Consultation on fiction on the topic: Speech on the topic: “Fiction as a means of comprehensive development of a preschooler.” Fiction as a means of comprehensive development of a preschooler

Literature (from the Latin litera - letter, writing) is a type of art in which the main means figurative reflection life is the word.

Fiction is a type of art that is capable of most comprehensively and widely revealing the phenomena of life, showing them in movement and development.

As an art of words, fiction arose in oral folk art. Its sources were songs and folk epic tales. The word is an inexhaustible source of knowledge and an amazing means for creating artistic images. In words, in the language of any people, their history, their character, the nature of the Motherland are captured, the wisdom of centuries is concentrated. The living word is rich and generous. It has many shades. It can be menacing and gentle, instill horror and give hope. No wonder the poet Vadim Shefner said this about the word:

With a word you can kill, with a word you can save, with a word you can lead regiments. A word can be sold and betrayed and bought, A word can be poured into crushing lead.

1.2. Oral folk art and literature. Genres unt.

1.3. Artistic image. Artistic time and space.

Artistic image is not only an image of a person (the image of Tatyana Larina, Andrei Bolkonsky, Raskolnikov, etc.) - it is a picture of human life, in the center of which stands a specific person, but which includes everything that surrounds him in life. Thus, in a work of art a person is depicted in relationships with other people. Therefore, here we can talk not about one image, but about many images.

Any image is inner world, caught in the focus of consciousness. Outside of images there is no reflection of reality, no imagination, no knowledge, no creativity. The image can take sensual and rational forms. The image can be based on a person’s fiction, or it can be factual. Artistic image objectified in the form of both the whole and its individual parts.

Artistic image can expressively influence feelings and mind.

It provides the maximum capacity of content, is capable of expressing the infinite through the finite, it is reproduced and evaluated as a kind of whole, even if created with the help of several details. The image may be sketchy, unspoken.

As an example of an artistic image, one can cite the image of the landowner Korobochka from Gogol’s novel “Dead Souls”. She was an elderly woman, thrifty, collecting all sorts of rubbish. The box is extremely stupid and slow to think. However, she knows how to trade and is afraid to sell things short. This petty thrift and commercial efficiency puts Nastasya Petrovna above Manilov, who has no enthusiasm and who knows neither good nor evil. The landowner is very kind and caring. When Chichikov visited her, she treated him to pancakes, unleavened pie with eggs, mushrooms, and flatbreads. She even offered to scratch her guest's heels at night.

INTRODUCTION

1. The concept of “creativity” and “ Creative skills» children, developmental features in older preschool age

Children's fiction as a means of developing theatrical play

Development of perception

The importance of theatrical play in a child’s life

CONCLUSION

INTRODUCTION

Preschool age is a bright, unique page in the life of every person. It is during this period that the process of socialization begins, the child’s connection with the leading spheres of existence is established: the world of people, nature, objective world. There is an introduction to culture, to universal human values. The foundation of health is laid. Preschool childhood is the time of initial personality formation, the formation of the foundations of self-awareness and individuality of the child.

It is not difficult to see the peculiarity of theatrical games: they have a ready-made plot, which means the child’s activity is largely predetermined by the text of the play.

A real theatrical game is a rich field for children’s creativity. Developing the creativity of preschoolers is a complex matter, but important and necessary.

Theatrical play is closely related to literary and artistic works. Fiction forms an idea of ​​beauty, teaches you to feel the word, and you need to enjoy it from an early age.

Children's fiction is one of the most important means of developing theatrical play, because thanks to all well-known genres fiction, the child develops aesthetically, morally, emotionally, his speech, imagination, and perception develop, which is very important for the theater.

The formation of children's creative activity in the process of theatrical activities: the accumulation of artistic and imaginative impressions through the perception of theatrical art, active involvement in artistic and play activities, the search and interpretation of behavior in a role, the creation and evaluation by children of products of joint and individual creativity depends entirely on the teacher.

The object is the process of development of theatrical activity.

The subject is fiction, as a means of developing theatrical play in children of senior preschool age. The purpose of the study is to develop content pedagogical activity, aimed at developing theatrical play through fiction.

Research objectives:

.Study special literature on the program.

.Study children's fiction as a means of developing theatrical play.

.Study the development of perception.

.To study the importance of theatrical play in a child’s life.

1. The concept of “creativity” and “creative abilities” of children, developmental features in older preschool age

Very often in ordinary consciousness Creative abilities are identified with abilities for various types of artistic activity, with the ability to draw beautifully, write poetry, and write music. What is creativity really?

It is obvious that the concept under consideration is closely related to the concept of “creativity”, “ creative activity" Creative activity should be understood as such human activity, as a result of which something new is created - be it an object of the external world or the construction of thinking, leading to new knowledge about the world, or a feeling reflecting a new attitude to reality.

Upon careful consideration of human behavior and his activities in any field, two main types of activity can be distinguished:

reproductive or reproductive. This type of activity is closely related to our memory and its essence lies in the fact that a person reproduces or repeats previously created and developed methods of behavior and action;

creative activity, the result of which is not the reproduction of impressions or actions that were in his experience, but the creation of new images or actions. This type of activity is based on creativity.

Thus, in the very general view The definition of creativity is as follows. Creative abilities are individual characteristics of a person’s qualities that determine the success of a person’s performance of various types of creative activities.

Since the element of creativity can be present in any type of human activity, it is fair to talk not only about artistic creativity, but also about technical creativity, mathematical creativity, etc.

Children's creativity in theatrical and play activities is manifested in three directions:

as productive creativity (composing your own stories or creative interpretation of a given story);

performing (speech, motor) - acting abilities; design (scenery, costumes, etc.).

These areas can be combined. From a psychological point of view, preschool childhood is a favorable period for the development of creative abilities because at this age children are extremely inquisitive, they have a great desire to learn about the world around them.

Development of the child's competence in various fields artistic activity, readiness for play - dramatization is carried out in the family, with the support of parents and in pedagogical process DOW.

Psychological - pedagogical research indicate that older preschoolers maintain a positive attitude towards the game - dramatization, it remains interesting for them.

These games expand the child's capabilities. In older preschool age, children's physical capabilities increase significantly: movements become more coordinated and plastic, they can experience a certain emotional state for a long time, and are ready to analyze and express it.

Children of the 7th year of life are distinguished by their ability to establish cause-and-effect relationships between events and phenomena, to understand the reasons for the behavior and actions of heroes literary works Children’s activities in preparing and conducting theatrical performances acquire a more independent and collective character; they can choose independently literary basis performance, sometimes they themselves compose a collective script, combining various plots, distribute responsibilities, and prepare the attributes of the scenery.

By the age of 5, children are capable of complete transformation, conscious search stage aids expressiveness to convey the mood, character, state of the character, are able to find connections between words and actions, gestures and intonation, independently think out and enter into the role, give it individual features. Personal sensations, emotions, and experiences begin to play a leading role. The child has a desire to direct the performance, to be a director. The main task of the teacher is to activate and develop the individual characteristics and capabilities of each child.

2. Children's fiction as a means of developing theatrical play

preschool theater fiction

Fiction as “the art of words” is one of the types of art that includes the ability to reflect reality through words, evoking visual images in the mind. The word is not the only sign that evokes visual ideas in a person. This is observed both in pictographic writing and in symbolic painting. Fiction, on the other hand, has only words. This is its limitation compared to other forms of art, but this is also its strength, since the word is capable of reflecting not only what can be directly seen and heard, but also experiences, feelings, aspirations, etc. The word has enormous power of generalization , the ability to convey the subtlest movements of the soul, various social processes. Depending on the methods of organizing verbal material, there are two main types of fiction: prose and poetry.

The richest possibilities of the word in reflecting reality and expressing the inner world of a person, his spiritual life make it possible to recreate pictures of ideological clashes, social and political conflicts, including ideological struggle, philosophical views, clashes of characters, moral and political principles etc. Within each of the named varieties of fiction there are, naturally, smaller divisions, forms, and genres.

The basis for their identification is the content vital material covered by them. The main genres (genres) of literature are epic, lyricism and drama. The following types correspond to them: essay, story, story, novel - in epic; tragedy, drama, comedy - in drama; song, lyric poem in the lyrics.

A word is usually associated in our minds with the idea of ​​the concept it conveys. But in fiction, the word gives rise to an artistic image, that is, a living picture of reality, in which the reader comes to life real people with their life problems, thoughts, searches and misconceptions. Perfectly used the power of words for a truthful, highly artistic reflection reality great masters of literature.

And here literature for children occupies a special place, as the broadest area of ​​artistic creativity of masters who create for children. Children's literature is a form of art. Its content is the sphere of children's aesthetic attitude to reality. Children's consciousness has a concrete, fantastic form, i.e. acts as the fulfillment of specific desires aimed at the “I”, while the very fulfillment of desires is, as it were, absolutized and has a fantastic character. Children's literature satisfies the aesthetic needs of the child.

Artistic and aesthetic education in communication with literature is, first of all, the education of a creative listener and reader, the development of the literary and creative abilities of children.

With the development of creative listening and reading skills, general creative potential child.

In children, one can note the figurativeness of perception of reality. The vividness of a preschooler’s imagination is an absolute virtue; One cannot, say, say that a child’s imagination is richer than an adult’s. The vividness of a child's imagination is not coordinated by knowledge of the laws of the surrounding life. Based on this, we can call main task literary and creative development of children: developing the imagination characteristic of children, making it at the same time more meaningful, saturated with knowledge of the laws of the surrounding world, i.e. to educate an intelligent and attentive listener and, then, a reader.

The creative development of a literary work occurs in the process of its perception. With preschoolers, it can be organized as listening to the text of a work read by a teacher, an audio recording, etc. Listening to a literary work being performed makes you pay more attention to the literary text, listen to it attentively, the experiences have a certain collective nature, since the same listeners are sitting nearby, this unites, adjusts feelings, and elevates them.

The level of perception of a literary work, like any other, depends on the level of general development of the child, on his level of reading, interests and needs. An undeveloped interest in literature is manifested in superficiality of perception, attention only to the eventful side of the work, and indifference to poetic and artistic elements. For such a reader, the most complex, rich in thought and feeling, the deep basis of the work turns out to be incomprehensible. A cultured reader considers the plot, conflict, plot book to read as a means of seeing in a living, figurative form the life of that moral and aesthetic idea that worries the artist, and which became the basis of the work.

A child with developed and creative perception approaches listening thoughtfully, attentively, and follows the development of the plot. The depth of each line, its poetry is revealed to him, he is able to understand the movement of the author’s thoughts, distinguishes the author’s attitude towards his characters, and identifies the thoughts and ideas that are closest to the artist’s worldview. Essentially, such a child, as it were, re-creates a literary work in his imagination, acting as if he were a co-creator of the author: in the child’s imagination it is recreated again, takes on the forms of a living spiritual life, and is intensely experienced by him. In the process of perception, the abilities of analytical assessment are revealed, the reader’s orientation toward certain moral and aesthetic ideals is revealed, and by his reading range one can already judge his attitude to life, his character, and certain features of his worldview.

3. Development of perception

Completeness of perception - necessary condition adequate and complete perception of a literary work is a distant, although achievable, ideal. In the process of developing aesthetic perception, it is necessary to take into account that at each age it is necessary to rely on those psychological and cognitive capabilities that were achieved in previous development.

Perception is enriched more actively when its development is based on an achievable goal, when continuity is observed both in psychological and physiological, and in spiritual development child.

A preschooler, who does not yet have much experience in communicating with fiction, turns to it seriously and consistently for the first time in classes and conversations in kindergarten. Distinctive psychological trait The child’s ability to relate emotionally to the content of a literary work, impulsively takes the side of goodness and justice. These qualities need to be constantly strengthened. When a child begins to become acquainted with the peculiarities of literature as a form of art, begins to feel and understand its figurative character and artistry, the most educationally valuable trait is strengthened in him - responsiveness to art. The depth of the figurative-emotional relationship to a work is realized when a child (middle and senior preschoolers) can express his attitude to what he heard and read.

One of important qualities creative perception is the meaningfulness of understanding the content of a literary work. Perception is meaningful when the content of a work of art is not distorted, and something alien to the author is not introduced into it.

Expanding children's knowledge about the arts (fine, music, theater, etc.) allows the teacher to connect this knowledge with literature, show common features all arts, the connection between them, etc., so that children develop initial ideas about artistic imagery - a quality inherent in all arts, as well as about the system of expressive means - the language of literature (comparisons, metaphors, rhyme, rhythm, epithet, etc.). d.).

A child’s perception can become deep and creative when he is interested in literature, and this must be cultivated in children - to form and develop the need for a book. An indifferent reader who turns to a book out of boredom will never know the charm and charm, admiration of the work, and will not be at the mercy of the charm of the writer’s personality. An active attitude towards literature helps to find in a work of art what is common to oneself and the writer, his characters. True perception begins when the child not only emotionally experiences the content, but also reaches the level of co-creation, from a passive contemplator turns into an active creator, reviving in his own spiritual consciousness piece of art.

The most important task of using such art as literature is speech development child. The book broadens a child’s horizons, introduces him to the world of artistic and aesthetic images, instills a love of art, develops emotional and cognitive activity, active attitude to life, artistic taste. Smart and good book contributes to the child’s emergence of his own judgments about what he read, the need to speak out, and develops speech. Children's artistic speech activity arises, that is, activity associated with the perception of literary works, their execution, and various creative manifestations (inventing riddles, rhyming lines, fairy tales, stories, etc.)

Raising children through fiction and expressive reading and retelling (literary, artistic and creative activities) is primarily aimed at developing a love and interest in literature. Occurred in a child emotional response for listened stories, fairy tales, poems, nursery rhymes, riddles, etc. contributes to their better understanding and assimilation, strengthens educational value literary works not only intellectually, but also morally, artistically and aesthetically.

Already in kindergarten, children should be introduced to various genres fiction: a story, a fairy tale, a poem, when the teacher tells, reads from a book or by heart. By acquiring expressive speech skills, a child is spiritually enriched, he develops the ability to feel an artistic image, to grasp the rhythm of a poetic syllable.

Children of the fifth year of life, who already have a fairly large vocabulary, a certain amount of ideas about the environment, who have learned to react emotionally to the events they witness, who have become more attentive, generally perceive works of art more deeply: they not only understand the plot, but notice the bright, imaginative speech, poetry of fairy tales and stories. express their attitude towards the characters. Perception also becomes more differentiated artistic form: children are clearer than in younger age, distinguish between prosaic and poetic speech, notice epithets and comparisons, provided, of course, that the teacher draws their attention to the expressive properties of speech. In the fifth year, they already know a lot of nursery rhymes and quatrains, which they become familiar with not only in class, but also outside of them. Performing activities are intensified. Children happily carry out all the teacher’s tasks: they retell a fairy tale, accompanying the presentation of the plot with the display of flat figures, they dramatize well-known fairy tales, they strive to reproduce in speech and facial expressions the characteristic features of the characters depicted, and to convey their attitude towards them. They try to read by heart and tell stories with intonation and expressiveness.

By the age of five or six, children already acquire the skill of concentrated, attentive listening to works, the ability to motivatedly express their attitude to the content, to the characters of the work and its visual and expressive means. A child of this age already has a preference for certain works and genres; he has a desire to compare them, to compare what he has just heard with what is already known. He can not only distinguish poetic speech from prose text, but also understand the diversity of poetry, distinguish a story from a fairy tale and, highlighting the visual and expressive means in fairy tales, stories, poems, explain their necessity. A stable interest in a certain type of activity appears: some people like to read poetry, others like to tell fairy tales. Creative abilities develop: children themselves come up with riddles, poems, and compose fairy tales similar to those already famous heroes. An evaluative attitude towards the creative manifestations and performing activities of their peers is developed: children note who came up with the best idea, told it, or read it by heart.

The child rejoices at the happy ending, the victory of a just, honest, fearless hero, the reward for perseverance and hard work. The fairy tale introduces the child to the brightness and expressiveness of his native language. Children not only learn the meaning of a fairy tale, but remember repetitions, epithets, typical fairy tale phrases, i.e. begin to understand the beauty of form, the originality of style, and transfer into their speech those words and phrases that they remember.

Along with fairy tales, an important pedagogical task is performed by riddles, where various phenomena of reality are depicted in figurative form. Riddles also help children get acquainted with the world around them, enriching them with knowledge of specific details of individual objects and phenomena. Folk riddles and jokes, while entertaining, require children to be resourceful and quick-witted, and develop their memory and observation skills.

Revealing the poetic side of the most seemingly prosaic things, the riddle develops a poetic view of reality, subject to active perception on the part of the listener.

Familiarity with small forms of folklore: riddles, nursery rhymes, tongue twisters - is very important both for the formation emotional sphere the child, the development of imaginative thinking, his creative imagination, and for the development of the speech apparatus. The game of consonances, characteristic of tongue twisters and nursery rhymes, amuses the child, forces him to overcome phonetic difficulties and acquire the skills of correct pronunciation of sounds.

Great importance for moral and aesthetic education children has reading stories. Their topics are widely varied. Work experience shows that through literary works children can be introduced to phenomena and events that go beyond their personal life experience. Artistic excellence the writer contributes to the fact that complex topics become available.

So, the perception of works of fiction depends on the age of children, their experience, and individuality. The study of age characteristics shows that preschoolers can develop an emotional aesthetic perception of literature and folklore, that is, the ability to understand and feel not only the content, but also the form of a work, demonstrate a poetic ear, respond to figurative speech, expressiveness of intonation. Education and learning through works of art requires the use of a variety of methods, which should be aimed not only at enriching children with knowledge about the world around them, but also at developing their attitude towards the acquired knowledge and at cultivating emotions. Mastery of knowledge is only the beginning of a long and complex process of formation spiritual world a person, his views, beliefs, behavior.

The great interest of children of senior preschool age in role-playing games on the themes of literary works and in dramatization games is explained by the fact that they are attracted by the depiction in games of people who are brave and sincere, courageous and courageous, strong and kind. Soviet children's literature, humanistic in its essence, provides rich material for games. Individual characters from literary works begin to appear in the independent games of children of younger groups, but children cannot fully reveal them due to insufficient experience.

Dramatization play has a great influence on a child’s speech. The child assimilates the richness of his native language, its means of expression, uses various intonations that correspond to the character of the characters and their actions, and tries to speak clearly so that everyone understands him.

Thus, children's fiction is one of the most important means of developing theatrical play, because thanks to all known genres of fiction, the child develops aesthetically, morally, emotionally, his speech, imagination, and perception develop, which in turn manifests itself in theatrical play.

4. The importance of theatrical play in a child’s life

The concept of “theatrical play” is closely related to the concept of “dramatization game”. Theatrical games are performance games in which a literary work is acted out in faces using expressive means such as intonation, facial expressions, gesture, posture and gait, that is, specific images are recreated.

Theatrical and play activities of preschool children, according to L.S. Furmina, takes two forms: when the characters are objects (toys, dolls), and when the children themselves are in the image actor fulfill their assigned role. The first games (subject) are different kinds puppet theater and the second games (non-objective) are dramatization games.

A dramatization game is a game that usually does not require special preparedness of the players, since most often it does not pursue the goal of staging a performance for the audience. The motive of such a game lies in its very process, and not in the result. These signs express the processual nature of the game itself: its motive, simply put, is not “to make a building, but to do it.” In a dramatization game, the literary plot can be outlined in the very in general terms, for the rest, children can improvise, think out, vary, change, that is, act creatively, in their own way. It is not difficult to see the peculiarity of theatrical games: they have a ready-made plot, which means the child’s activity is largely predetermined by the text of the play.

Theatrical games vary depending on the leading methods of emotional expressiveness through which the theme and plot are played out.

All theatrical games in this case are divided into two main groups: director's games and dramatization games. In these games, a child or adult acts as all the characters. Thus, in director's play, the “artists” are toys or their substitutes, and the child, organizing the activity as a “scriptwriter and director,” controls the “artists.” “Voicing” the characters and commenting on the plot, he uses different means of verbal expression. Directing games include board games, shadow theater, theater on flannelgraph.

The creativity of children in their theatrical and play activities is manifested in three directions:

productive creativity (composing your own stories or creative interpretation of a given story);

performing creativity (speech, motor);

design creativity (scenery, costumes, etc.).

In one type of theatrical games, these three areas of creativity can be combined, which should be regarded as the highest achievement in the artistic and creative development of children.

Creative role-playing in a theatrical play is significantly different from creativity in a role-playing game. IN last game the child is free to convey the characteristics of role behavior: the mother can be kind, stern, caring or indifferent to family members.

In a theatrical play, the image of the hero, his main features, actions, and experiences are determined by the content of the work. The child's creativity is manifested in the truthful portrayal of the character. To do this, you need to understand what the character is like, why he acts this way, imagine his state, feelings, that is, penetrate into his inner world. Full participation of children in the game requires special preparedness, which is manifested in the ability to aesthetically perceive the art of artistic expression, the ability to listen attentively to the text, to capture intonations, and peculiarities of speech patterns. To understand what a hero is like, you need to learn to simply analyze his actions, evaluate them, and understand the moral of the work. The ability to imagine the hero of a work, his experiences, the specific situation in which events develop, largely depends on personal experience child: the more diverse his impressions of the life around him, the richer his imagination, feelings, and ability to think. To play a role, a child must master a variety of visual means(facial expressions, body movements, gestures, speech expressive in vocabulary and intonation, etc.) In theatrical games, various types of children's creativity are developed: artistic speech, musical play, dance, stage, singing. Speaking about theatrical games, we understand that this very name contains the meaning of theater as the art of play. Theater arts It is close and understandable to children simply because the basis of theater (of any kind) is play, and preschoolers love to play, because this is their main activity.

Organization of theatrical and play activities in preschool institution Through theater, its goal is to teach a child to see the beautiful in life and in people, to instill the desire to bring the beautiful and good into life. Harmonic combination different types artistic activity in theatrical play allows us to solve the problem of developing the artistic taste and creative activity of preschool children.

Thus, the theatrical play of a preschooler contributes to the development of mental processes and various personality qualities - independence, initiative, emotional world and imagination. This type of game also has a great influence on the development of children’s coherent, literate, emotional and content-rich speech.

CONCLUSION

The study of psychological and pedagogical literature on the development of theatrical play in older children made it possible to determine that theatrical play contributes to the development of all mental processes, various personality traits and the development of competent emotional speech in children.

Children's fiction is one of the most important means of developing theatrical play. Thanks to all known genres of fiction, the child develops emotionally, his speech, imagination, and perception develop, which is very significant in the development of theatrical activities.

In children's educational institutions, all types of children's theater can and should be given attention, because they help:

form the correct model of behavior in the modern world;

improve the child’s general culture and introduce him to spiritual values;

introduce him to children's literature, fine arts, rules of etiquette, rituals, traditions, instill a sustainable interest; gives basic ideas about the types of theater.

improve the skill of embodying certain experiences in the game, encourage the creation of new images, encourage thinking.

contribute to the development of play behavior, the ability to communicate with peers and adults, the development of stage creativity, musical and artistic abilities of children;

develops skills public speaking and creative community.

LIST OF REFERENCES USED

1.Belyaev V.I. Pedagogy of A.S. Makarenko: traditions and innovation. M.:MIUPU, 2015.

.Gubanova N.F. Play activity in kindergarten. M., 2016.

.Gubanova N.F. Theatrical activities of preschool children. M., 2015.

.Diderot D. Paradox about the actor. - L.-M., 2014.

.Doronova T.N. Upbringing, education and development of children 4-5 years old in kindergarten. M., 2016.

.Doronova T.N. Upbringing, education and development of children 5-6 years old in kindergarten. M., 2016.

.Kozlova S.A., Kulikova T.A. Preschool pedagogy. M., 2014.

.Komarova T.S. Children's artistic creativity. M., 2015.

.Petrova T.I. Theatrical games in kindergarten. - M., 2014.

Municipal budgetary preschool educational institution "Kindergarten No. 1 of a combined type" p. Aikino

Project:

“Fiction as a means of developing the moral personality of an older preschooler.”

Compiled by:

Teacher Solskaya

Irina Vyacheslavovna

1. Relevance…………….…………………………………………..3

2. Goal………………………………………………………………………………..8

3. Tasks…………………………………………………………………………………...8

5. Expected result………………………………………… 9

6. Subject of experimental research……………………… 10

7. Hypothesis………………………………………………………………………………… 10

8. Project implementation methods……………………………………………………10

9. Conditions for the project…………………………………… 11

10. Project implementation stages………………………………………….11

12. Conclusion……………………………………………………………22

Application

Relevance.

“Reading during childhood is, first of all, education

hearts, the touch of human nobility to

hidden corners of a child's soul"

V. Sukhomlinsky.

Currently, Russia is going through one of the difficult historical periods. And the greatest danger facing our society today is not the economic crisis, not the change political system, but in the destruction of personality. Nowadays, material values ​​dominate over spiritual ones, so children have distorted ideas about kindness, mercy, generosity, justice, citizenship and patriotism. High level juvenile delinquency is caused by a general increase in aggressiveness and cruelty in society.

Preschool childhood is a period of assimilation of moral norms and social behavior. When does a child start active life in human society, he faces many problems and difficulties. They are connected not only with the fact that he still knows little about this world, but must and wants to know it. He, this cute “alien,” needs to learn to live among his own kind. And not only to live physically, but to feel good, comfortable among people and develop and improve. And for this it is important to understand how people communicate with each other, what they value, what they blame, what they praise for, and what they scold or even punish for. And in the process of this complex cognition the child himself becomes an individual, with his own worldview, with his own understanding of good and evil, with his own reactions to the actions of others and his own behavior.

Forming the Foundations moral qualities human begins in preschool childhood. The further moral development of children largely depends on how successfully this process is carried out. Familiarizing preschoolers with art is of great importance in the formation of moral qualities. literature.

The book introduces the child to complex world human feelings, relationships, thoughts and actions.

The book is recognized in concrete images to reveal to the child the ideals of justice, kindness, honesty, courage, and compassion.

Able to act from the position of known rules.

Knows how to explain the meaning of words: “caring”, “benevolent”, “responsive”, “generous” using examples from fiction.

Uses in speech figurative words and expressions.

Knows how to behave appropriately when communicating with strangers in problematic situations

Able to control his behavior and actions

The monitoring results led me to the conclusion that children do not always know how to control their behavior and actions and act from the position of known rules. Often, although children know the rules, they do not always follow them in everyday life.

My teaching experience shows that modern parents underestimate the role of reading in the development of a child. But it is the reading, telling and retelling of works of art that has a huge impact on the intellectual, mental, creative and psychological development child. Research has also proven that a feature of preschool children is not only great abilities to perceive, but also a pronounced ability to imitate and express emotions. At the same time, preschool children have insufficiently developed voluntary behavior, they do not know how to control their actions, or understand their moral content - all this also often leads to undesirable actions. These circumstances pose the most primary task for educators to develop moral behavior skills in children, since in the process of gaining experience they develop into moral habits. It is necessary to develop in children a variety of behavioral skills that show respect for adults, a positive attitude towards peers, and careful handling of things; later, the skills that have already turned into habits become the norm of behavior. For example, the habit of saying hello and goodbye, thanking for a service, putting any thing in its place, behaving civilly in public places, politely asking people with a request.

In older preschool age, the skills and feelings that develop on the basis of children’s meaningful attitude to the moral content of their actions already become stronger. It is necessary to cultivate conscious behavior in children, subordinate to the norms and interests existing in society. The teacher emphasizes his politeness in dealing with children, respects their activities, does not distract unnecessarily if the child is busy with something useful - this is how children acquire politeness and respect for the adults and peers around them, a positive attitude towards their activities, this is how feelings of affection and camaraderie are born .

And if at a younger age children do not have long-term friendly attachments, then “in older preschool age children make attempts to explain the very concept of “friendship”, begin to evaluate each other by their actions, try to understand the motives of friendship, and show constant affection in friendship.

Both responsiveness and mutual assistance are manifested in different ways. In early preschool age, the child shows sympathy for other children; later, on his own initiative, he responds to the different emotional states of his peers, and attempts to help each other in self-care, in games, in activities, and in everyday life. In middle preschool age, the motives for providing help become more meaningful, and attempts arise to teach each other how to act. In older preschool age, responsiveness and mutual assistance are characterized by selectivity and awareness. Children willingly help children and adults; mutual assistance acts as a labor action.

In older preschool age, public opinion is already formed in the children's group. The rule, supported by a positive assessment from an adult, becomes the correct guideline for behavior for the child. The child learns to evaluate the behavior of peers and his own behavior, realizes both the necessity and reasonableness of following the rules, and accumulates experience moral behavior and relationships governed by the same rule. Having learned a rule, children are able to defend and defend it, and demand compliance with it from their peers. Public opinion as an educational tool, it must have the correct moral orientation based on the benevolent and demanding attitude of children towards other children and adequate self-esteem.

The practical significance lies in the everyday use of our proposed methodology for the formation of moral feelings in older preschoolers through children's fiction.

Organizing activities through children's fiction opens up wide opportunities for teachers to instill moral feelings in children. With targeted influence and guidance from an adult, children develop kind, humane feelings and relationships.

2.Goal.

Cultivating humane feelings in children through reading fiction.

3.Tasks.

1) Select and study methodological literature.

2) Develop long-term planning for the formation of moral qualities in children through reading fiction for children 5-6 and 6-7 years old.

3) Select methods and techniques for developing moral qualities in children;

4) Summarize the results of the research and formulate conclusions.

5) Increase the pedagogical competence of parents.

4. Ensuring project activities.

1. Methodological.

, “Child and Book” (publishing house “Aktsident”, S-P 1996)

M. M Alekseeva, V. I Yashina “Anthology on the theory and methods of speech development in preschool children” pp. 485 – 497 (Moscow 1999)

V. V. Zyabkina “Methodology of organization children's reading"(Journal "Pedagogy of Preschool Educational Institution" No. 8 2007, pp. 105-109)

R. S. Bure “Formation of morally valuable behavior in preschool children” (Journal “Pedagogy of Preschool Educational Institution” No. 7 2006, pp. 61-69)

“Conversations with parents about the moral education of preschool children” (Moscow 1987)

2. Material and technical support.

Paper (landscape, color),

Pencils,

Felt pens,

Plasticine,

Scissors.

3.Didactic support.

Visual, illustrative material, selection of fiction, material for artistic creativity, didactic games, word games, costumes, audio recordings.

5. Expected result.

1. Children develop humane feelings and good relationships.

2. The child will show aesthetic taste, a desire for constant communication with books, and a desire to learn to read himself.

3. Name your favorites literary texts, explains why he liked them.

4. Know the names of three or four writers, name their works, explain why he likes them.

5. Distinguish between the main genres of literary works (poem, fairy tale, story), have an idea of ​​some of their features.

6. Express your attitude to the images of the heroes, the ideas of the work.

7. Perform literary works expressively.

8. Expressively convey the images of literary characters in theatrical activities, show creativity, strive for improvisation

6. Subject of research.

The use of works of fiction in the moral education of children of senior preschool age.

7. Hypothesis.

The process of moral education of children of senior preschool age will be more effective if works of fiction are used for this purpose.

8. Project implementation methods:

Visual:

Display (illustrations from books, visual teaching aids)

Consideration;

Verbal:

Explanation,

Story,

Literary word (poems, stories);

Practical:

Repetition,

Independent execution (drawings, applique, modeling).

Gaming:

Didactic games,

Finger games,

Theatrical games

Plot - role-playing,

Movable.

9. Conditions for the implementation of the project.

Availability of children's fiction on the topic of the project;

Motivation of children, their interest.

10. Project implementation stages.

The project is being implemented over two years in the joint activities of teachers, children, parents, preschool specialists, and library staff.

Preparatory stage:

Selection and study of methodological literature;

Drawing up a long-term work plan for 2 years;

Preparation visual material;

Work with parents (Questioning of parents “Organization of home reading in the family”, consultation for parents “Teach your child to love books”; joint participation of parents and children in exhibitions; informing parents about the start of the project)

Main stage:

Conducting GCD;

Excursion to the library;

Conducting quizzes;

Dramatization of fairy tales;

Productive activities (drawing, modeling, applique)

Participation in exhibitions;

Working with parents (individual consultations)

The final stage:

Processing and design of project materials

Checking the achievement of goals, objectives, hypotheses;

Carrying out monitoring;

When implementing the program of education and training in kindergarten “From Birth to School”, edited, I use the methodological recommendations “Classes on speech development in the senior group of kindergarten. Lesson notes”, “Classes on speech development in a preparatory group for school. Class notes." I also use techniques, etc. “Book for reading in kindergarten and at home. Reader. 4-5 years”, “Book for reading in kindergarten and at home. Reader. 5-7 years"

The main form of introducing children to fiction is the joint activity of the teacher, children, pre-school specialists, and library staff, during which educational, educational, and developmental tasks are solved.

When introducing children to fiction, I introduce children to different genres of artistic works: stories, fairy tales, poems, etc.

Over the course of two years, I carried out and compiled 6 projects to introduce children to fiction through folk and original fairy tales and stories. During this time, a number of activities were carried out with the children, including cognitive and research activities, productive activities, as well as close interaction with parents. Thus, to expand children’s knowledge about fairy tales and stories, a series of meetings were held with library staff, where they were introduced to the works of writers, their works, small theatrical performances were held and filmstrips were shown on the topic of the project. Parents took an active part in the implementation of the project.

For enrichment book corner In the kindergarten group, the parents of the pupils took an active part. The books collected by the parents significantly expanded the group’s library.

As part of the project, exhibitions of drawings by parents and children were held on the topics: “Heroes of Russian folk tales”, “Heroes of Komi folk tales”, “Heroes of N. Nosov’s stories”, “Near Lukomorye there is a green oak”, “Heroes of C. Perrault’s fairy tales” , “The Kingdom of the Snow Queen,” where children, together with their parents, drew and made appliques based on the themes of the exhibition, showing creativity and imagination. Parents took an active part in this work.

During the project, we closely interacted with specialists from the preschool educational institution. Together with the art teacher, we carried out the appliqué “33 heroes” and sculpted heroes based on the poem “Near Lukomorye there is a green oak.” The children presented their works to their parents and took part in an exhibition dedicated to them, held in the regional children's library.

The implementation of the fairy tale project coincided with the New Year's party "Journey through Pushkin's Fairy Tales"

The result of the project based on the fairy tales of Charles Perrault was the joint creation of a fairy tale about Little Red Riding Hood in a new way.

During the “Kingdom of the Snow Queen” project, children listened to a fairy tale via an audio recording and, based on what they listened to, drew the Snow Queen’s castle the way they would like it to be.

So, the pedagogical means of fiction that I use help students understand human relationships and make them friendly.

In my work, I used design and research technologies, person-oriented technology and health conservation.

Organization of work in the senior group.

Target: Developing interest in fiction.

To achieve the goal, the following tasks were solved.

Leading educational areas: “Socialization”, “Reading fiction”.

"Health", " Physical Culture", "Labor", "Safety", "Cognition", "Communication", " Artistic creativity", "Music"

NGO “Socialization:

Forming the ability to develop a plot based on knowledge gained from reading literary works.

Promoting the creative use in games of ideas about the surrounding life, impressions of works of literature.

Developing interest in folk games.

Development of creative independence, aesthetic taste in conveying an image; clarity of pronunciation.

Development of the ability to feel the beauty and expressiveness of the language of a work, sensitivity to the poetic word.

Replenishing children's literary baggage with fairy tales, stories, and poems.

Developing a sense of humor in children.

Developing the ability to explain the main differences between literary genres.

NGO "Health":

Creating an emotional prosperous climate in the group.

NGO "Physical Culture":

Developing children's interest in outdoor folk games.

NGO "Safety":

NGO "Poznanie":

Consolidating the ability to identify several qualities of objects in the process of perception; highlight characteristic details, beautiful combinations of colors and shades, musical, natural and everyday sounds.

Formation of elementary ideas about the history of mankind through familiarity with legends and fairy tales, games.

OO "Communication":

- Improving speech as a means of communication.

Helping children master expressive language.

Practicing intonation expressiveness of speech.

Development of the ability to meaningfully and expressively retell literary texts

Improving your writing skills short tales on a given topic.

Development of observation skills, the ability to notice the characteristic features of objects and convey them through drawing.

Formation of the ability to convey the plots of folk tales and original works in drawings.

Development of collective creativity. Cultivating the desire to act in concert, to agree on what part of the work will be performed.

NGO "Music":

Enriching children's musical experiences.

Improving skills in playing Russian and Komi folk musical instruments.

OO "Trud":

Expanding children's ideas about the work of adults through literary works.

While reading fairy tales, I talked with the children about positive and negative fairy-tale heroes, about their actions, about adventures and about magical objects that help the heroes.

After reading fairy tales, I held conversations, the purpose of which was to broaden the horizons and conceptual apparatus of children, teach them the ability to independently draw conclusions and conclusions, give reasons for their statements, the desire to find out how much the children understood the idea and meaning of the work, find out their attitude to the actions and actions of the heroes, and attract attention to the means of expressiveness of the work.

Sometimes she invited the children, after reading a fairy tale, to draw what they remembered most. Children draw any fairy-tale characters, magical objects and fairy tales. environment(for example, a castle or Baba Yaga’s hut).

Difficulties for children are caused by the task of “drawing verbally” the heroes of a fairy tale, since children’s speech is not sufficiently developed, it is difficult for them to compose descriptive stories.

After reading N. Nosov’s story “Dreamers,” I played a director’s game with the children. Children learned to be actors, to convey the character of the characters through words, facial expressions and gestures.

We also held exhibitions of books and drawings: “My favorite Russian folk tale”, “Komi folk tales”, “Stories by N. Nosov”. The children brought their favorite books from home, told fairy tales, and, together with their parents, drew their favorite fairy-tale characters.

Purpose of the book exhibition:

Deepen children's literary interests;

Make a specific literary topic relevant for preschoolers.

I studied and used the best practices of teachers working on this topic. Having studied methodological, scientific and popular literature, I thought through and applied in practice a variety of methods and techniques in my work.

To form the moral qualities of a preschooler’s personality, I used the following principles: consistency, clarity, accessibility, taking into account the age and individual characteristics of children

On initial stage- introductory classes, then complex ones, which ended with productive activities.

Over the course of the year, I introduced children to a large number of works of children’s fiction: I tell fairy tales, show board books puppet theaters, I read books with illustrations.

I develop in children the ability to perceive a literary work, as well as some basic skills to analyze the work.

By the end of the year, children are able to identify the main characters (who the story is about) and express their attitude towards them (who they like and why).

In introducing children to fiction, I tried to select works whose heroes can be admired and imitated, which help in the formation of moral feelings in children: camaraderie, honesty, truthfulness, respect for the work of adults, responsibility for one’s actions, the ability to see good and evil, help children develop a love for native land, to native nature.

Over the course of a year, I systematically read and told fairy tales and stories. I accompany the reading of works of art by showing visual material. The books were chosen to be expressive and bright. This allows you to more deeply influence the child’s feelings and promotes memorization of the text. In this case, a smile and a calm, slightly playful tone help. Expressive speech and emotional performance will certainly cause pleasure and joy in the baby.

Play is a powerful tool for educating older children. It’s not for nothing that this age is called the age of play. When working with children, I used collective games-activities, games-dramatizations, games-exercises, games-fairy tales, and role-playing games. A variety of problems were solved with the help of games.

In this regard, I periodically organized games with the children - dramatizations based on literary plots. In any case, when dramatizing a fairy tale, children play out its plot, master ways of playing roles in a dramatization, take on the roles of fairy-tale characters, and act in their image. With the help of children's books, I tried to instill moral qualities in children in communication between peers and in a team.

Thus, we can conclude that the purposeful and systematic use of works of fiction is not only a favorable means that contributes to the moral education of preschoolers.

In order to establish contacts with the family to ensure unity in the education of moral culture, the following forms of work were used:

Group meetings;

Consultations on the topics: “The role of books in the moral education of children”,

Book exhibitions;

Joint creative activity of parents and children;

Throughout the year, I conducted individual consultations and conversations with parents. During the conversations, I convinced parents to communicate more, talk, read fairy tales, learn rhymes, nursery rhymes, songs, i.e., pay more attention to their children.

I try to work closely with parents and this produces positive results for comprehensive development the child’s personality, and I also try to treat each child kindly, because only tolerance, goodwill, and love for children will give positive results.

Summarizing the results, I concluded that introducing a child to literature contributes to moral education. The heroes of the works aroused sympathy for themselves in children, helped them to demonstrate in the simplest forms a sense of duty, respect for parents, and the ability to sacrifice their desires. All this was a decisive factor ensuring the moral development of preschool children.

Organization of work in the preparatory group.

Target: Formation of the moral and cultural basis of the child’s personality through familiarization with fiction.

Tasks:

Leading educational area:“Socialization”, “Reading fiction”.

Integration of educational areas:“Health”, “Physical Education”, “Socialization”, “Labor”, “Safety”, “Cognition”, “Communication”, “Artistic Creativity”, “Music”.

NGO "Socialization":

Develop cooperation skills. Foster feelings of friendship and collectivism. Develop communication skills and the ability to communicate with adults in different situations.

NGO “Reading Fiction”:

To develop children's interest in fiction and educational literature. Develop the ability to feel the beauty and expressiveness of the language of a work, sensitivity to the poetic word.

"Cognition":

Introduce the works of Alexander Sergeevich Pushkin, Charles Perrault, Hans Christian Andersen. Contribute to the accumulation of aesthetic experience by reading and discussing literary works.

OO "Communication":

Foster a culture of speech, teach children to reason, develop the ability to apply their knowledge in conversation, and achieve coherent statements. Enrich and expand children's vocabulary. Develop the ability to read poetry expressively.

NGO "Artistic Creativity":

Development of figurative aesthetic perception, figurative representations, formation of aesthetic judgments.

NGO "Music":

Introduce classical works composers based on fairy tales.

NGO "Health": Creating an emotional, prosperous climate in the group.

OO "Trud":

Fostering a desire to participate in joint work with parents to prepare a costume for the New Year's party dedicated to

NGO "Physical Culture":

Consolidating the ability to independently organize outdoor games and invent your own games.

NGO "Safety":

Continued acquaintance with the rules of safe behavior during outdoor games.

When organizing work with children aged 6-7 years in this area, I used educational technologies: gaming, research, modeling. While reading the fairy tale “The Tale of the Fisherman and the Fish,” together with the children we came up with the game “Fish of Wishes.” This game helps to unite children, strengthen friendly relations By passing a symbolic fish to each other, children wish for something good and kind. Thanks to “The Tale of Tsar Saltan,” children became acquainted with excerpts from the ballet “ Swan Lake" The New Year's party was also dedicated to fairy tales and poems, where parents sewed costumes for children based on fairy tales (33 heroes, goldfish, sea waves, etc.).

Thanks to the fairy tale “Cinderella” by C. Perrault, we became acquainted with the costumes of the past. The children looked at the illustrations “What We Wore in the Past.”

Thanks to the fairy tale about the Snow Queen, the children and I became acquainted with several more varieties of roses. We had a conversation about people living in the far north.

Literary quizzes “Fairy Tales” were held,

"Tales of C. Perrault" and a quiz based on the fairy tale "The Snow Queen". The children were happy to meet their loved ones again fairy-tale characters, listen to audio cassettes with excerpts of works. This form of activity - competition - aroused great interest among all children.

She suggested that children play dramatization games; works that are well known to children with a dynamic plot, dialogues, and events that can be reproduced are suitable for them. For example, the fairy tale “Little Red Riding Hood”.

Moral education The closer the contacts between the kindergarten and the family, the closer the contacts between the kindergarten and the family.

For parents, I conducted a consultation “Teach your child to love a book,” where parents received the necessary information on the topic, discussed the most important issues of children’s reading, and shared their experience of reading in the family.

By older preschool age, the child accumulates quite extensive life experience, which helps him comprehend more complex literary facts. Children are already able to understand events in the book that sometimes did not occur in their own experience. The understanding of a literary hero also becomes more complicated. Although the child’s attention is still mainly attracted by actions and actions. It begins to penetrate into experiences, feelings, thoughts. In this regard, in older preschool age, a more complex hero becomes accessible to perception, whose behavior is sometimes characterized by contradictory actions, moral experiences, and complex motives.

Penetration into the content of a work requires tension from children mental strength: they must mentally imagine and emotionally experience the circumstances and state of the characters described by the author, understand their actions, experiences, thoughts; establish the causes of events, understand their interweaving; guess about the motives of the characters, the author’s attitude towards events and characters, and much more.

In order to eliminate formalism in knowledge about morality, I include children in a variety of activities related to fiction. Children create their own drawings based on stories and fairy tales.

Children especially like it when they act out roles on their own and dramatize like real actors. Such techniques allow you to remember good books, awaken thought, develop the creative imagination of children.

Having compared the results of the work, she noted the following changes: the level of development of moral consciousness, moral feelings, moral behavior and emotional balance in children has changed. Children learned to show care, sympathy, and mutual assistance towards others. They are able to understand and appreciate a point of view and try to resolve conflicts nonviolently.

The attitude towards the book has also changed: children can name the work and the author based on the illustration or by ear, and ask to read more. This means that it didn’t pass by, but touched the soul.

Conclusion.

Analyzing the children's achievements, we can conclude that the goal of the project has been achieved. Using the technology of project activities in our practice, we can conclude that children have learned to distinguish between genres of literary works, retell excerpts from fairy tales and short stories, and children have developed an interest and need for reading.

This can be seen from monitoring the development of children's skills and abilities.

Senior group.

Preparatory group.

Dynamics of children’s mastery of the OO “Reading Fiction”

Senior group.

Preparatory group.

The dynamics of children’s mastery of the OO “Socialization” in the section “Introduction to elementary norms and rules of relationships with peers and adults (including moral ones).”

Thus, the hypothesis was confirmed. The process of moral education of children of senior preschool age has become more effective when works of fiction are used for this purpose.

I consider the objectives of the project completed, the expected result has been confirmed. The purposeful and systematic use of works of fiction is not only a beneficial means for the development of speech in preschool children, but also contributes to the moral education of children.

Ziganshina Almira Zavdatovna,

Teacher of Russian language and literature

MAOU - “Secondary School No. 17” Almetyevsk RT

work no. 45-60-03

45-60-02

FICTION AS

AS A MEANS OF PATRIOTIC EDUCATION

Education of patriotism is a tireless work to create in schoolchildren a sense of pride in their Motherland and their people, respect for its great achievements and worthy pages of the past, and the role of Russian literature in this regard cannot be overestimated.

One of the tasks in the formation of students’ personality is to enrich it with moral ideas and concepts. The degree of mastery of them is different for all children, which is associated with general development and life experience. In this regard, the role of fiction on patriotic themes is great and significant.

Patriotic theme has a long rich tradition, dating back to heroic epic peoples, from a wonderful monument ancient Russian culture"The Lay of Igor's Campaign" and the Georgian national poem "The Knight in tiger skin» Sh. Rustaveli, from “Poltava” A.S. Pushkin and “Borodin” by M.Yu. Lermontov, “Taras Bulba” by N.V. Gogol and “War and Peace” by L.N. Tolstoy.

Defense of the Fatherland, the struggle for freedom and independence of one’s people, feats in the name of the Motherland are considered in works of fiction as the most striking manifestations of patriotic feeling.

In the modern situation, when a military conflict between individual states poses a real threat to all humanity, the movement of supporters of the struggle for peace, for the preservation of life on our planet, becomes an expression of patriotic feelings.

Writers are also at the forefront of the peace movement. Evidence of this is their constant interest in problems of war and peace, enormous educational potential best works modern literature dedicated to the Great Patriotic War.

What problems concern today's schoolchildren in fiction about war? What are their motives for turning to works about war? Let me quote a schoolgirl’s statement: “I read a lot about the war. I often think about what awaits our planet in the future, and therefore I read our and foreign science fiction writers with interest. I was struck by the fantastic situation described by Ch. Aitmatov in the novel “Stormy Stop”. This is some kind of special, very life-like fantasy, not to think about the present.” (Elfimova Aigul, 11th grade).

Systematic work on the patriotic education of schoolchildren will certainly yield results, because the younger generation will not be brought up by denying the culture of their country and ridiculing the history of their state, but will learn to find the right guidelines and form a system of relationships to certain events. Literature has great potential in patriotic education.

The oral creativity of any nation contains rich material for education in the spirit of friendship, mutual understanding, hard work, and patriotism. Proverbs, sayings, riddles, songs, and epics serve this purpose.

Studying “The Life of Alexander Nevsky” in the 8th grade, students talk about the military exploits of Alexander Nevsky and his spiritual feat of self-sacrifice, about the defense of Russian lands from invasions and raids of enemies. An ardent call for the unity of Rus' in the face of external danger, a call for the protection of the peaceful creative labor of the Russian population - this is the main conclusion that ninth-graders come to when studying “The Tale of Igor’s Campaign.”

For students there is a huge material for patriotic and civic education present episodes military history Russia.

Thus, studying the heroic pages of the history of our country in M.Yu. Lermontov’s poem “Borodino” in the 5th grade, students reveal the thoughts and feelings of ordinary soldiers who defended their homeland from the enemy, the author’s thoughts about the meaning of the Battle of Borodino and the role common people, Russian national character, about who the real people are, at what price the glory of the people is gained. In class we talk about the War of 1812 and the significance of the Battle of Borodino, we talk about Lermontov not only as a poet, but also as a direct participant in the battles in the Caucasus. The main thing when analyzing the poem is the answer to the question: “Why do the feelings of the participants in the distant events of 1812 continue to excite us now? Why during the Great Patriotic War the defenders of Moscow often uttered the words: “Guys! Isn’t Moscow behind us?” The analysis of the text is well complemented by slides of reproductions of paintings by F. Roubaud “Panorama of the Battle of Borodino”, “Kutuzov at Borodin” by S. Gerasimov and slides of other authors prepared by the students themselves.

N.V. Gogol's story “Taras Bulba” (6th grade) is a glorification of military camaraderie and a condemnation of betrayal. Students note the heroism and dedication of Taras and his comrades - the Cossacks in the fight for native land, the patriotic pathos of the story. The exploits of Taras and his son Ostap evoke in students a feeling of sincere admiration and give concrete ideas about such features of patriotism as selfless devotion to the Motherland, courage and bravery in defending its honor and independence. When studying this work, I use video fragments of the film “Taras Bulba” in the lesson as an illustration of the work, comparing fragments of literary text and video fragments. Watching the episodes is accompanied by a conversation about the content.

Special place Literature classes involve working with historical documents. For example, when studying the novel by A.S. Pushkin “The Captain's Daughter”. Students learn to compare, contrast, analyze, for example, comparing the leader of the uprising in different works: the image of Pugachev in folklore, in the works of A.S. Pushkin, S.A. Yesenin “Pugachev”. This work allows students to independently obtain knowledge on the basis of which certain beliefs are formed and, through the assessment of events, to form a value system. All this leads to the emergence of positive civic personality traits in the child.

The fate of the homeland and the fate of a person are merged into one whole in M. Sholokhov’s story “The Fate of a Man.” 9th grade students identify such qualities as perseverance, devotion, and camaraderie, which have long been inherent in the Russian soldier. A striking example Andrei Sokolov became such a soldier. The leitmotif of the work is the words of the hero: “... That’s why you’re a man, that’s why you’re a soldier, to endure everything, to endure everything, if need calls for it.” Reading and analysis ends with watching a film, which once again gives schoolchildren the opportunity to experience the extraordinary character of the Russian person. Analyzing the text, students are given tasks to find facts about the manifestations of courage and heroism of Russian people in additional literature; analyzing certain actions of our fellow citizens, they answer the question: “What would you do in his place?” This question gives rise to a child’s sense of involvement in the events of the distant past.

It is always easier to know, understand and feel a person, an event through art. The formation of patriotic feelings is facilitated by performing creative tasks in lessons: draw an illustration for historical event, compose crossword puzzles, voice over the dialogue of historical figures, write a script for a film, oral drawing. The use of musical fragments and theatrical elements allows you to create a special emotional mood in the lesson, which will largely determine its success.

The use of ICT technologies is the result of the formation of more effective model teaching is a requirement of the time, allowing you to diversify the lesson and intensify the work of students. The success of training depends on creative personality teacher, on his ability to use ICT, aimed at the formation and development of students’ information culture.

Effective use of the latest pedagogical technologies, educational capabilities of forms and teaching methods ensures the education and development of the personality of schoolchildren, contributes to their manifestation of their own moral and civic position, and participation in patriotic activities.

Literature:

1. Gasanov Z.T. “Goal, objectives and principles patriotic education citizens." "Pedagogy". - 2007, No. 6;
2. Kolychev V.K. “The Origins of Courage”, Moscow “Enlightenment”, 2001.
3. Bodrova N.A., Seagal L.M. “Reading interests of older schoolchildren. Extracurricular and extracurricular work in literature.” - Moscow, 2002
4. Bogdanova O.Yu. Library of the teacher of Russian language and literature. "Moral education in literature lessons." - Moscow “Enlightenment”, 2001
5. Ovchinnikova N.P. “The idea of ​​patriotism and Patronymic history in the history of Russian pedagogy.” "Pedagogy". - 2007, No. 1

Fiction as a means of developing speech in preschool children.

“Reading is one of the sources of thinking and mental development”.

V.A. Sukhomlinsky

Fiction is a type of art that uses words and structures of natural language as the only material. The specificity of fiction is revealed in comparison, on the one hand, with types of art that use other material instead of verbal and linguistic (music, visual arts) or along with it (theater, cinema, song, visual poetry), on the other hand, with other types verbal text: philosophical, journalistic, scientific, etc. In addition, fiction, like other types of art, combines authored (including anonymous) works, in contrast to works of folklore that are fundamentally authorless.

Fiction accompanies a person from the first years of his life. She opens and explains to the child the life of society and nature, the world of human feelings and relationships. V.G. Belinsky at one time said that a children's book is written for education, and “education is a great thing: it decides a person’s fate.” Well-developed speech helps a preschooler better convey his thoughts, emotions, experiences, and explain his own position. If for some reason the child’s speech is not sufficiently developed, then this will complicate educational activities in the future. Fiction is a powerful, effective means of mental, moral and aesthetic education of children, which has a huge impact on the development and enrichment of speech. IN poetic images Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It enriches emotions, fosters imagination, and gives the child excellent examples of Russian language. literary language. These examples are varied in their impact: in stories, children learn conciseness and precision of words; in poetry they capture the musical melodiousness and rhythm of Russian speech, in folk tales Children are exposed to the ease and expressiveness of the language, the richness of speech with humor, lively and figurative expressions, and comparisons. Having learned to empathize with the heroes of the works, children begin to notice the mood of the people around them. Humane feelings are awakened in children - the ability to show participation, kindness, and protest against injustice. According to V.A. Sukhomlinsky, reading books is a path along which a skillful, intelligent, thinking teacher finds the way to a child’s heart, and all subsequent acquaintance with the vast literary heritage will be based on the foundation that is laid in preschool childhood. In kindergarten younger preschoolers introduce literary works of different genres: stories, fairy tales, poems, proverbs, sayings, nursery rhymes, etc. Educators are given the goal of children mastering constructive ways and means of interaction with people around them through solving the problems of developing free communication with adults and peers, the development of all components of children's oral speech: lexical side, grammatical structure of speech, pronunciation side, connected speech in various forms of children's activities. By becoming familiar with fiction, a child of primary preschool age accumulates a certain vocabulary that contains all parts of speech. By means of the artistic word, the child masters the grammatical norms of the language in unity with its vocabulary. From the book, the child receives many new words and figurative expressions, his speech is enriched with emotional and poetic vocabulary. Literature helps to express one’s attitude to what one has listened to, using comparisons, metaphors, epithets, and other means of figurative expression, the mastery of which, in turn, serves to develop the artistic perception of literary works. A characteristic feature of the youngest preschooler, noted by childhood researchers, is an extraordinary craving for rhythmically organized speech, sonorous rhythms and rhymes, and expressive intonation. The person, according to K.I. Chukovsky, begins to speak not in prose, but in poetry. The first words that a child pronounces, based on the symmetrical arrangement of vowel sounds, are a coinciding rhyme: ma-ma, pa-pa, bo-bo, etc. The very nature of a child of early and early preschool age requires poetic material. Children love to listen and read poetry, clearly preferring them to prose. At the same time, they gravitate, first of all, to dynamic rhythms, joyful, dance-like melodies. That's why kids like the works children's folklore, the poetic nature of which, harmoniously combining words, rhythm, intonation, music and action, exactly corresponds to the emotional needs of the child. Each of the songs like “Ladushka”, “Goat”, “The White-sided Magpie” is a brilliant mini-performance where the child is a spectator, a singer, a dancer, an actor, and a reader. Particular attention should be paid to the development of children’s figurative speech in the process of becoming familiar with different genres of literature (fairy tale, short story, true story, poem, fable) and small folklore forms. Festive events, leisure evenings, evenings of fairy tales, poems, and riddles also contribute to the primary literary education of children. All this work should be permeated with creativity, the teacher’s own love for literature and the desire to convey this love to children. IN younger group Kindergarten children are taught to listen to fairy tales, stories, poems, and also to follow the development of action in a fairy tale, to sympathize goodies. It is necessary to use a technique for explaining unfamiliar words that ensures a full perception of the work. It is necessary to explain the meaning of those words, without understanding which the main meaning of the text, the nature of the images, and the actions of the characters become unclear. The explanation options are different: setting another word while reading prose, selecting synonyms (hut - bast - wooden; upper room - room, etc.); the use of words or phrases by the teacher before reading; while introducing children to the picture; a question to children about the meaning of a word, etc. The expressiveness of reading, the interest of the teacher himself, his emotional contact with children increases the degree of influence of the artistic word. While reading, you should not distract children from perceiving the text with questions or disciplinary remarks; raising or lowering your voice or pausing is enough. Illustrations are examined that deepen the understanding of the text, clarify it, and reveal it more fully. artistic images. In order to arouse children's interest in books, you can offer different games. “Hide and Seek with a Book” - children are shown a new book and asked to close their eyes. They hide the book somewhere in the group room. Children will happily go looking for it, and when they find it, they will be rewarded with reading this book. “Heroes come to us” - characters from familiar fairy tales are included in active communication. For example, Bunny comes to visit the children and asks the children to appliqué a ball or draw it. “Guess the hero of the fairy tale” - children are asked to look at illustrations in a book that they have not yet read, and are asked to guess who this work is about. “Little Artists” - after reading the book, children are invited to become artists and draw the most memorable and liked episode of the work. “Finish the fairy tale” - children are told the beginning and middle of a fairy tale they know, for example, about Masha. The children need to come up with another ending to the fairy tale themselves (for example, the Bear scolded Masha for separating from her friends and took her home).

Thus, introducing younger preschoolers to fiction is the formation of a developed personality, a future great reader, a culturally educated person.

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