The purpose is reading fairy tales for children. A system of working with children in kindergarten to introduce them to the perception of fiction and folklore; a methodological development for the development of speech on the topic

SUMMARY OF NODES READING FICTION.

IN THE JUNIOR GROUP. Reading a fairy tale. "The wolf and the seven Young goats"

Goal: to introduce children to the fairy tale “The Wolf and the Seven Little Goats”

Objectives: - to develop in children the ability to listen to a fairy tale carefully;

Empathize with the heroes of the fairy tale;

Develop memory, attention;

Bring children to understand the observance of basic rules of obedience;

Develop holistic perception: recognize and name a fairy tale from an illustration;

Progress of the lesson.

Before class, the teacher invites the children to stand in a circle and play. Physical exercise.

Curious Barabara

Looks left, looks right,

Looks up and looks down.

Here I sat down on the ledge,

And she fell down from him.

A knock is heard behind the door. The teacher comes to the door and takes a doll dressed up as a grandmother.

The grandmother says hello and says that her name is Grandma Rasskazushka. She knows a lot of fairy tales and offers to guess riddles about them. Grandmother makes riddles about fairy tales:

1. What a fairy tale: a cat, a granddaughter,

Mouse, also Bug's dog

They helped grandma and grandpa

Did you collect root vegetables? (turnip)

1. Answer the question:

Who carried Masha in a basket,

Who sat on the tree stump

And wanted to eat a pie?

You know the fairy tale, right?

Who was it? … (bear)

1. Near the forest, on the edge,

Three of them live in a hut.

There are three chairs and three mugs,

Three beds, three pillows.

Guess without a hint

Who are the heroes of this fairy tale? (three Bears)

1. The nose is round, with a snout,

It’s convenient for them to rummage in the ground,

Small crochet tail

Instead of shoes - hooves.

Three of them - and to what extent?

Friendly brothers look alike.

Guess without a hint

Who are the heroes of this fairy tale? (three piglets)

1. It was baked from flour,

It was mixed with sour cream.

He was chilling at the window,

He rolled along the path.

He was cheerful, he was brave

And on the way he sang a song.

The bunny wanted to eat him,

Gray wolf and brown bear.

And when the baby is in the forest

I met a red fox

I couldn't leave her.

What kind of fairy tale? (gingerbread man)

1. We were waiting for mother with milk,

And they let a wolf into the house...

Who were these

Small children? (goats)

and multimedia shows illustrations - clues from fairy tales. Children name the names of fairy tales and main characters. The last illustration of the fairy tale “The Wolf and the Little Goats”. Children call this fairy tale, but grandmother does not recognize it. The teacher invites the grandmother and the children not only to listen, but also to watch a fairy tale using a table theater.

Once upon a time there lived a goat with kids. The goat went into the forest to eat silk grass and drink cold water. As soon as he leaves, the little goats will lock the hut and will not go out themselves. The goat comes back, knocks on the door and sings:

Little goats, guys!

Open up, open up!

Milk runs down the drain,

From the notch up to the hoof,

From the hoof into the cheese of the earth!

The little goats will unlock the door and let their mother in. She will feed them, give them something to drink and go back into the forest, and the kids will lock themselves up tightly.

One day a wolf overheard a goat singing. Once the goat left, the wolf ran to the hut and shouted in a thick voice:

You kids!

You little goats!

Lean back,

Open up

Your mother has come,

I brought milk.

The hooves are full of water!

The kids answer him:

The wolf has nothing to do. He went to the forge and ordered his throat to be reforged so that he could sing in a thin voice. The blacksmith reforged his throat. The wolf again ran to the hut and hid behind a bush.

Here comes the goat and knocks:

Little goats, guys!

Open up, open up!

Your mother came and brought milk;

Milk runs down the drain,

From the notch up to the hoof,

From the hoof into the cheese of the earth!

The kids let their mother in, and let’s tell how the wolf came and wanted to eat them.

The goat fed and watered the kids and strictly punished them:

Whoever comes to the hut and begs in a thick voice so that he doesn’t go through everything that I laud to you - don’t open the door, don’t let anyone in.

As soon as the goat left, the wolf again walked towards the hut, knocked and began to lament in a thin voice:

Little goats, guys!

Open up, open up!

Your mother came and brought milk;

Milk runs down the drain,

From the notch up to the hoof,

From the hoof into the cheese of the earth!

The kids opened the door, the wolf rushed into the hut and ate all the kids. Only one little goat was buried in the stove.

The goat comes, no matter how much she calls or laments, no one answers her. She sees the door open, she runs into the hut - there is no one there. I looked into the oven and found one little goat.

How the goat found out about her misfortune, how she sat down on the bench - she began to grieve, cry bitterly: (YOU CAN PUT AN AUDIO RECORDING FROM THE MUSICAL FAIRY TALE “The Wolf and the Seven Little Goats, but in a New Way” LAST VERSE).

Oh, my little kids, little goats!

To which they opened and opened,

Did you get it from the bad wolf?

The wolf heard this, entered the hut and said to the goat:

Why are you sinning against me, godfather? I didn't eat your kids. Stop grieving, let's go into the forest and take a walk.

They went into the forest, and in the forest there was a hole, and in the hole a fire was burning. The goat says to the wolf:

Come on, wolf, let's try, who will jump over the hole?

They began to jump. The goat jumped over, and the wolf jumped, and fell into the hot pit.

His belly burst from the fire, the kids jumped out, all alive, and yes - they jumped to their mother! And they began to live and live as before.

After watching the fairy tale, the teacher asks the children questions about the text:

Where did the goat live?

Who did she live with?

Where did the goat go every morning?

Remember what song the goat sang to her babies. In what voice?

How did the goat react to what happened?

After the conversation, the teacher reminds the children that in the absence of adults, children should not even approach the doors, which can happen.

Guys, where do you think the goat stored the milk? (in jugs). But the wolf broke all the dishes. Let's help the goat in its trouble. The teacher invites the children to the tables on which there are jugs cut out of cardboard on oilcloths. The teacher invites the children to decorate the jugs (bas-relief modeling). But before that, he suggests doing finger exercises and preparing your hands and fingers for work.

Goat.

An old man walked along the road

walk your fingers on the table

I found a hornless goat.

show your horns with your fingers

Come on, goat, let's jump,

tap your fingers on the table

We kick our legs.

And the goat butts

show the horns again

And the old man swears.

wag your finger.

The children do the work, show it to their grandmother, and she praises them. The grandmother thanks the children for the fairy tale, says goodbye, and leaves. Children look at their work.

The lesson is over.

Fairy tale quiz

Goal: 1. To consolidate children's knowledge of Russian folk tales, Russian fairy tales

writers.

2.Develop coherent speech, memory, and ingenuity.

3. Instill a love of reading, respect for books,

sense of collectivism.

Equipment: literary characters, mosaics, chips, baby books,

reflection, parts for bookmarks, tape recorder and disk with

children's songs, signal cards.

Progress of the quiz.

Dear Guys! Today we have gathered here to remember and

talk about your favorite fairy tales. From an early age, your mothers, fathers,

grandmothers read you fairy tales about animals, fairy-tale characters and various

creatures. You know a lot of fairy tales and love to listen and read them. That's why

I invite you to go to the land of fairy tales. Do you agree?

In order to successfully overcome all the challenges that await us

On the way to the land of fairy tales, you need to split into 2 teams. Each

the team must give itself a name.

Do you know where the land of fairy tales is? And I don't know. In order to

to avoid getting lost along the way, we will take a guide with us. Who is this?

you will find out by solving the riddle:

Under the pines, under the fir trees

There is a bag of needles. (Hedgehog)

And our Hedgehog is not easy. He has a lot of tasks in his basket - competitions. Hedgehog

will take with him the smartest, the bravest. Let's complete all his tasks to quickly find out where the land of fairy tales is!

3.Competitive program.

(Children work in teams; those who are the first to answer questions answer

take the signal card and give the correct answer. For the correct answer

children get a chip. The jury monitors compliance with the rules, and it also sums up the results of the competitions.)

Task No. 1.

Find out which fairy tale the excerpt is from:

And the road is far,

And the basket is not easy,

I would like to sit on a tree stump,

I would like to eat a pie.

(“Mashenka and the Bear”)

Oh you, Petya-simplicity,

I got a little bit

I didn't listen to the cat

Looked out the window.

("Golden Comb Cockerel")

The beautiful maiden is sad

She doesn't like spring.

It's hard for her in the sun,

Tears are shed, poor thing.

("Snow Maiden")

There is no river, no pond,

Where can I get some water?

Very tasty water

In the hole from the hoof.

(“Sister Alyonushka and brother Ivanushka”)

And everyone disappeared somewhere!

("The wolf and the seven Young goats")
I left my grandmother

I left my grandfather

Guess without a hint

What fairy tale have I come from?

(“Kolobok”)
(The jury sums up the results of the first competition).

Task No. 2.

Put together a mosaic and name which fairy tale the resulting hero is from.
4. Physical exercise.

We are getting closer to the land of fairy tales. And to make it faster, we need to drive

by train, then swim across the river, run a little more and climb

through the tunnel. (Children imitate all movements).

Guess fairy tale characters:

He heals sick animals.

He's famous, famous

Good doctor...

(Aibolit)
My father had a strange boy,

Unusual, wooden.

But dad loved his son

Playful...

(Pinocchio)
Who came across Little Red Riding Hood?

Then pretended to be your grandmother in bed?

(Wolf)
He went up to the honey

And he managed to sing:

- “I am a cloud, a cloud, a cloud,

And not a bear at all!”

(Winnie the Pooh)
A girl appeared in a flower cup,

And that girl was a little bigger than a petal.

Who has read such a book?

Knows a little girl?

(Thumbelina)
Vanya had a wonderful horse,

On the back with two humps.

Helped get the Firebird

The maiden in the royal room.

(Humpbacked Little Humpback)
He is a friend to animals and children,

He is a living being.

But there are no such people in the whole world

There is no one else.

Because he's not a bird

Not a tiger cub, not a fox,

Not a kitten, not a puppy,

Not a wolf cub, not a marmot.

But filmed for film

And everyone has known for a long time

This cute little face

What is called... (Cheburashka)

Who wouldn't come to him?

Did you guess it? This is Gena

This is Gena... (Crocodile)

She is being pulled by a grandmother and granddaughter,

Cat, grandfather and mouse with Bug. (Turnip)

She ran away from the Karabas theater,

Animals and birds adored her.

Was involved in raising Pinocchio

Blue-haired... (Malvina)

Once upon a time there lived a chicken

She laid a rare egg.

It's a shame it was broken by a mouse.

I was so capricious when I woke up

Stupid little... (Mouse)

Guess the melody, name which fairy tale or cartoon it is from.

Guys, you all read books or look at pictures. AND,

admit it honestly, you are always in a hurry and turn the pages carelessly.

What helps you always find the right page, even if you have forgotten its number? Of course, a bookmark. And this competition is precisely to

Make a bookmark quickly and from scrap materials. You are given three minutes.
Task No. 6.

Guys, help me find the errors. Some idiot poet wrote the letters in the poems incorrectly, causing the poems to lose their meaning. Help me fix it.

I caught a shoe in the river,

But then he

The house was hooked. (catfish)

A large green onion is crawling. (beetle)

We have puppies on our heads (wreaths)

The lion drops his leaves. (forest)

Cottage cheese, milk.

And I would be glad to eat

Yes, it’s not easy to get. (on the shelf)

I'm into cats - hop and hop! (over bumps)

5. Summing up.

Well, guys, our journey has come to an end. We're almost there. And to find out where the land of fairy tales beckons us, we need to guess

Hedgehog's last riddle:

She speaks silently

But it’s understandable and not boring.

You talk to her more often -

You will become better and smarter!

(Book)

books we learn all the interesting fairy tales and stories, because only with the help

books you have learned or are still learning letters and numbers in order to be able to read and

write. Only thanks to the book you will gain the knowledge you need. The book is yours

a friend who will help you become smart people. Therefore, books should be valued and protected.

(The jury sums up the results of the quiz).

see a flying carpet flying quickly under the clouds in the sky; walking through the forest, meet a Gray Wolf speaking human language or something else

accidentally come across Baba Yaga's dilapidated hut?! I want to give you

a little book with a fairy tale so that you can look into the land of fairy tales more often.”

Elena Kuzina
Reading and telling fairy tales in kindergarten

INTRODUCTION

Since ancient times people have used fairy tales for educational purposes. Why exactly fairy tales? Yes because fairy tale- This is the most understandable way for a child to transmit and receive information. Despite the fact that our children watch TV and play computer games, they still like it when educators, and sometimes parents, read and tell tales. Therefore, in my opinion, the topic reading and telling fairy tales in kindergarten most relevant at the moment.

It's all about the features children's perception - children perceive all information through OUR senses. After all, they look at the world through OUR eyes. They remember OUR gestures and facial expressions, OUR reactions to objects and situations. They carefully observe the manifestations of OUR feelings and emotions, and then also look at the world.

For example, a mother, in the presence of her child, was sincerely happy about a blooming flower, a blue sky, or a beautiful butterfly. Child Understood: “This is something very good, since it made my mother so happy, it means that I will perceive it as good, I will rejoice at the flowers and the sky...” And if the mother screamed at the sight of a little mouse, and fear was reflected on her face, then the child will perceive mice as something dangerous for themselves and their loved ones. Most likely, he will also begin to be afraid of mice or dislike them.

Therefore, children perceive only the information that is transmitted to them in direct communication with adults and which is colored by a variety of intonations and emotions. And where else if not in fairy tales, look for vivid images that are so easily and vividly imagined children's consciousness and remain in it for many years?

Listening fairy tale, child "sees" her heroes, empathizes with them, rejoices with them, learns from them, wants to be like them, or vice versa, promises himself never to do that. Fairy tale touches the child’s soul, makes him think, change something in himself, helps him find a way out of the current situation. IN fairy tales good and evil, generosity and greed, courage and cowardice, kindness and cruelty are contrasted. Without unnecessary complications fairy tales are straightforward and intelligible, using vivid examples, explain to the child that to be bad means to act to one’s detriment, and to be good is right and beneficial. After all, a reward always awaits a positive hero.

Language fairy tales much closer and more understandable to the child than boring parental notations and comments.

Fairy tale does not cause internal resistance, so the child is able to listen to it. IN fairy tales Children are not lectured, blamed or forced to talk about their difficulties and problems - they simply listen and draw their own conclusions. A fairy tale can do a lot: helps to get rid of the fear of the dark and fall asleep peacefully, teaches how to overcome worries and conflicts.

Through fairy tale a child can be presented with any information, even that which he refused to listen to and perceive in a conversation with adults. After all, listening fairy tales, children unwittingly find echoes of their own lives in them and strive to use the example of a positive hero in the fight against their problems. Fairy tale is able to instill hope in a child, which means he will have the strength to go to success.

READING AND TELLING FAIRY TALES IN KINDERGARTEN

The artistic word is widely used in working with preschool children. Children love to listen to folk songs fairy tales, poetry, stories. Interesting content, rich imagination, vivid artistic images attract the child’s attention, bring him joy and, at the same time, have an educational effect on him.

The value of literary works lies in their influence on the comprehensive development of the child. Realistic stories, fairy tales, poems are one of the forms of knowledge of the world for children, they help the child clarify his existing ideas about the surrounding reality, gradually enrich him with new concepts, and expand his life experience.

The literary word is perceived through reading and listening. In the first case, perception is direct, in the second - through the performer (reader or narrator, who is like an intermediary between the author and the performer.

Master the art of artistic reading and storytelling– professional responsibility of the teacher kindergarten.

The artistic execution of a literary work requires careful preparation. Preliminary work on a work is creative work. In the process of preparation, you need to study this work well, comprehend its idea, and understand the author’s intention. Understanding the idea will help you determine your attitude to the work as a whole, to the characters and their actions, and will help you see the images and the setting of the action more clearly.

In order to capture the attention of children-listeners, the teacher’s speech must be emotional and convincing. And this will happen only as a result of careful preparation, during which the teacher becomes so accustomed to this work that he will be able to convey his attitude to what he is talking about.

Creative imagination provides great assistance in the execution of a work of art. You need to see what it's about you tell.

In the process of creative work on a work, the means of artistic transmission are also outlined. The main means of expressive sound of a work is the voice. The most varied intonations of the voice, all possible shades of its strength, tempo reading, corresponding to the content, will help create a truthful, convincing picture of the piece being performed.

The teacher’s task is to skillfully use all the richness of the shades of his voice.

In preparation for reading or telling Much attention should be paid to understanding the text. Regardless of the type of execution ( reading from a book, reciting or reciting Depending on the genre of the work being performed, the teacher must master the text well. Knowledge of the text of a work of art for storytelling should be verbatim in most cases.

Works for preschool children are small in volume and easy to remember. Verbatim transmission of text when telling preserves the style and integrity of the entire work.

The teacher needs, based on a deep, complete understanding of the content of the text being performed, to easily find and use the appropriate artistic techniques reading and storytelling.

The goal of our work is to teach children to consciously relate to their feelings, to their inner world, in other words, to contribute to the formation of their self-awareness, to develop the ability to manage their feelings through folk fairy tales.

At the initial stage of work, the task is to awaken in children a desire to listen telling a tale, follow the development of the action, sympathize with the good characters.

For younger children we we don't read fairy tales, A we tell: This enhances the emotional impact, which in turn helps to understand the underlying meaning fairy tales. After all, when the teacher looks not at the book, but at the children, he seems to be talking to each child, and this develops the very important ability to listen and understand monologue speech.

At telling stories It is good to use a tabletop theater, a magnetic board or a flannelgraph for display, displaying illustrations. To get children interested in what's coming telling a fairy tale can also be used sayings or short poems of your own composition.

When children enter a group, many educators are faced with the fact that in individual conversations with parents it turns out that few of the children’s parents read fairy tales, and, even more so they tell trying to replace "live" the word by showing videotapes or DVDs.

Therefore, it is good to hold a parent meeting on the topic "What does it teach fairy tale?» , where the teacher will tell you about it, what's happened fairy tale, will give recommendations to parents on selection fairy tales in accordance with the age of the children, as well as methodological advice (place and time reading or telling stories; the need to prepare the child for listening fairy tales, return to what you read; conversations based on what they read - attitude towards the characters and assessment of their actions; retelling fairy tales for children; looking at illustrations, drawing on topics fairy tales).

Both educators and parents should always remember what to read and tell stories preschool children need to How:

Preschool age is the age fairy tales.

Fairy tale- this is a special way of mastering the world, allowing a preschooler to understand and in his own way systematize the flow of events that falls on him from all sides and which does not want to wait until the child’s thinking becomes "scientific". And such, albeit unscientific, albeit temporary, systematization for a child necessary: it reduces "tension of understanding", harmonizes the baby’s consciousness, makes the world understandable, and therefore pleasant and comfortable. Makes it a world in which it is interesting to live, which you want to better explore and understand more deeply.

Fairy tales play a very important role, since they powerfully sound a life-affirming motive that every child discovers for himself. They give the child the opportunity to believe that Evil will always be punished and Good will triumph.

Fairy tale opens the gates of the richest world of culture to the child, helping him to better navigate in various life situations.

Fairy tale awakens and captivates a dream. She gives the child the first feeling of heroism... She teaches him courage and loyalty, teaches him to contemplate human destiny, the complexity of the world, difference "truth" from "falsehoods".

From contact with fairy tale the child develops his own impression. The younger the child, the more this impression differs from the vision of an adult. The child does not yet know how to think logically, but fairy tale does not teach it directly. Fairytale images, style, language gradually convey vital information to the baby.

Fairy tale poses and helps solve moral problems. In it, all the heroes have a clear moral orientation. They are either entirely good or entirely bad. This is very important for determining the child’s sympathies, for distinguishing between good and evil, for streamlining his complex feelings. The child identifies himself with a positive hero.

Summary of a lesson on speech development in the senior group “Reading the Russian folk tale “Morozko”

Scenario of educational activities “Morozko”

A system of working with children in kindergarten to introduce them to the perception of fiction and folklore.

The system of working with children in kindergarten includes goals, objectives, forms, methods

The purpose of the work for introducing children to reading in kindergarten is:

Formation of the development of perception of fiction and folklore.

Tasks:

Develop speech creativity;

Introduce book culture and children's literature;

Develop listening comprehension of texts from various genres of children's literature

Stimulate empathy for characters in works of art.

“Whoever did not have a fairy tale in childhood grows up to be a dry, prickly person, and people hurt themselves on him like a stone lying on the road and are pricked like a sow thistle leaf” - this is a statement by I. Tokmakova.

These problems are solved through various forms of work with children:

Daily reading of fairy tales, stories, poems.

Independent review of books.

Organized classes.

Free communication between the teacher and children based on fiction.

Cooperation with parents on this issue.

Daily Reading Processshould take at least 30 minutes a day (depending on age).

The goal of daily reading is for children to deeply comprehend the text.

Daily reading involves selecting works.

The best option is to combine them based on genre and alternating stories, fairy tales, and poems.

2 – week - reading poems;

3 - week - reading stories and stories; examination of illustrations for individual works;

4 – week – a journey through the pages of a “thick book” (in older preschool age).

After the book is read, the children's attention is fixed on its content, the teacher shows illustrations to it.

Depending on the age of the children, the teacher changes the methods of viewing artistic illustrations.

In the first and second younger groups, viewing techniques are aimed at the child recognizing characters and things:

Find out who it is?

Show me where, who or what?

In the middle group - correlating text phrases with pictures:

Find a picture for these words.

What words go with this picture?

In the older group - leading the child to evaluate the color of drawn objects, the expressiveness of the hero’s gesture, the location of the figures:

Why do you like this picture?

In the pre-school group - comparison of illustrations by different illustrators for the same work.

The main goal of viewing illustrations in all age groups is to provoke children into conversation.

When looking at books from an early age, it is necessary to teach children to treat a book as the greatest value, to hold it correctly in their hands, to leaf through it correctly, to know its place on the bookshelf, to remember that a book has an author and a title.

Organized classes to familiarize yourself with fictionchildren of different age groups are organized differently.

The teacher works with young children individually or with groups of 2-6 people.

A group of children of primary preschool age are divided into two subgroups to listen to a reading or story.

In the middle and senior groups, classes are held simultaneously with all children. The basic rule for organizing reading lessons for children is emotional upliftment of both the reader and those listening. The teacher creates a mood of elation. With a few introductory words, he arouses children's interest in what he is going to read or talk about. The colorful cover of a new book, which the teacher shows before reading, may also be the reason for their increased attention.

The teacher reads the text of a work of fiction without interruption; comments are allowed only when reading educational books. All words that may be difficult for children to understand should be explained at the beginning of the lesson.

To teach children to listen to a work of art, to help them assimilate its content and emotional mood, the teacher mustread expressively.

Expressive reading by the teacher is a way to convey to the child the whole gamut of emotions contained in the work of art being read, as well as the development and improvement of his feelings.

Particular attention is paid to the pronunciation of those words that are written differently than they are pronounced: (yours, his, today, bakery, boring). It is better not to pronounce a word at all than to pronounce it with a spelling error.

The next element of expressive reading is the strength of the reader's voice.

In order to convey the content of a work to a young listener, it is necessary, while reading, to strengthen and weaken the voice in strict accordance with the content.

The accuracy and expressiveness of speech is facilitated by the correct placement of logical stresses, the expressiveness of which is determined by the reader’s ability to modulate his voice according to strength.

It is very important to maintain the required speech rate when reading.

With the help of pauses you can fully convey the mood of the characters.

The closest attention should be paid to the moral principle of the work, with the help of literature to awaken “good feelings” in the child.

An adult reading to a child must constantly remember the “teaching role” of literature, that literature is a “true and moving record of human experience” (D.B. Priestley), which is more useful to learn from childhood.

Children's literature not only captures the movements of a child's soul, but also shapes them. She awakens good feelings and noble aspirations in a little person.

Free communication between the teacher and children based on fictionmakes it possible to offer them the type of activity that currently particularly attracts them: dramatization, puppet performance, reading a work in person, “telling poetry with hands.”

Working with parents to encourage children to readconsists of conducting consultations on the problems of children's reading, psychology of age and perception. Mandatory inclusion of parents in the organization and holding of literary quizzes and holidays. Involving parents in the design of the book-related information space in the group (book exhibitions, annotations, recommendations on what to read to children).

Providing information about books that are read to children in class. Open classes are organized to familiarize parents with fiction.

In order to carry out various forms of work to introduce children to books, certain conditions must be created in kindergarten:

Availability of an age-appropriate library collection of fiction.

Availability of a portrait fund of children's writers.

Availability of grammatical dictionaries for teachers.

Organizing group book corners.

In each age group of the kindergarten, unique information centers are set up - book corners.

As a rule, these books are richly illustrated and in good condition.

The composition of books in group book corners is updated from time to time, either completely or partially, not only because the books wear out, but also because the process of raising children requires their constant thematic renewal.

Children take books from the book corner according to their desire and taste, but then be sure to put them back in their place.

In older preschool age, children should be on duty, who issue and receive books and are responsible for their safety.

If a tattered book is discovered, the teacher of the junior and middle groups repairs it himself, preferably in the presence of the children.

In older groups, children are also involved in repairing books.

Thematic book exhibitions are periodically organized in book corners. For example, “Our books about nature”, “Pushkin’s tales”, “Our Russian folk tales”, “Books read in September”.

Illustrations by famous children's illustrators are exhibited.

Already from the middle group, children recognize the titles of fairy tales and stories by their covers and illustrations.

With the help of the teacher, they remember the names of such authors as A.S. Pushkin, K.I. Chukovsky, L.N. Tolstoy, M.M. Prishvin, S.Ya. Marshak, S.V. Mikhalkov.

Starting from the middle group, short but meaningful conversations are held about books and writers.

During these conversations, it becomes clear which books children love, and later why they like this or that book. After conversations on the read works, children of senior preschool age are asked to complete creative tasks. For example: choose a rhyme for the word, pronounce the word with a change in intonation, choose synonyms for the word - sleeping - dozing, choose antonyms for the word - strong, brave.

Children's creative drawing albums based on the works they read for the month are placed in the book corners. In the process of children communicating with the books of the group book corner, they learn the following words: binding, cover, page, and a little later - spine.

Through children's book corners, a literate reader is raised. Children imitate adults in everything. If they see that an adult washes his hands before opening a book, never bends it, carefully turns the pages, and when they encounter wrinkled or painted ones, he expresses displeasure, the children themselves become defenders of the book.

The kindergarten actively uses a subject-based developmental environment: a music room, a fine arts studio, a theater studio.