Reading fiction in the second junior group

The use of fiction in kindergarten classes is a powerful means of developing a harmonious personality. Reading helps improve a child's mental, aesthetic, speech abilities and skills. In the second younger group, more and more attention needs to be paid to reading, to cultivate a love of books. The lesson process itself can be structured in completely different ways - it depends on the tasks set and the topic of the chosen work.

• 2 How to read with children of the second youngest group
  2.1 Organization of reading using the example of the Russian folk tale “Kolobok”
• 2.2 Table: long-term plan for fiction (fragment, author Natalya Aleksandrovna Artyukhova)
• 2.3 Table: examples of GCD notes in the second junior group in fiction

The benefits of reading fiction for children 3–4 years old

In children aged 3–4 years, there is an active development of imagination and cognitive processes. The child is already able to emotionally evaluate and comprehend the texts of works: empathize with the characters, give an assessment, and draw conclusions.

Reading fiction develops imaginative thinking, fosters a love of reading, nature, and the world around us. Collective reading in a group helps the teacher to open up for children the world of relationships between people, the features of life in society.

Reading fiction develops imaginative thinking

Reading books is the path along which a skillful, intelligent, thinking teacher finds the way to a child’s heart.

V.A. Sukhomlinsky

The following goals for reading classes in the second junior group are set:

• developing a complete picture of the world;
• development of speaking skills;
• continued acquaintance with the artistic word;
• developing the ability to construct answers to questions;
• development of perception of artistic images;
• introduction to the culture of reading, the formation of a love for books;
• development of emotional reaction to events in works of art.

Books help children explore and understand the world around them

The objectives of a specific lesson may be:

• introducing children to literary works, meeting new writers;
• replenishment of vocabulary, familiarization with new words;
• developing the skill of expressive reading and intonation;
• expanding knowledge about the world around us (for example, getting to know professions while studying S. Mikhalkov’s poem “What do you have?”).

Hygienic aspects

Reading the work “Moidodyr” in the 2nd junior group is aimed not only at introducing preschoolers to poetry. Together with the children, the teacher highlights the basics of a healthy lifestyle and develops hygiene skills in their students. This work can be considered a reference book for the first acquaintance with human hygiene. Reading the work “Moidodyr” in the 2nd junior group can be done in the form of a puppet theater, so that the children not only hear, but also see how to wash themselves so as not to be sloppy people.

How to read with children of the second youngest group

In the second junior group, it will be useful to use the following techniques in the classroom:

• artistic expression - reading a text;
• teacher's story - here you can read the text or retell it, using various means to help: toys, puppet theater, pictures, filmstrips;
• learning by heart;
• individual reading and choral speaking;
• combining two types of arts - viewing pictures, listening to music while reading;
• staging (for example, acting out the fairy tale “Turnip” using finger toys or figurines);
• didactic games.

Should be read to children daily. There must be a book corner to which children will have constant access. There you need to place several books studied according to the program, as well as books recommended for study in your free time. At the age of 3-4 years, daily reading before bed after lunch is mandatory.

It’s better when parents also support their child’s involvement in reading.

Before reading a work to children, the teacher should read it himself and analyze it. Here you need to pay attention to the following points:

1. Determine what the child can understand on his own in the book, and what needs to be explained for better assimilation.
2. Mark passages and words in the text that will help develop speech when they are repeated (for example, the teacher reads the passage: “Little goats, kids! Open up, open up! Your mother came and brought milk...” (“The Wolf and the Seven Little Kids”), then reads some more times the phrase and asks the guys to finish it).
3. Intonation moment: the teacher should highlight emotional moments with intonation.
4. Selection of illustrations for the book.

Conducting a more comfortable lesson without overloading children with unnecessary information and fatigue will be facilitated by:

• changing teaching techniques with game ones (for example, after reading S. Marshak’s poem “The Tale of a Stupid Mouse,” you can play the game “Find the Mouse”);
• alternation of group and individual responses of children (both verbal and motorically expressed);
• inclusion of demonstration materials (toys, figurines, drawings, etc.) into the lesson - this pleases the kids and helps focus their attention;
• using actions that will require the children to change their position, move (for example, “Children, let’s look where the cat hid” - and look under chairs and tables). This technique significantly enlivens the activity, enlivens the child’s imagination and prevents fatigue.

Organization of reading using the example of the Russian folk tale “Kolobok”

The objectives of the lesson are to introduce the children to the fairy tale “Kolobok” and teach them word formation.

It is easier for children of primary preschool age to perceive text accompanied by illustrations

The lesson can be structured as follows:

1. Introductory part. The teacher conducts a conversation with the children, asks who Kolobok is, whether the children have heard of him before (from home reading, cartoons).
2. Then reading an excerpt from a fairy tale: “I kneaded the dough with sour cream, rolled it into a bun...” (kids demonstrate with their hands how to make a bun).
3. Expressive reading of a fairy tale (here it is worth emotionally highlighting the moments of joy when Kolobok manages to escape from the animals so that the children rejoice, and the moment of grief when the fox deceived him with her cunning).
4. The teacher repeats with the children what different animals said to the kolobok (“Kolobok, kolobok, I’ll eat you!”).
5. Word game (“Guys, now let’s play! I will tell you words that denote a large object, and you will say words that denote the same objects, only smaller: table - table, cup - cup”).
6. Then the teacher shows the children drawings for the fairy tale “Kolobok”, saying that many famous artists have depicted Kolobok.

The teacher must make full use of the necessary methodological techniques for mastering the material, developing listening skills, and reading comprehension. Expressive reading of a work helps children better remember the material and evaluate it. When discussing what you read, you can use a comparison of a situation in a book with a comparison of a real-life incident, and give hints when answering.

Expressive reading will help you remember the material better

When choosing a topic for a lesson, it will be very useful to associate it with some holiday or time of year for the children to better assimilate the material.

Table: long-term plan for fiction (fragment, author Natalya Aleksandrovna Artyukhova)

In pedagogical practice, there is a huge amount of materials to help teachers conduct classes.

Table: examples of GCD notes in the second junior group in fiction

Role play while reading

Special classes on speech development, which are a mandatory element of the program in preschool institutions, involve the use of physical activity and independent role-playing. The use of visual aids: living and inanimate objects, images, toys, pictures is accompanied by words and replicas, allowing children to enrich their speech.

Works of folk oral art, artistic expression, nursery rhymes, jokes, fairy tales - all this presupposes the use of visual aids in early preschool age. The teacher shows actions and movements using toys. A child, listening to figurative speech, perceives movements in full accordance with the voiced text, reproduces small excerpts from a fairy tale or poem he heard.

Of particular importance is the use of pedagogical methods that promote the development and improvement of independence of preschool children. The tasks that preschoolers must complete gradually become more complex. For example, they not only listen to a fairy tale, but also have to describe the appearance of the hero and list the qualities that he possesses. Such tasks develop logical thinking in the younger generation, form imagination, and teach them to observe and analyze the phenomena and events they see.

While reading books, which are supplemented with bright and colorful illustrations, the teacher focuses the pupils’ attention on the image and asks the children to describe the picture. After listening to the work, the teacher invites the children to reproduce excerpts from the book they read. In addition, in the process of reading poetry, the teacher uses the method of collective memorization. Children repeat 1-2 lines of the poem in turn; by repeating it repeatedly, they memorize a short poem.

Thanks to this method of work, the teacher fully fulfills the task assigned to him by the Federal State Educational Standard, namely, to form a harmoniously developed personality.

During role-playing games, children learn to communicate with peers and use speech to explain their own actions.