The role of children's fiction in the formation of a child's personality and speech development

The role of children's fiction in the formation of a child's personality and speech development

O. I. Nikiforova distinguishes three stages in the development of perception of a work of art: direct perception, reconstruction and experience of images (based on the work of imagination); understanding the ideological content of the work (it is based on thinking); the influence of fiction on the reader’s personality (through feelings and consciousness).

A child's interest in books appears early. At first, he is interested in turning the pages, listening to an adult read, and looking at the illustrations. With the advent of interest in the picture, interest in the text begins to arise. As research shows, with appropriate work, already in the third year of a child’s life, it is possible to arouse his interest in the fate of the hero of the story, force the baby to follow the course of the event and experience feelings that are new to him.

As mentioned above, one of the features of children’s perception of a literary work is empathy for the characters. Perception is extremely active. The child puts himself in the place of the hero, mentally acts, fights his enemies. At puppet theater performances, children sometimes interfere in events, try to help the hero, and in unison tell the characters what not to do.

Based on the characteristics of perception, the leading tasks of familiarizing with the book at each age stage are put forward.

Let us briefly dwell on the age-related characteristics of perception. For children of primary preschool age

characteristic: dependence of text understanding on the child’s personal experience; establishing easily recognizable connections when events follow each other; the main character is in the spotlight, children most often do not understand his experiences and motives for his actions; the emotional attitude towards the characters is brightly colored; there is a craving for a rhythmically organized style of speech.

In middle preschool age

Some changes occur in the understanding and comprehension of the text, which is associated with the expansion of the child’s life and literary experience. Children establish simple causal connections in the plot and, in general, correctly evaluate the actions of the characters. In the fifth year, a reaction to the word appears, interest in it, the desire to repeatedly reproduce it, play with it, and comprehend it.

According to K.I. Chukovsky, a new stage of the child’s literary development begins, a keen interest arises in the content of the work, in comprehending its inner meaning.

In older preschool age

children begin to become aware of events that did not occur in their personal experience; they are interested not only in the actions of the hero, but also in the motives of actions, experiences, and feelings. They are able to sometimes pick up on subtext. An emotional attitude towards the characters arises on the basis of the child’s comprehension of the entire conflict of the work and taking into account all the characteristics of the hero. Children develop the ability to perceive text in the unity of content and form. The understanding of the literary hero becomes more complex, and some features of the form of the work are realized (stable turns of phrase in a fairy tale, rhythm, rhyme).

Mastery of the native language as a means and way of communication and cognition is one of the most important acquisitions of a child in preschool childhood. It is preschool childhood that is especially sensitive to the acquisition of speech: if a certain level of mastery of the native language is not achieved by 5–6 years, then this path, as a rule, cannot be successfully completed at later age stages.

G. Belinsky, a critic and theorist of children's literature, wrote:

“The book is the life of our time. Everyone needs it... and so do children. It’s all about choosing books for them, and we are the first to agree that reading poorly chosen books is worse and more harmful for them than not reading anything.”

Fiction plays an important role in the development of speech and replenishment of a child’s vocabulary. Fiction opens and explains to the child the life of society and nature, the world of human feelings and relationships. It develops the child’s thinking and imagination, enriches his emotions, and provides excellent examples of the Russian literary language.

Its educational, cognitive and aesthetic significance is enormous, since by expanding the child’s knowledge of the world around him, it influences the child’s personality and develops the ability to subtly sense the form and rhythm of the native language.

Adults must remember that a child’s need to be read to, even if he has already learned to read on his own, must be satisfied. After reading, it is important to find out what the child understood and how.

Works to read to a child should be chosen taking into account age, interests and development. Children of older preschool age are more attracted to the content of the text, although they enjoy looking at the book’s illustrations. After reading, it is important to find out what the child understood and how. You don’t have to do this right away; after a while you can talk to your child about what you read. This teaches the child to analyze the essence of what he read, to raise the child morally, and in addition, teaches coherent, consistent speech, and consolidates new words in the dictionary. After all, the more perfect a child’s speech, the more successful his education at school will be.

As a result of interaction with a book, by the age of 6–7 years, a child usually has a significant vocabulary and basically masters the grammatical forms of his native language. During this period, the child’s vocabulary is intensively enriched as a result of the child’s acquisition of new knowledge about unfamiliar objects and phenomena that are outside the scope of his personal experience, which is especially important for his future learning.

Fiction accompanies a person from the first years of his life. A child’s acquaintance with fiction begins with miniatures of folk art - nursery rhymes, songs, then he listens to folk tales. Deep humanity, extremely precise moral orientation, lively humor, figurative language are the features of these folklore miniature works. Finally, the child is read original fairy tales, poems, and stories that are accessible to him.

The people are unsurpassed teachers of children's speech. In no other works, except folk ones, will you find such an ideal arrangement of difficult-to-pronounce sounds, such an amazingly thoughtful combination of words that barely differ from each other in sound. For example: “There was a blunt-lipped bull, a blunt-lipped bull, the bull had a white lip and was blunt”; “The cap is not sewn in the Kolpakov style, you need to re-cap it, whoever re-caps it will get half a cap.”

And friendly teasing, subtle humor of nursery rhymes, teasers, counting rhymes are an effective means of pedagogical influence, a good “cure” against laziness, cowardice, stubbornness, whims, selfishness, as well as speech development.

Children's mastery of the Russian language through small forms of folklore is one of the important acquisitions of a child in preschool age, since folklore today is of particular importance.

Folklore means folk wisdom, poetry and culture of peoples. It so happened that to a very small infant, the mother hums a lullaby, tells jokes, nursery rhymes, counting rhymes and fairy tales. It turns out that the child encounters folklore earlier than literature, and it is folklore that is a kind of guide to the wonderful world of fiction.

The task of a teacher when studying folklore is to instill skills and abilities of speech, relying on a tendency to imitate, quickly memorize, cultivate in children independence, the ability to actively apply this knowledge and form critical thinking and focus. When training, it is necessary to rely on the following operating principles:

careful, due to the age capabilities of children when selecting material.

integration of work with various areas of educational work and types of children’s activities, speech development, communication skills, various games.

active inclusion of children in everyday activities.

maximum use of the developmental potential of small forms of folklore in creating a speech environment.

To improve diction, you can use special exercises - memorizing tongue twisters, tongue twisters, nursery rhymes. These exercises develop phonemic hearing, form the grammatical structure of speech, develop the sound culture of speech, a sense of rhythm and rhyme. But the most important thing is to use the material in an unobtrusive and exciting way, for example, by imitating the actions in question.

When learning a tongue twister, you first need to pronounce it at a slow pace, clearly highlighting the sounds, trying to teach it slowly but clearly at first, pronouncing it with different intonation and strength of voice. And then you can call a child with good articulation and clarity of pronunciation. Can be repeated one at a time, in groups or together.

Through proverbs and sayings, preschoolers learn to succinctly express their thoughts, develop mastery of words, use proverbs and sayings in their speech, understand their meaning, allegorical features and the beauty of the phrase. And for this you need to know and understand proverbs and sayings, because they contain folk wisdom.

A particularly interesting form of folklore is the riddle; through it, children learn to see the signs of objects given in a special, extremely compressed, figurative form. The goal of solving riddles is the ability to independently draw conclusions and conclusions, clearly identify the characteristic, expressive features of objects and phenomena, the ability to vividly and concisely convey images of objects, and develop in children a poetic view of reality. Through riddles, children learn about objects already familiar to them, many new signs for them, and how else they can say about the object. The very process of solving riddles teaches children to reason, compare, find poetic descriptions, and prove their opinions. Thus, analysis of the riddle involves not only better understanding and quickly guessing, but also teaches you to pay attention to the word, arouses interest in figurative characteristics, helps to remember and use them in speech, creating a vivid, accurate image.

Knowledge of the surrounding world, the rules of life, to a greater extent, is given in fairy tales. A fairy tale helps children develop coherent speech, the ability to retell a fairy tale, compose a story about a subject, and feel like the hero of this fairy tale is formed.

A literary work appears to the child in the unity of content and artistic form. The perception of a literary work will be complete only if the child is prepared for it. And for this it is necessary to draw children’s attention not only to the content, but also to the expressive means of language of a fairy tale, story, poem and other works of fiction.

Gradually, children develop an inventive attitude towards literary works and an artistic taste is formed.

At older preschool age, preschoolers are able to understand the idea, content and expressive means of language, and realize the beautiful meaning of words and phrases. All subsequent acquaintance with the vast literary heritage will be based on the foundation that we lay in preschool childhood.

In the younger group, familiarization with fiction is carried out with the help of literary works of different genres. At this age, it is necessary to teach children to listen to fairy tales, stories, poems, and also to follow the development of action in a fairy tale and sympathize with the positive characters.

Younger preschoolers are especially attracted to poetic works that are distinguished by clear rhyme, rhythm, and musicality. When reading repeatedly, children begin to memorize the text, assimilate the meaning of the poem and develop a sense of rhyme and rhythm. The child’s speech is enriched by words and expressions he remembers.

In the middle group, children continue to familiarize themselves with fiction.

The teacher fixes the children's attention not only on the content of the literary work, but also on some features of the language (figurative words and expressions, some epithets and comparisons).

After telling fairy tales, it is necessary to teach children of middle preschool age to answer questions related to the content, as well as the simplest questions about the artistic form.

After reading a work, it is very important to correctly formulate questions to help children isolate the main thing - the actions of the main characters, their relationships and actions. A correctly posed question forces a child to think, reflect, come to the right conclusions and at the same time notice and feel the artistic form of the work.

When reading poems, the teacher emphasizes the rhythmicity, musicality, melodiousness of the poems, emphasizing figurative expressions, and develops in children the ability to notice the beauty and richness of the Russian language.

In the older group, children are taught to notice expressive means when perceiving the content of literary works.

Older children are able to more deeply comprehend the content of a literary work and realize some of the features of the artistic form that expresses the content. They can distinguish between genres of literary works and some specific features of each genre.

The analysis of a fairy tale should be such that children can understand and feel its deep ideological content and artistic merits, so that they remember and love the poetic images for a long time.

When introducing preschoolers to works of poetry, you need to help the child feel the beauty and melodiousness of the poem, and understand the content more deeply.

When introducing children to the genre of a story, the teacher must reveal to the children the social significance of the phenomenon being described, the relationships between the characters, and draw their attention to the words with which the author characterizes both the characters themselves and their actions. The questions asked to children should reveal the child’s understanding of the main content and his ability to evaluate the actions and actions of the characters.

In the preparatory group, the teacher is faced with the task of instilling in children a love of books, of fiction, and the ability to feel an artistic image; develop a poetic ear (the ability to capture the sonority, musicality, rhythm of poetic speech), intonational expressiveness of speech: cultivate the ability to feel and understand the figurative language of fairy tales, stories, poems.

It is necessary to carry out such an analysis of literary works of all genres, in which children will learn to distinguish between genres, understand their specific features, and feel the imagery of the language of fairy tales, short stories, poems, fables and works of small folklore genres.

Reading literary works reveals to children all the inexhaustible wealth of the Russian language, and contributes to the fact that they begin to use this wealth in everyday speech communication and in independent creativity. In older preschool age, children develop the ability to enjoy the artistic word, laying the foundation for the formation of a love for their native language, for its accuracy and expressiveness, accuracy, and imagery.

Here is what K. D. Ushinsky wrote about the power of the word: “A child does not only learn conventional sounds when studying his native language, but drinks spiritual life and strength from the native breast of his native word. It explains nature to him as no natural scientist could explain it, it introduces him to the character of the people around him, to the society among which he lives, to its history and aspirations, as no historian could introduce him; it introduces it into popular beliefs, into folk poetry, as no esthetician could introduce it; it finally gives such logical concepts and philosophical views that, of course, no philosopher could convey to a child.”

These words of the great teacher indicate not only the expected result of mastering the native language, but also the method of studying it: trust in the “language teacher”, who “not only teaches a lot, but also teaches surprisingly easily, using some unattainably facilitating method.”

Thus, by helping children master the language of a given work of art, the teacher also fulfills the tasks of education.

Children's book as a means of cognitive development of children of senior preschool age

Report

Children's book as a means of cognitive development of children of senior preschool age
Executor:
Olga Sergeevna Grechko,

MBDOU teacher

"Combined kindergarten No. 44

"Nightingale" Mezhdurechensk

A.V. Zaporozhets considered the problem of cognitive development of preschool children to be one of the most pressing in preschool pedagogy. The beginning of the third millennium is marked by an information revolution, when knowledgeable and educated people begin to be valued as true national wealth. The need to competently navigate the growing volume of knowledge places different demands on the mental education of children than they did 30-40 years ago. The task of developing the ability for active mental activity comes to the fore.

The problem of cognitive development is considered in many studies by teachers and psychologists aimed at studying various aspects of children’s learning (B.G. Ananyev, L.I. Bozhovich, V.B. Golitsyn, A.V. Zaporozhets, O.M. Dyachenko, V.S. Ilyin, M.I. Lisina, N.N. Poddyakov, T.I. Shamova, V.V. Shchetinina, G.A. Shchukina).

A children's book has enormous potential in the process of cognitive development of a preschool child. It is initially aimed at understanding and creating the child’s soul. K.D. spoke about its importance. Ushinsky, E.I. Tikheyeva, S.L. Rubinstein and many others.

A children's book is of great importance in the formation of a child's personality, qualities, character traits: it opens and explains to the child the life of society and nature, develops the child's thinking and imagination, enriches his emotions, provides excellent examples of literary language, accompanying a person from the first years of his life.

However, these days there are serious problems. Children are losing interest in reading, and this is largely due to the advent of new technologies and global computerization. In the family, reading is often replaced by watching TV shows or playing computer games, which has an adverse effect on the physical and mental health of children.

All this proves the special importance of considering children's books as a means of cognitive development for children of senior preschool age.

Object of study: cognitive development of children of senior preschool age.

Subject of research: the use of children's books in the cognitive development of children of senior preschool age.

Research hypothesis: the effectiveness of using children's books in the cognitive development of children of senior preschool age is due to:

• the accessibility of preschoolers to books, through the creation of a specially organized subject-development environment aimed at literary and cognitive development;
• the interest of preschoolers in books, through the creation of a problem situation based on familiarization with literary works;
• the presence of colorful illustrations in the books used.

Purpose of the study: to identify the pedagogical conditions for using children's books as a means of cognitive development for children of senior preschool age.

Research objectives:

1. To characterize cognitive development in children of older preschool age; to clarify the criteria and indicators of cognitive development of children in older preschool age.
2. To identify the features of using books in the cognitive development of children of senior preschool age.
3. To experimentally study the cognitive development of children of senior preschool age through a children's book.
4. To develop methodological recommendations for the use of books in cognitive development in older preschool age.

Research methods and techniques:

• theoretical methods: analysis of psychological, pedagogical, methodological literature on the research problem;
• methods for identifying the level of cognitive development: methods: “Encryption” (D. Wexler), pedagogical observation, “Clash of motives” N.N. Gutkina, “Assessment of interrogative manifestations in children of senior preschool age” (author T.A. Serebryakova);
• survey of teachers;
• methods of qualitative and quantitative analysis of experimental data (methods of descriptive statistics).

Research base: municipal budgetary preschool educational institution MB Preschool Kindergarten No. 54 “Vesnushki” in the city of Mezhdurechensk.

Experimental sample: 10 children of senior preschool age.

The first chapter examined the theoretical foundations of the study of children's books as a means of cognitive development of children of senior preschool age.

Based on the analysis, in this work we understood cognitive development as a changing personality trait, which means the preschooler’s deep conviction in the need for cognition, creative assimilation of a knowledge system, which is manifested in awareness of the purpose of the activity, readiness for energetic actions and directly in the cognitive activity itself.

Among the components that directly characterize the process of cognitive development of older preschoolers, the following components and indicators are distinguished: the emotional-volitional component includes an emotional attitude to cognitive activity, arbitrariness of emotional manifestations, stability of attention, the ability to move from one task to another, perseverance and persistence in achieving results, focusing attention on the subject or topic being studied, positive emotional experiences when overcoming difficulties in activity; emotional manifestations (interested facial expressions, gestures). The cognitive component includes indicators such as visual-figurative thinking, mechanical memory, and visual-spatial perception. Motivational-need includes: curiosity, cognitive interest, cognitive need, dominance of the cognitive motive, preferred types of activity, justification for choice. The activity component is questioning and research activity; skills and abilities.

In older preschool age, children develop a cognitive interest in the book, and, by the way, comprehend it. Older preschoolers become able to reproduce events that do not have the support of personal experience. For them, not only the actions of the heroes become interesting, but also the motives that caused these actions, experiences and feelings of the heroes. Children’s understanding of the conflict of the work, the assessment of all the actions and characteristics of the heroes forms an emotional attitude towards the heroes of the literary work. At this age, children acquire the ability to perceive a literary work in general terms of content and form. Understanding the hero of the work becomes more complex; it is based on the actions of the hero and the events taking place. A book read to a preschooler not only entertains, but also contributes to the formation of cognitive development and interest in reading.

The second chapter presented the results of an empirical study of children's books as a means of cognitive development in children of senior preschool age.

Diagnostics of the level of cognitive development according to the identified criteria and indicators found that 10% of the subjects had a high level of cognitive development, 70% showed an average result, 20% of the subjects had a low level of cognitive development. Those. For most children, the cognitive motive is dominant, but children can also be distracted by play. They have an average level of attention span. These children ask questions to clarify the conditions for its implementation and, having received a hint, complete the task to the end, which indicates the child’s interest in this activity and the desire to look for ways to solve the problem, but together with an adult. These children ask 3-4 questions, their questions are aimed at establishing the qualitative characteristics of objects or achieving the result of an activity. The children had average cognitive activity and independence in resolving the issue (the children reacted vividly emotionally to adults discussing the issue, with vivid facial reactions, one-word remarks “yes”, “no”). Their emotional reaction to cognitive interaction is accompanied by calm listening to the adult’s answer, but no strong emotions are observed. Children ask a question, but do not show persistence in getting an answer.

We also analyzed the programs. It was noted that all modern programs of preschool educational institutions (“Childhood”, “Rainbow”, “From birth to school”, “Origins”, etc.) address issues of literary development of children. There is an approximate list of works of art with an exact indication of the addressee. An analysis of programs for introducing preschoolers to fiction has shown that each program is based on a specific view of creating conditions that contribute to the development of a preschooler as a full-fledged reader. The programs highlight gradual, purposeful and systematic work, which includes a variety of activities, taking into account the peculiarities of children’s perception of fiction at each age stage, as well as children’s interest in various genres. However, the use of books as a means of cognitive development is not taken into account in the programs.

A survey of teachers showed that teachers in kindergarten No. 54 “Vesnushki”, in accordance with the age of the pupils, use a variety of forms and types of organization of children’s cognitive activity. Educators understand the importance of cognitive development. For cognitive development, teachers use such techniques and means as heuristic conversation, exploratory tasks, observation, problematic questions; The book as a means of cognitive development is used only in classes on speech development.

In the senior group, conditions have been created for familiarization with children's literature. But conditions have not been created for the formation of cognitive interest in the reading process. We have not identified any specially organized pedagogical activities aimed at developing the cognitive interest of older preschool children in the process of reading fiction or developing interest in books.

All of the above necessitated the creation of methodological recommendations for the use of books in cognitive development in older preschool age.

In the senior group of the kindergarten, there should be a book corner, where literature of various genres corresponding to the older preschool age of children is presented, thematic albums for viewing, children’s drawings, there must be a “Smart Book Shelf”, “Read It Yourself”. The filling of the corner must be systematically changed.

Cognitive development is facilitated by involving the child in a problem situation. In this regard, the work presented examples of problematic situations when familiarizing with children's literature. The presence of a problematic situation in children's books makes the child want to understand something, he begins to think. The main phases of the thought process in this case are as follows: awareness of a problem situation, its solution, judgment on this issue, practical conclusions.

In order to develop in children a meaningful perception of what they read, before reading books, you can invite children to evaluate the illustrations to the book and describe the main characters.

Thus, a children's book should become a necessary means of developing the cognitive activity of older preschoolers and be used as widely as possible in the practice of kindergartens. The effectiveness of using children's books in the cognitive development of children of senior preschool age is due to: the accessibility of preschoolers to books, through the creation of a specially organized subject-development environment aimed at literary and cognitive development; the interest of preschoolers in books, through the creation of a problem situation based on familiarization with literary works; the presence of colorful illustrations in the books used.