The “Child and the Book” project to introduce preschool children to fiction through interaction with the children’s library

"Storysec" - as a form of work to introduce children to reading"

Author: Rybakova Elena Lvovna

Teacher at MBDOU "Kindergarten No. 18"

"Storysec" - as a form of work to introduce children to reading"

Municipal budgetary preschool educational institution "Kindergarten No. 18 of general developmental orientation of the city of Mozhgi"

Consultation for teachers

"Storysec" as a form of work to introduce children to reading"

Rybakova E.L.

Higher education teacher

qualification category

Mozhga, 2021

Currently, in the era of computer games and an abundance of interactive aids, when it is difficult to captivate children with reading, teachers resort to various means to attract the attention of their parents’ children to the book. There are various examples, technology methods and projects that contribute to the development of interest in children's books and the culture of reading in children of their parents.

Today, a kindergarten teacher faces a difficult task: to remind parents that it is fiction that ensures the cultural development of the child, shapes both his speech and linguistic culture, and sows the first sprouts of morality in the little soul.

I invite you to get acquainted with the multifaceted and multifunctional methods of “Storysec”.

Translated from English, “Storysek” means a bag of stories. The method was developed in 1994 in the UK. Storysec was founded by Neil Griffiths, Doctor of Philology, author of books on teaching children in preschool and school age. Neil believes that first you need to decide “How to help a child become a reader?”, and then “How to teach a child to read!”

The idea of ​​Storiesek is to promote children's reading and provide preschoolers with all the necessary means to enjoy reading books with adults.

Work on the implementation of the “Storysec” technology is carried out in several stages:

Preparatory stage:

1. A work of children's fiction is determined to which "Storysec" is dedicated - for example, "Kolobok".

Book selection criteria:

— High-quality illustrations.

— The work is convenient for reading out loud.

— An accessible and interesting level of the book for children’s perception.

— Children's favorite book.

— The book is recommended by parents (teachers, bookstores)

1. A bag is being prepared for a set of materials (you can decorate it with the children)
2. The remaining components for the kit are selected:

- Toys (soft, from “kinder surprises”, rubber figurines, finger and glove puppets, masks, etc.), which are prototypes of the heroes of the chosen work;

- A popular science book on a topic close to a work of fiction (encyclopedia of animals, for example, an audiobook or DVD).

— DVD with a cartoon based on the work (if available).

— Literary games are being developed, the objectives of which should be: (expanding horizons, developing vocabulary, meaningful reading skills, coherent speech, social skills, self-confidence).

For example, literary games such as: “Complete the story”, “Crocodile” - using facial expressions and pantomime to depict the heroes of the work, “Find the proverb”. It is possible to organize role-playing games based on the work, and use board games. All games must be correlated with the book.

Main stage

Working with works of art:

— Working with a book offers loud reading in a group of children.

— Organize a dialogue (before, during, and after reading the book).

— Discuss with the children:

• How will we hold the book so that it is convenient to look at the illustration?
• Who/what is your favorite thing in the book?
• Has anything similar to what happened in the book ever happened to you?
• Tell me. What words and events were repeated in the book?
• Use other questions too.

- Sometimes ask children to follow the text with their finger while you read the book or after.

- Using toys, act out the contents of the book (by yourself or with your children) while reading the book or after.

— Conduct a game with theatrical elements, where the heroes can be toys or children themselves, encourage children to play out the plots of the book.

— Ask the children to give you the necessary details while reading.

- Talk about props about props, ask the children who they belong to, how and when to use them.

- Focus on the letters. Ask children what letters (sounds) specific words begin with.

— Read a book on roles. Focus on skills: changes in reading speed, intonation, voice timbre, etc.

Working with an audiobook

Organize a group listening to an audiobook with simultaneous (preliminary) completion by group drawing, a master class on making a bookmark for a new book cover, etc.

The main stage of the fairy tale "Kolobok"

1. Loud reading of a fairy tale (pay attention to changes in reading speed and voice intonation).
2. Conversation based on primary perception of the text

— Did you like the work?

- What did you like?

- Who is the fairy tale about? Who is the main character?

- Why did the bun roll into the forest?

— What feelings did you have when you listened to the fairy tale? (joy, sadness, worry).

1. Conversation on the content of the fairy tale?

- Name the heroes of the fairy tale.

— Who did the hero meet first?

—Who else did you meet the bun along the way?

- What kind of fox do you imagine?

1. Paying attention to letters (sounds) (ask children what letters (sounds) do specific words begin with?).
2. Playing the game “Funny Tongue Twisters” (quickly playing the text).
3. Acting out using toys (fairy tale episodes) independently or with children) while reading a book (ask the children to give you the necessary details).
4. Carrying out the game “Crocodile” (using facial expressions and pantomime to depict the heroes of a fairy tale).
5. Playing the game “Who is this?” (guessing riddles).

You can offer games for the fairy tale “Kolobok”:

- “Crocodile” - using facial expressions and pantomime to depict the heroes of a fairy tale.

— “Funny tongue twisters” - quickly pronouncing the text

- "Who is this?" -solving riddles:

1. Determining the main idea of ​​a fairy tale?

(You can't be too trusting).

Consistent educational activities with many stories can continue throughout the day. It can be replenished further, depending on your goals. A million stories can be shared with any family or group to read and study the work. And most importantly, the work on creating a bag of stories is the interaction of all subjects of educational relations, taking into account their capabilities, initiative and interests.

Parents are invited to take part in sewing the bag, preparing decorative ornaments based on a specific theme, making soft toys, finger theater characters, etc.

Teachers select books, educational games, manuals, illustrations, audio and video resources.

Children offer their own options for filling the bag with a variety of materials, help in the production of manuals, and take part in a design project for its design.

The use of Stories allows you to implement the principles and objectives of the Federal State Educational Standard for preschool education because this method helps:

-positive socialization of preschool children through instilling interest in joint activities;

-development of horizons, replenishment and expansion of vocabulary;

- formation of skills in meaningful reading and discussion of a work of art;

- building a sense of self-confidence and stimulating interest in the book.

List of recommended sources:

1. Shchinnikova V.I. Give the joy of reading: new forms of promoting reading among youth and children: consultation (Electronic resources) V.I. Shchinnikova

-Access mode: http//oubomsk.ru/index/0-102.

1. I have an idea! (electronic resource): library digest / Centralized library system of Apatity; Composer: E. Gitlmutdinova, I. Glinia.
2. Russian folk tale "Kolobok".
3. Lynskaya, M.I. Methodological recommendations for conducting “Stories” (Electronic resource).
4. Mutav L. The pleasure of reading together. Projection method “SNORYSACK” (storysec) /L. Mutav//Library-2008.-№-23.p.41-43

Fiction in preschool educational institutions

1.Meaning

Fiction contains enormous opportunities for shaping a child’s personality.

It not only broadens one’s horizons and gives rise to new interests, it explains to the child the life of nature and society, introduces the child to the world of human feelings and relationships, and forms a sustainable interest in verbal art.

She reveals to him all the inexhaustible wealth of the Russian language.

2. Problems

Not so long ago our country was considered the most reading country in the world. We read everything, everywhere and always. Times are changing, and the way we work with printed text is changing.

General technologization, the influence of audiovisual resources, digital and electronic media lead to the fact that in modern society there is a significant decline in the level of reading culture.

At the end of the last century, a wonderful teacher of Russian literature V. Ostrogorsky

argued that the lack of literary education among young people leads to illiteracy, ignorance, and lack of desire for science and art.

Therefore, the problem of introducing children into book culture requires increased attention.

We, teachers, must create an environment in which education and erudition become the rules of good manners.

Is this possible in kindergarten, since children are still so small and cannot read?

Of course, we can and even should do this.

At this age level, it is very important to introduce children to the golden fund of children's books. After all, if in preschool age a child does not understand and does not feel that reading a good book is interesting, then at school, when he sits down with textbooks and a computer, he will no longer fall in love with fiction.

According to psychologists, familiarity with books begins in the first year of life. A child becomes a reader long before he learns to read.

Preschool children have access to such types of reading activities as reading-listening, reading-looking, reading-communication, reading-thinking, reading-experiencing.

A book in kindergarten and at home should not only become part of the objective world surrounding the child, it should be included in all types of joint activities.

3. Fiction
as a semantic background for other forms of joint activity.
Types of joint activities.

Communicative

:

Conversations on various topics on the content of works of art; verbal creativity, poetic experiments.

Cognitive

:

Enriching ideas about the world around us

Productive

:

Reflection of literary creativity in visual activities.

Gaming

:

Using plots from works of art to enrich the gaming experience and develop sociocultural competencies.

Motor:

The use of artistic words in outdoor games, dynamic pauses, finger gymnastics.

Labor:

Organization of book repairs, production of printed teaching aids.

Principles

The artistic word is a subtle instrument in the hands of a teacher.

The following principles are important in its selection:

* Free choice by the teacher of literary texts for a specific group, based on a list of recommendations.

* Free, relaxed form of reading organization.

* Organic combination of reading with other forms of joint activities in a holistic educational process.

* Age appropriate

* Thematic and genre orientation of fiction.

Preschooler reading circle

Thematic focus
of the books' content .

• Feeling of Motherland.

These are books that help expand children's knowledge about their native country, about unknown cities and villages, about their small homeland, cultivate civic qualities, and lay the foundations of patriotism.

S. Baruzdin “The country where we live.” G. Snegirev “I am traveling”

• World of people.

These books give children a system of moral guidelines in the complex and diverse world of human relationships, show the spiritual beauty of a hard worker, a defender, a worthy citizen.

S. Baruzdin “A soldier was walking down the street” E. Permyak “Someone else’s gate” S. Mikhalkov “What do you have”, “Uncle Styopa” S. Marshak “A story about an unknown hero” B. Zhitkov “Help is coming.”

For children - about children.

These books are necessary advisers in the complex and varied process of raising children. They provide a direct and clear example to follow, revealing to the child his own world, in which little readers see themselves as if from the outside.

L. Tolstoy “Stories about Children” K. Ushinsky “Stories and Fairy Tales for Children”

A. Barto “Vovka is a kind soul” V. Oseev “Good” N. Nosov “On the hill”, “Karasik”, “Dunno and his friends” V. Kataev “Seven-flowered flower”. G. Oster “Bad advice.”

• Understand and love nature.

In these books, writers pay great attention to environmental issues. They teach children to look closely at the manifestations of life in nature, to see not only its beauty, but also its fragility and insecurity; they teach them to take care of and protect all living things.

Writers: E. Charushin V. Bianki D. Mamin-Sibiryak, N. Sladkov, Sokolov-Mikitov, E. Shim, G. Skrebitsky.

• About everything in the world.

These are books about science and technology, about space and the wonders of the world around us. Bright and smart - they are like small steps, by climbing which kids discover new and new horizons for themselves.

Stories from the series “Why” S. Marshak “How your book was printed”, “Where the table came from”. Encyclopedias from the series “I explore the world”, “I want to know everything”

».

Genres of fiction.

Folklore

.

Russian folk tales, epics, tales of the peoples of the world

.

The fairy tale is close and in tune with the worldview of children. Every fairy tale draws a line between Good and Evil. And in this confrontation Good always wins. Thanks to the fairy tale, children begin to understand the most important truths of human life. A fairy tale helps to form the foundations of morality, morality, by the laws of which they will have to live.

Small folklore forms:

Nursery rhymes, lullabies, counting rhymes, teasers, riddles, tongue twisters, proverbs and sayings, phraseological units.

Works of folklore, with their content and form, gradually and imperceptibly introduce the child into the element of the folk word, revealing its richness and beauty.

Prose.

Novels, short stories, author's fairy tales.

This is the richest genre of children's literature, which reflects a wide variety of themes: educational and humorous, fantastic and heroic, adventure and romantic.

Poetry.

Poems, poems.

A passion for poetry is a distinctive feature of a preschooler.

It lies in the fact that the child, penetrating the emotional world of the poem, experiences and understands its mood. Poetry helps introduce a child into the fascinating world of the Russian Word, multifaceted in its sound and semantic shades, in order to comprehend the linguistic wealth created by many generations.

Fable.

It is recommended to introduce the fables of I.A. Krylov into the reading circle of children aged 6-7 years, many of which will be studied at school. The point of pre-reading is not to understand the moral (that will come later), but to touch upon the understanding of figurative speech.

The book will help you learn about everything

An integral part of primary literary education is the formation of ideas about the phenomenon of literary creativity, familiarity with the facts of the biography of writers and illustrators of children's books.

The artist and the writer, united in one book, express their thoughts and ideas to the reader. Only one is a word, and the other is a drawing.

And the brighter the talent of both artists, the deeper their mutual understanding, the more interesting the book becomes.

For kids, a book without a picture is simply impossible, because their way of perception requires imagery - bright, complete, to help them see the diversity and richness of the world around them.

Native poets

The literary creativity of local poets helps the teacher influence the spiritual and moral development of children, contributes to the cultivation of love for their small homeland, because it covers a wide range of different phenomena and events of nature and society.

* Journey into history

*How beautiful this world is

* Enter nature as a friend

* Life is given for good deeds

Organization of reading fiction in preschool educational institutions.

Guidelines.

-Daily reading of literary texts as a ritual of group life.

-Determining a regular time for reading in the daily routine.

(Reading duration – in the senior group 15-20 minutes, in the preparatory group – 20-25 minutes.)

-Creating a relaxed atmosphere

-Drafting a preliminary reading plan for 2-3 months in advance, taking into account thematic cycles, ongoing events (season, holidays, memorable dates) and the characteristics of the group.

-Selection of literary texts and their alternation by genre.

-Duration of reading large works of fiction –

from 2 to 10 days.

- Mandatory discussion of what you read.

-Use illustrative commentary while reading.

-The presence in the group of a sufficient number of art collections

-Expressive speech of the teacher while reading.

-Reading is not a forced activity:

A book should develop a child and give him pleasure

Children, hurry to the library

Close cooperation with the children's library over the years has contributed to successful efforts to introduce children to fiction.

Sightseeing tours

Various events

Puppet shows

Stock

Exhibitions

Working with parents

By involving parents in the educational process, we appeal to them with a convincing request to show respect and interest in their native language, to find time and energy to enrich it in the mouth of the child.

It is known from psychology: if a word is learned at an early age, it ends up in both hemispheres of the brain, if later - only in the left.

• Parent meeting. "Literary education in the family"
• Design of visual information
• Participation in the “Dunno’s Backpack” campaign
• Exhibition of family drawings “The Adventures of Dunno”
• Photo exhibition “Our friends - books”

Introducing preschoolers to fiction

requires preschool teachers to master general theoretical and professional skills, but the most important thing is the love of the teacher

to reading.

School V.A. Sukhomlinsky based his education on four cults: Mother, Motherland, Word and Book.

We love the book. This means that we strive to create a cult of the Book.

It helps us get to know and understand each other better, helps adults

memory of childhood, enlightened,

and for children
-
she was a reliable assistant on the way to adulthood.

Article “Introducing preschoolers to different genres of literature”

Children express their attitude towards a literary work and its characters: in drawing, appliqué, modeling, when retelling and reciting the text, in various types of theatrical activities.

In the older group

children get acquainted with various works of Russian and foreign children's folklore: small forms (jokes, chants, riddles, fables), proverbs, sayings, fairy tales (magic, everyday, boring), epics. Children get acquainted with classical and modern poetic works (lyrical, humorous poems, poetic tales, literary riddles, fables) and prose texts (fairy tales, tales, stories). Works of art become more complex in their semantic load. Stories and fairy tales with moral overtones predominate. The language of works becomes more complex, it is distinguished by greater imagery and expressiveness, texts with descriptions and elements of popular science style (fragments of children's encyclopedias) become available.

Children understand that the content of literary works is the author’s depiction of different life situations, in the center of which is a person and his attitude to the environment.

Children begin to develop an understanding of some of the features of such literary genres as riddles, fairy tales, short stories, poems and fables; they know the names of three or four writers and poets; some facts from their biographies, some features of their work.

Children understand that a book is the result of the activities of a writer, artist and printing house workers; explain the meaning of the illustrations in the book, know the names of two or three illustrators, and some features of their work.

They know and use different ways of expressing their attitude towards a literary work and its characters in various types of speech and artistic and creative activities.

In the preparatory group

children have a rich literary experience. The reading range includes various genres of works of Russian and foreign children's folklore, classical and modern poetic works, prose texts (stories, were, fairy tales, fairy tales, children's novels). Preschoolers are interested in works with complex subtext, ambiguous images of heroes, based on the clash of characters, the confrontation between the forces of good and evil. Texts with new cognitive information and elements of business style (children's encyclopedias) become available to them. Children love texts with continuations, including novels and stories telling about new adventures of familiar characters.

Preschoolers understand that a book is a special way of understanding the surrounding reality, human relationships and social values. At this age, children know the names of five or six writers, poets, certain facts of their biography, and some features of their work.