities - and your child will learn to read. At the beginning of the book there is a note for parents. For example, there are important tips: do not overdo it when studying with your baby, so as not to discourage the desire to learn. And also repeat what you have covered during a walk, between times, before going to bed. 96 pages, softcover. A4 format.

Daria Sukhova “Global reading. Primer + set of cards. A manual with instructions for classes with children from 3 years old"

The primer contains syllabic tables, exercises for reading letters, and then simple syllables. Non-trivial tasks are also present: find a letter in a word, find a certain letter among other letters, etc. The primer comes with a set of cards printed on 26 sheets. The manual contains a QR code where you can find additional materials. The tasks are aimed not only at teaching reading, but also at developing memory, attention, and spatial thinking. 216 pages, hardcover. Large format. The author of the book is a teacher with twenty years of experience, including with dysgraphic children. Daria Sukhova has also published several manuals on reading and arithmetic.

Classes on “learning to read” in the middle group of kindergarten, for the entire school year

Lesson No. 1

Topic: Sound and letter A.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “What We Hear”

The speech therapist invites the children to close their eyes and listen. Children name all the sounds. Which were heard in kindergarten and on the street.

Work on pieces of paper.

Look at the picture of the girl. What is she doing? AAAA is crying. Repeat how the girl AAAA cries.

Work on pieces of paper.

The speech therapist asks the children to come up with words starting with the sound A. Now look at your pieces of paper and name the pictures you see. Let's pronounce the words and determine whether the word contains the sound A or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist asks the children to look at the letter A. What does it look like? Then the speech therapist invites the children to take a red pencil and color the letter.

Work on pieces of paper.

Children, under the guidance of a speech therapist, complete tasks No. 4 and No. 5.

Lesson No. 2

Topic: Sound and letter U.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Getting to know the sound of U.

Look at the picture. What is the wolf doing? Howls OOOOOO. Repeat how the wolf howls UUUUU.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the U sound or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter U. What does it look like? Then the speech therapist invites the children to take a red pencil and color the letter.

Work on pieces of paper.

Children, under the guidance of a speech therapist, complete tasks No. 4 and No. 5.

Lesson No. 3

Topic: Sound and letter I.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The donkey screams IIIIIIIII. Asks children to pronounce the sound IIIIII.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound I or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter I. What does it look like? Then the speech therapist invites the children to take a red pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist invites children to find the letter I, among other letters. Then the children look for the letter U.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 4

Topic: Sound and letter O.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The girl has a toothache, she screams OOOOO. Asks children to make the sound OOOOOO.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound O or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites children to look at the letter O. What does it look like? Then the speech therapist invites the children to take a red pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist invites children to find the letter O among other letters. Then the children look for the letter U.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 5

Topic: Sound and letter X.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. Grandpa snore XXXXXXX. Asks the children to pronounce the sound XXXXXXX.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound X or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist asks the children to look at the letter X. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist asks the children to find the letter X among other letters. Then the children look for the letter A.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 6

Topic: Sound and letter S.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. A man waters the garden SSSSSS. Asks children to pronounce the sound SSSSSSS.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound S or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter C. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist asks the children to find the letter C among other letters. Then the children look for the letter O.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 7

Topic: Sound and letter M.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The cow moos MMMMMMM. Asks children to pronounce the sound MMMMMMM.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound M or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter M. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist invites children to find the letter M among other letters. Then the children look for the letter A.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 8

Topic: Sound and letter N.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. A man urges his horse NNNN. Asks children to say the sound NNNNNNN.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound N or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter N. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist asks the children to find the letter N among other letters. Then the children look for the letter M.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 9

Topic: Sound and letter Z.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The beetle buzzes ZH ZH ZH. Asks the children to pronounce the sound ZH ZH ZH.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound Z or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter Z. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist invites children to find the letter Z among other letters. Then the children look for the letter N.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 10

Topic: Sound and letter Sh.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The snake hisses Sh Sh Sh Sh. Asks the children to pronounce the sound Sh Sh Sh Sh.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound Ш or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter Sh. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist invites children to find the letter Ш among other letters. Then the children look for the letter J.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 11

Topic: Sound and letter Sh.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Game: "Find the letter"

Work on pieces of paper. The speech therapist invites children to find the letter Z among other letters. Then the children look for the letter O, I.

Game "Read the syllable."

The speech therapist invites the children to look at their pieces of paper and name the letters they see. Then the speech therapist invites the children to follow the arrow from one letter to another and read what happens.

Game "Find out the letter."

Work on the pieces of paper continues. The speech therapist invites the children to consider the task under the number 3. The children must only add a stick to the bottom to make a letter.

Work on pieces of paper.

Children, under the guidance of a speech therapist, complete task No. 4. Read the words.

Lesson No. 12

Topic: Sound and letter K.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The rain is dripping K K K K. Asks the children to pronounce the sound K K K K.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the K sound or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter K. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist asks the children to find the letter K among other letters. Then the children look for the letter Sh.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 13

Topic: Sound and letter T.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The blacksmith hits the hammer T T T T. Asks the children to pronounce the sound T T T T.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the T sound or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist asks the children to look at the letter T. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist asks the children to find the letter T among other letters. Then the children look for the letter K.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 14

Topic: Sound and letter F.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. Dunno flew in a hot air balloon. He flies, and the balloon deflates F F F F . Asks children to pronounce the sound F F F F.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the F sound or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter F. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist invites children to find the letter F among other letters. Then the children look for the letter T.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 15

Topic: Sound and letter L.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The plane flies L L L L. Asks the children to pronounce the sound L L L L.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound L or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter L. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist asks the children to find the letter L among other letters. Then the children look for the letter F.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 16

Topic: Sound and letter P.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. Listen to how the samovar puffs P P P. Asks the children to pronounce the sound P P P P.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the P sound or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter P. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist invites children to find the letter P among other letters. Then the children look for the letter L.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 17

Topic: Sound and letter Y.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The steamer is humming Y Y Y Y. Asks the children to pronounce the sound Y Y Y Y Y.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the Y sound or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites children to consider the letter Y. What does she look like? Then the speech therapist invites the children to take a red pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist invites children to find the letter Y among other letters. Then the children look for the letter P.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 18

Topic: Sound and letter B.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The mill rotates V V V V. Asks the children to pronounce the sound V V V V.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the B sound or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter B. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist asks the children to find the letter B among other letters. Then the children look for the letter Y.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 19

Topic: Sound and letter D.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. A woodpecker is hammering a tree D D D. Asks the children to pronounce the sound D D D D.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound D or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites children to look at the letter D. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist invites children to find the letter D among other letters. Then the children look for the letter B.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 20

Topic: Letter E.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist asks the children to pronounce the letter.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the letter E is in the word or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter E. What does it look like? Then the speech therapist invites the children to take a red pencil and color the letter.

Game "Find the letter".

Work on the pieces of paper continues. The speech therapist asks the children to find the letter E among other letters. Then the children look for the letter D.

Work on pieces of paper.

Children, under the guidance of a speech therapist, perform task No. 5.

Lesson No. 21

Topic: Sound and letter B.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The beaver plays the drum B B B. Asks the children to pronounce the sound B B B.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the B sound or not.

Work on pieces of paper.

Game "Read the syllable."

Work on the pieces of paper continues. The speech therapist offers the children a syllable that is written on the board. Then the speech therapist asks the children to find such a syllable on their piece of paper and read it.

Game "Read the word".

Children, under the guidance of a speech therapist, complete task No. 5. The speech therapist asks them to read the word on the board, and then they look for this word on their piece of paper and read it independently.

Lesson No. 22

Topic: Sound and letter R.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The dog guards its bone and growls R R R. Asks the children to pronounce the sound R R R R R.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound R or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter R. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Read the syllables."

Work on the pieces of paper continues. The speech therapist invites the children to read the syllables that he writes on the board. Then the speech therapist asks the children to independently read the words that are written on their pieces of paper.

Game "Read the words."

Children, under the guidance of a speech therapist, complete task No. 5. The speech therapist writes words on the board and reads with the children. And then the children read on their own paper.

Lesson No. 23

Topic: Sound and letter G.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. Look at the goslings, they say G G G G. Asks the children to pronounce the sound G G G G.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the G sound or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites the children to look at the letter G. What does it look like? Then the speech therapist invites the children to take a blue pencil and color the letter.

Game "Read the syllables."

Game "Read the words."

Children, under the guidance of a speech therapist, complete task No. 5. The speech therapist writes words on the board and reads with the children. And then the children read on their own paper.

Lesson No. 24

Topic: Sound and letter Z.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Make a Sound”

The speech therapist invites the children to look at the picture. The fly Tsokotukha flew to the market Z Z Z. Asks the children to pronounce the sound Z Z Z Z.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the word contains the sound Z or not.

Work on pieces of paper.

Game "Read the syllables."

Game "Read the words."

Children, under the guidance of a speech therapist, complete task No. 5. The speech therapist writes words on the board and reads with the children. And then the children read on their own paper.

Lesson No. 25

Topic: Letter E.

Goals:

activation of speech activity;
development of phonemic hearing;
development of visual attention;
development of articulatory and fine motor skills of the hands;

Progress of the lesson.

Exercise: “Say the letter”

The speech therapist asks the children to pronounce the letter E.

Work on pieces of paper.

The speech therapist invites the children to look at their pieces of paper and name the pictures they see. Let's pronounce the words and determine whether the letter E is in the word or not.

Work on pieces of paper.

Work on the pieces of paper continues. The speech therapist invites children to look at the letter E. What does it look like? Then the speech therapist invites the children to take a red pencil and color the letter.

Game "Read the syllables."

Game "Read the words."

Children, under the guidance of a speech therapist, complete task No. 5. The speech therapist writes words on the board and reads with the children. And then the children read on their own paper.

Speech, thinking and even math ability: how reading helps a child develop

Parents are accustomed to repeating to their children, like a mantra: “We must read, without reading we can’t get anywhere.” But few people understand what its real use is, except for purely everyday use, when you need to read a sign or a label on clothing. Together with neuropsychologists, we figure out what reading is from a scientific point of view and how it is related to mathematics abilities.

Useful Mela newsletter twice a week: Tuesday and Friday

“Reading develops speech functions, and through them - everything else, from thinking to imagination”

Maria Shendyapina, researcher, clinical psychologist, researcher at the Department of Neurolinguistics at the Faculty of Education, University of Hong Kong

Why is reading such a value, especially in our culture? The first associations are education, knowledge, depth of thinking. Now reading is getting a second wind; it is becoming an alternative to the “fast carbohydrates” of social networks, videos and pictures. Information comes through letters more slowly and requires more concentration. But the wealth of meanings revealed through them is immeasurably greater. Reading does not immediately reveal the whole essence, but first turns on the imagination, teaches you to imagine, concentrate and get used to different worlds.

If we consider the scientific approach, then there are many nuances. Science is constantly evolving and raising the standards of research quality, so numerous stories from the series “scientists asked 20 people to read in a tomograph and learned a lot” do not have weight. In order to draw any clear conclusions, huge samples of thousands of people and systematization of repeated experiments are needed. However, some things have already been well studied. For example, the anatomy of reading: simply put, the eyes perceive visual information, transmit it through the optic nerves to the cerebral cortex for further processing, and then the left hemisphere deciphers the text read.

Yale University psychologists Bennett and Sally Shaywitz proposed a model of three reading systems in the brain: parietotemporal (focuses on the analysis and understanding of words), occipitotemporal (responsible for rapid visual recognition of entire words and translation of letters into corresponding sounds) and anterior, including includes Broca's area (plays an important role in the analysis of syntax and articulation, and also regulates silent reading). While reading, the corresponding areas of the brain are activated.

To summarize, reading develops speech functions, and through them - all the others: thinking, attention, memory, perception, creativity, imagination. Human cognitive functions are closely related, therefore, by improving one thing (and reading is, in fact, a throughput channel for most symbolic information), you can see progress in other areas. It is no coincidence that reading fluency in elementary school is so often equated with overall academic performance: the two are indeed closely related.

How is reading useful?

Develops speech functions in preschoolers. Moreover, reading with your child in roles expands vocabulary much better than just reading a book out loud.
Has a therapeutic effect for depression. To improve psychological well-being, techniques such as bibliotherapy are used.
Regular reading as a hobby improves students' vocabulary, writing skills, language abilities and increases learning motivation.
Fiction develops empathy and metacognition.
Regularly reading new information that requires comprehension, especially in a foreign language, helps strengthen memory and form a cognitive reserve that protects against age-related mental decline.

"Research Calls Reading the World's Best Hobby"

There are many types of reading that differ in pace, degree of immersion, level of understanding, quality of information, nature of the material, mood, goals and motives, as a process and as a result.

Superficial reading is often recommended for informational purposes: it is believed that if you quickly glance through the text or table of contents, this will help you understand the main meaning (“I don’t know, but I’ll tell you, I’ll tell you”) and will make subsequent deep reading better. For example, I was advised to use the skimming technique for the TOEFL exam (test of English language proficiency. - Ed.)

, where you need to quickly read a foreign text and answer questions about it.

Deep reading requires more time, immersion, energy and concentration. But it gives you the opportunity to delve into the details and understand the topic, comprehend the text and logically process it for yourself.

High-quality analytical reading is a separate skill that can and should be learned, sometimes even as an adult

Research calls reading the best hobby in the world: it teaches, informs, relaxes and entertains. There is evidence that reading novels increases neural connections within the temporal regions of the brain, which are responsible for verbal functions. Interestingly, changes in neural connections also remained active for several days after reading, especially in the somatosensory cortex - that is, meanings may also be processed at the level of physicality. In addition, the most recent research recommends reading from paper rather than electronic media, since books improve the quality of reading and reflection on this process.

There are studies that also see a connection between reading and math abilities. From the point of view of neuropsychology, both are the analysis of complex spatial-symbolic information, controlled by the temporo-parietal-occipital regions of the cortex. Therefore, when the processes or dynamics of information integration in the brain are disrupted, both abilities can suffer simultaneously. And vice versa: math and reading abilities can help each other, provided they develop harmoniously.

“For a child, reading is an evolutionarily new task”

Alexey Kotov, senior researcher at the Laboratory of Neurobiological Foundations of Cognitive Development at the Higher School of Economics

If we take the early stage of a child’s development, then reading develops working memory and voluntary attention, and at the second stage, when the child is already reading on his own, this is internal representation, cause-and-effect analysis. Children can understand what preceded what and build alternative scenarios. When a child just begins to read, at the neural level this ability begins to load and creep into the prefrontal areas of the brain on the left side. It is attached to him - this is the area of the forehead and temple. For cognitive psychologists, this is the area that working memory also occupies. Why this is important: Well-developed working memory in children is the ability to consciously control and plan actions.

When children learn to read, it is something new and unique for them; we can say that it is an evolutionarily new task that did not exist in previous stages of development. This is the first time they encounter a sign system, so they master it quite hard and in a very specific way. In terms of brain function, this involves the temporal lobes and the occipital lobes. The former are associated with sound analysis, and the latter with visual analysis.

It is a difficult task for a child to establish a connection between the way he sees pictures and the way they are pronounced.

Children have one linguistic feature that Russian psychologists sometimes call phonetic. To simplify, there are children who hear the number of syllables in a word, there are children who distinguish words by stress, and some do not feel this at all. So this feature directly affects a child’s reading. Children who hear all this usually begin to read a year earlier than those who do not have this feature developed.

Preschool age is the time when you can work with her. Children who learn to do phonetic analysis of words, practice, place stress correctly, even without linguistic awareness, can quickly catch up with their peers.

“If you want your child to read, do it together”

Maria Shendyapina, researcher, clinical psychologist, researcher at the Department of Neurolinguistics at the Faculty of Education, University of Hong Kong

One of the proven ways to interest a child in reading is when an adult, despite the fact that the child learns to read on his own, reads aloud to him for many years after that. Mastering sign systems (counting, writing, reading) is a very social thing. The important thing is with whom the child learns the skills, that is, this is not so much an individual task as a joint one. If parents simply strive to instill in their children the mechanical ability to read, they will quickly become bored with it.

The best way to change is through shared joy, pleasure and a sense of success. Start a family reading marathon. In stores and modern city libraries you can find new beautiful books, the illustrations alone of which make your eyes light up. Read at night, in the morning and during the day, at home in a hut made of blankets, in a tent in nature or on benches in the park. Read in turns or in roles, loudly and loudly and quietly and quietly.

Draw illustrations, discuss, act out scenes, try new topics and methods. Your task is to show how it can capture, delight and fill with emotions. Do you feel guilty that your kids watch too many cartoons? Turn off the sound and turn on the subtitles. Bam! Your children are now reading.

Article “The role of reading in the development of a preschool child”

The role of reading in the development of a preschool child

Preschool childhood as a period in human life plays an exceptional role in shaping what not only each individual person will become, but also all of humanity and the world as a whole. The educational, ideological, moral, cultural and physical priorities laid down in preschool childhood determine the life path of generations and influence the development and state of the entire civilization. Now it is necessary to pay as much attention as possible to the formation of the child’s inner world, to nurturing the creative principle in him.

Reading is a special kind of value in this matter, since in the process of communicating with a book a person not only learns the past, present and future of the world, but also learns to think, analyze, and develops creatively; thus, the moral and cultural basis of his personality is formed.

Reading develops a person’s speech, makes it correct, clear, understandable, imaginative, and beautiful.

Reading develops a person’s soul, teaches him to have compassion, to be merciful, to feel the pain of others and to rejoice in the success of others.

Reading is an impulse to creative insight, to the creation of a new artistic creation.

A person who reads knows how to use information and research it.

A special place in preschool institutions is occupied by introducing children to fiction as an art and a means of developing intelligence, speech, a positive attitude towards the world, love and interest in books.

When perceiving a literary work, children, first of all, pay attention to the characters; they are interested in the character’s appearance, his actions, and actions. Younger preschoolers experience everything that happens to the hero: they wildly rejoice at the victory of a positive character, the successful outcome of events, the triumph of good over evil.

A characteristic feature of children from 2 to 5 years old is an extraordinary craving for rhythmically organized speech, sonorous rhythms and rhymes, and expressive intonation. Children love to listen and read poetry, clearly preferring them to prose. At the same time, they gravitate toward dynamic rhythms, joyful melodies, and dancing.

In this regard, the reading range of younger preschoolers consists mainly of works of Russian folklore. This is children's folklore - ditties, nursery rhymes, songs, games. These works best meet the needs of a younger preschooler, as they combine words, rhythm, intonation, melody and movement.

In the genres of children's folklore, where in simple, unpretentious, short poems the child is told about the rules of personal hygiene (For example, “Water, water, wash my face”), and about the rules of life among people, and about the high things that should be in a person, which makes him a moral person. The child is just beginning to take his first steps, but he is already being told about what awaits him in his future adult life.

With the help of folklore, ideas about life and morality are not only conveyed, but the problems of child development are solved. Folklore has a psychophysiological effect on children: it evokes joyful emotions, helps coordinate movements, develop speech, and teaches them to overcome fear. Children's folklore contributes to the aesthetic development of children.

In early preschool age, it is good to read nursery rhymes. These are short poetic sentences that accompany the child’s movements, contribute to his physical development, help the baby more easily endure bathing and dressing, which is not always pleasant for him, create a situation in which the child’s mental and cultural development takes place, and activate interpersonal communication. While performing nursery rhymes and children's songs, the adult accompanies them with hand movements, thereby stimulating his activity and causing emotional reactions.

Children from the age of 4 begin to understand inverted tales. This special type of joke is necessary for children to train their intellect. Children of the 3rd and 4th year of life need to listen to fairy tales, stories, short poems, and works of Russian and Soviet writers. Children of this age should not read fairy tales, but tell them and even act them out, conveying the action in their faces and in movement. Such tales include cumulative ones (“Kolobok”, “Turnip”, “Teremok” and others); folk (about animals, magical “Bubble, Straw and Bast Shot”, “Geese-Swans”, any boring fairy tales). It should be noted that for the development of children's thinking, folk tales in classical adaptations (both Russian and international) are most effective. A folk tale can be considered as a multidimensional model, including an analysis of different life situations.

A preschooler is a kind of reader. He perceives literature by ear, and this process lasts until he himself learns to read. But, even having mastered the technique of reading, he still has a childish attitude towards book events and characters for a long time.

A preschooler, with his visual-effective (1-3 years old) and visual-figurative (4-5 years old) thinking, better perceives text based on illustrations, when the word and image complement each other in the child’s mind. So, for example, in the middle group, children from 4 to 5 years old are introduced to books designed by Yu. Vasnetsov, E. Charushin.

A preschool child is characterized by a non-contextual perception of art. In his ideas about what is happening in the work, he goes far beyond the boundaries of the text itself: he animates the inanimate, does not correlate the events described with real time and place, changes the work in his own way, making it the heroes of himself, his friends and acquaintances, characters of previously read books. A children's book that a child likes captivates him so much that he does not separate himself from what is happening in it, immersing himself in it, imagining to the smallest detail the events and the process of his participation in what is depicted. Such qualities are characteristic of children of older preschool age. Thus, cultivating in children such feelings as compassion, condemnation, anger, surprise, and so on.

Children of senior preschool age are introduced to the funny adventures of book heroes, thereby developing a sense of humor.

When reading poems, a preschool child develops and improves artistic and speech performing skills.

Fiction plays a very important role in the development of the social experience of a preschooler. In fiction, especially fairy tales, there are plots in which children find themselves alone, without parents, the trials and tribulations that befall them in this regard are described, and the desires of the child characters to regain their home and parents are very emotionally represented.

Many works that are written for preschool children form in them a correct attitude towards nature, the ability to carefully handle living beings; form a positive attitude towards work, form knowledge about the work of adults, about the organization of work activities. All this contributes to educational opportunities for teaching children labor skills. Mastery of skills raises work activity to a higher level of development, allows the child to set and achieve goals; ensures a more complete and successful use of work activity as a means of moral education.

The reader in a child will grow when literature and a book correspond to his worldview, his needs, his spiritual impulses, when the book contains the answer to a question still ripening in the mind, when emotions are anticipated. The circle of children's reading is the circle of those works that I read (or listen to reading) and are perceived by the children themselves.

The reading range of preschoolers is changing especially quickly. Here, in fact, each year of a child’s life corresponds to its own works. And what sounded and was understood to a child of the second year of life will be uninteresting to a five-year-old or will be rethought by him. For children 6-7 years old, longer books are needed that require continued reading, have a multi-pronged plot, a large number of characters, and complex artistic techniques.

Thus, the selection of literature for children's reading depends on the age of the child, on his passions and preferences, but not only...

The selection of literature for children's reading is greatly influenced by the historical and moral time in which the child reader lives. When choosing a book to read to a child today, we must definitely think about its focus on developing the child’s positive emotions and positive activities. The nature of art is such that it inspires a person, including a small one, to some accomplishments, deeds, actions.

For preschool children, it is necessary to choose literature with bright illustrations.

You should also remember the thematic diversity of works. All topics should be represented in children's reading: the topic of children's games and toys; theme of nature, animal world; the topic of relationships between children and adults, relationships in children's groups; the theme of family, duty to parents, relatives; childhood theme; theme of honor and duty; theme of war; historical theme and many others. It is advisable to present all these topics to the child as both eternal and cutting-edge.

It is also necessary to remember about the variety of author's names, which will show the child a variety of approaches to depicting something or, conversely, the same approach, which will be perceived as the only correct one in relation to what is depicted.

Correct selection of literature for children's reading involves taking into account the gender differences of children. This does not mean that boys and girls should read completely different literature. This means that an adult who selects literature to read to children must take into account that girls mostly need to read those books that talk about female virtues, about running a home, and about women’s destiny. Boys will be interested in literature about strong, courageous people, travel, inventions, human behavior in emergency situations, and so on.

It is logical to remember the seasonal principle in the selection of literature for reading, because in the hot summer it is inappropriate to read about how “white fluffy snow falls and swirls.”

Children's reading should include works imbued with humanistic ideas that carry the eternal values of goodness, justice, equality, labor, health and happiness, peace and quiet for one and all. The works are moral, but not moralizing. Literature for children should not set itself the task of correcting morals. It is called upon initially to talk to the child about what an ideal is and what are the ways to achieve it, what is eternal truth and how to follow it, what are true values and what are false. Its task is to teach the child to think about what is happening around him, analyze and draw conclusions. She must develop his mind and soul.

Thus, we can conclude that the role of reading in the development of a preschool child is very great. Reading, telling and retelling fiction to a preschool child has a huge impact on intellectual, mental, creative, psychological and psychophysiological development. Reading develops artistic and speech skills, shapes the moral and cultural side of the child, conveys ideas about life, work, and attitude towards nature, thereby developing the social experience and work activity of the preschooler.

All these priorities, laid down in preschool age, harmoniously develop the child as a full-fledged personality.

Literature

1.Zatulina G.Ya. Comprehensive classes on speech development - M., Center for Pedagogical Education, 2009

2. Book for reading in kindergarten and at home: 5-7 years old: A manual for kindergarten teachers and parents / Comp. V.V. Gerbova and others - M.: Onyx Publishing House, 2009.

3. A book for reading in kindergarten and at home. Reader. / Comp. In P. Ilchuk et al. - M., 2005.