In order to develop children's interest in fiction and cultivate a caring attitude towards books in each group a book corner is created. This is a calm, comfortable, aesthetically designed place where children have the opportunity to communicate with a book in an intimate setting, look at illustrations, magazines, and albums.
There are a number of requirements for the installation of a corner: convenient location - a quiet place, away from the doors to avoid walking and noise; good illumination during the day and evening, proximity to the light source (not far from the window, presence of a lamp in the evening), so that children do not damage their eyesight; aesthetic design - the book corner should be cozy, attractive, with slightly different furniture. Decoration can be a bust or portrait of a writer, or objects of folk and applied art.
In the corner there should be shelves or display cases on which books and reproductions of paintings by famous artists are displayed. It’s good to have a closet nearby to store books, albums, and materials for repairs. It can store characters and scenery for shadow theater, flannelgraph, and filmstrips. There are different options for designing a corner. A periodic change of material (literature, paintings, portraits) and connection with educational work in the group is necessary.
Methodology for working in a book corner
In younger groups The book corner is not organized right away, since children do not have the skill to use a book and often use it as a toy. The book corner should be 3 – 4 books, suitable for children, but required several copies of one title, individual pictures, a thematic album. Books should have a small amount of text, with large colorful illustrations - picture books: fairy tales “Kolobok”, “Turnip”; “Toys” by A. Barto, “Fire Horse” by V. Mayakovsky, “Mustachioed and Striped” by S. Marshak, etc. A lot of material is not given, this leads to disorganization of children’s behavior. The teacher accustoms children to independently communicate with the book, looks at the illustrations with them, reads the text, talks about the rules of use (do not draw in the book, do not tear it, take it with clean hands, etc.).
In the middle group The book corner is organized from the very beginning of the year with the participation of children. On the display shelf 4–5 books, the rest are stored in the closet. In addition to books and albums Shadow theater props, filmstrips, and repair materials (paper, fabric, scissors, glue, etc.) are gradually brought in.). The requirements for books remain the same. Picture books are used less frequently. They leave the children’s favorite books from the younger group, add new fairy tales, poetic works, books about nature, funny books. In the corner of a book You can display children's drawings on the themes of works of art.
The teacher continues to teach children to look at books and illustrations, drawing their attention to the plot and sequence of events. Conversations are held about books, it is found out whether children know their contents, whether they understand the meaning of the illustrations; There is talk about literary works that are read to children at home.
Children develop stable skills in handling books carefully. For this purpose, children are involved in selecting books that need repair and putting things in order. They continue to introduce children to the basic rules (look at books only at the table, do not fold the pages, do not bend the cover, etc.). You should give instructions more often: check the order in the book corner before leaving the group, find a book that the teacher wants to read, etc. Book repairs in the junior and middle groups are carried out by the teacher himself, but in the presence of children and with their help. Five-year-old children can be involved in simple gluing of bindings, in making an album with pictures, and in making character crafts for a shadow theater.
In senior and preparatory school groups The content of the book corner becomes more versatile due to genre and thematic diversity. The number of books on display is increasing until 8–10, but children should have more books at their disposal. Children can use the library independently. Taking into account the changes that have occurred in the literary development of children, the list of fiction is being expanded to include different authors, different topics and different genres, as well as children’s magazines. The list includes Russian folk tales and tales of the peoples of the world, literary tales of Russian and foreign authors, works of Russian classics and modern writers. Thematically, there should be works about nature, scientific-educational, humorous, etc., of different formats, with and without illustrations.
Books for display are selected taking into account the interests of children, their knowledge about the work of a particular writer, anniversaries, seasons, and educational goals. There are no specific deadlines for changing the material; it depends primarily on the interest of the children and is determined by the teacher.
In addition to reading and telling the teacher, in relation to For older children, these forms of work are used, such as conversations about books, organizing book exhibitions, conversations about writers and artists, literary matinees.
Contents conversations about the book there may be a conversation about its appearance (cover with the title, name of the author and artist; sheets and pages, their numbering; beginning and end); books are written by writers and poets; they are printed in a printing house; fairy tales, riddles, stories, and poems are printed in them. You need to tell the children that books are designed by different artists, consider several books. At the end of the conversation, you can ask what rules for using the book the children know. The conversation ends emotionally: by reading a funny story or poetry. A continuation of this conversation could be a story about how books are made.
May be interesting conversation about writers. In the process, it becomes clear what people who write stories and poems are called; what writers and poets children know and what books they wrote, what they tell about. You can review their favorite books with your children. Exhibitions of children's books are associated with the writer's anniversary, with "book week", with a literary matinee. Children and individual parents take part in their preparation. The selection of books must be strict (art design, different editions of the same book, appearance, etc.). The exhibition can last no more than three days, as children’s interest in it quickly wanes.
Work is being done with older preschoolers to get acquainted with artists - children's book illustrators. The teacher, telling a fairy tale or reading a story, connects the text with the illustration and names the artist. During conversations, he introduces children to some interesting and accessible facts of his biography, creativity, and style of performance. Illustrations by different artists for one work are compared. Quizzes and exhibitions are held.
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Before we look at the principles by which a book corner should be organized in kindergarten, we note that it is precisely at preschool age that children begin to acquire their first experience of reading.
Every preschooler has high potential for development. This also applies to his reading skills.
Thanks to a good children's library, these skills can be revealed and implemented.
Children begin to feel the need to use the library when the existing books at home have already been read, but the desire to read new books still remains.
Literature allows a person to develop a love for words. Therefore, it is necessary to introduce reading books into a child’s experience when he develops speech.
Those images that children emphasized in books they will carry in their memory all their lives.
It is during the preschool period that future readers need to be educated. Preschoolers perceive what they read as reality. Therefore, they are very scared when they read the corresponding stories.
Children also perceive what they read very emotionally.
When a child listens to a fairy tale being read, he clearly shows his emotions. He can cry, laugh, be indignant and sympathize with the heroes. This is good - this is how the child becomes an empathetic person.
On the other hand, very strong emotions often interfere with a sober assessment of what you read. Therefore, you need to monitor not only the emotional perception of literary works, but also the rationality of thinking when reading. Children are also very eager to imitate others.
Therefore, they prefer those books that their peers and teachers like. This is not always correct; it is better to teach the child to develop independence in matters of choosing literature.
The characteristics of preschoolers described above are negative personality traits in the future reader that need to be worked on. And positive characteristics must be developed. Let's look at four groups of common stereotypes.
Stereotypes of the future reader
Attitude to the reading process itself
The first group consists of attitudinal stereotypes towards the reading process itself. Children may perceive reading as an unpleasant chore, or they may enjoy it, or perceive reading as entertainment. All of these stereotypes are considered negative.
It is necessary to help children develop positive stereotypes: children need to treat reading as a serious activity that requires mental work.
Children should understand that reading is very useful and enriches their spirituality, making it possible to better satisfy the need for knowledge.
Reader preferences
The second group of stereotypes is reading preferences. For example, a preschooler may love fairy tales, but not understand poetry. There are also children who are ready to read all books indiscriminately, including adults.
There are readers who choose only those books that their peers liked. Positive stereotypes of this group - the reader chooses only those books that he considers useful.
Perception of the book
The third group of stereotypes is the perception of the book. Often preschoolers begin to compare themselves with the hero of the book and perceive the plot of the book as reality. This is bad because it prevents an objective analysis of the plot.
In the future, at school, children are required to describe the author’s intention and methods for revealing it, and such children will not be able to do this. Also, such a stereotype deprives a child of the opportunity to critically evaluate the plot of a book.
If it becomes noticeable that the child perceives the plots of books in this way, then this requires correction. It is important that the reader perceives himself as an interlocutor with the author of the book.
The reader can also play the role of a critic who thoughtfully approaches the reading process and tries to enrich the disclosure of the author’s intention with his own findings.
It is necessary to teach preschoolers so that they do not transform themselves into heroes of books, but try on what they read and compare themselves with the heroes.
Evaluative stereotypes of books
And the last group of stereotypes are evaluative stereotypes of books. Often children cannot appreciate what they have read at all. Other children cannot evaluate the book critically. Therefore, we need to help children think critically and be creative individuals.
It is necessary to determine the range of children's reading. It depends on the age of the reader, what his preferences are, what he knows about the adult world, what books are available in the family library and in the public library.
Book selection
According to L.N. Tolstoy, you need to choose books based on their artistry and children’s interest in them.
Usually the first round of books for children includes publications with folk art, especially fairy tales. But it is important not only to introduce children to Russian fairy tales, but also to other peoples close to Russia, and even to world-famous works.
The second circle of books for children usually consists of Russian classic works that were written specifically for preschoolers, or those that were transferred over time from books for adults to books for children.
For example, these could be works of famous Russian classics, such as Pushkin A.S. , Chekhov A., Tyutchev F., L. Tolstoy and others.
According to many authors. It's important to include classic works in the books you read with your children. This allows children to experience new thoughts and feelings, experience new moods, and try out new ideas.
Over time, children will begin to develop affection for certain authors. And this can only be achieved through regular reading.
The third circle of books for preschoolers are other famous works written specifically for children.
Numerous works by S. Marshak, K. Chukovsky, A. Barto and other remarkable authors are known in this direction.
When raising a grateful reader in a child, you need to help him improve his reading comprehension. It is important that he be able to comprehend the works of literature he listens to and enrich his sensory experience.
Reading characteristics in children
Typically, preschoolers have the following characteristic features:
- children are very interested in the content of a literary work, they like to make various connections;
- children learn to perceive the work being read, its form and content;
- children are interested in paying attention to expressive language means;
- they perceive the heroes of books as characters that are very close and understandable to them;
- they show sincere sympathy for the characters in the books and truly care about them;
- they can perceive the hidden motives of the characters in the book;
- At this age, children already experience quite deep feelings when reading a book, they can express them in different ways. Some children laugh loudly, others just smile. Someone begins to look at their comrades. Others, on the contrary, slow down their external activity and sit motionless, listening to the reading;
- Children can already quite consciously carry out a basic analysis of a book they have read.
In order to raise a future literate reader from a child, you need to select literary works correctly.
To do this, you can use pedagogical principles that have been developed by many domestic teachers.
The main principle of choosing books
One of the main principles is the recommendation to select books that meet the objectives of education. Moreover, here we are talking about nurturing the child’s intellectual abilities, his aesthetic perception, and his moral culture.
Only if this condition is met will reading a book with a child have a certain pedagogical value.
The book should show the preschooler the ideals of justice and goodness through concrete images.
A child must know how courage is demonstrated. He learns to treat other people and himself correctly. He learns to correctly evaluate his own actions. In this case, it is necessary to take into account the characteristics of children in preschool age.
S.Ya. Marshak wrote that age characteristics are taken into account not by simplifying the plot of the book and coddling with the baby.
It is necessary to take into account the mental characteristics of a preschooler, his degree of concrete thinking, his level of impressionability, his vulnerability.
The book should give the child great pleasure and benefit his development.
A book should be entertaining not because of the topic or because of something new for the child.
Entertaining is the work that allows you to discover something new in the already familiar, and something familiar in something new. It is important that the composition of the book is lightweight and has only one plot line.
All artistic images of a book should reveal one main idea. It is important that the actions of all characters convey this idea. But you don’t have to choose only small books.
It must be taken into account that the child’s capabilities are gradually growing, and gradually he can perceive more and more voluminous works.
According to the works of A.S. Makarenko. It is important that fiction books should grow as if they were growing, that is, slightly ahead of the mental capabilities of a preschooler.
When choosing books to read, you can focus on the following types of works: folklore works (various songs, proverbs, fairy tales, sayings).
It is important that the child can get acquainted with books representing different genres of literary art. It should be not only prose, but also poetry, not only fairy tales, but also stories, not only serious works, but also funny and humorous ones.
Also, the topics of the books should be varied: these could be children’s themes, fairy tales about animals, descriptions of events from adult life, descriptions of the beauty of nature, various environmental difficulties and much more.
It is very important that the child is familiar with a wide variety of literary trends.
Book corner or book in a baby's life
The corner of a book plays a significant role in developing interest and love for fiction in preschoolers.
A book in a child’s life performs cognitive, educational, and developmental functions and teaches him the first lessons of mental, moral, and aesthetic education.
All age groups of a preschool institution should have a book corner - a specially designated and decorated place where a child can choose a book independently or with an adult.
A meeting with a familiar work and favorite characters deepens the child’s penetration into the author’s intention, helps him clarify the images that arose while listening, and once again empathize with the heroes of events and adventures.
A child comes to the corner of a book to communicate with a work of art; a complex of educational problems is solved through the means of fiction.
Requirements for the design of a book corner
- its location, if possible, away from places where children play, since noisy games can distract a child from concentrated communication with a book;
- ensuring proper lighting: natural (near the window) and artificial for the evening;
- expediency and convenience, disposing the child to leisurely, concentrated communication with a book;
- aesthetics and functionality of purpose;
- taking into account the age and individual capabilities of the child.
It is important that every child can have the opportunity to choose books of interest, and that viewing a book encourages him to communicate with peers and adults.
Selection of literary works
One of the important issues when designing a book corner is taking into account the principles of selecting literary works for preschoolers:
- availability;
- artistry;
- diversity;
- gradual complication;
- taking into account the national and cultural characteristics of works;
- taking into account the reading preferences of preschoolers;
- plot entertaining;
- simplicity and clarity of composition;
- the proximity of the content to the child’s experience.
Teachers select literary works based on various reasons:
- genre (riddle, nursery rhyme, chant, teaser, proverb, saying, fable, story, poem, author's tale in verse, fable, etc.);
- formal features (free verse, figured verse, poems with pronounced rhyme);
- themes (about children, animals, phenomena of the surrounding reality, landscape lyrics, etc.);
- mood and character (humorous, entertaining, narrative, etc.).
This will allow children to develop a breadth of reading interests, selectivity, and individual literary preferences.
The principle of organizing a book corner
The main principle by which the book corner is organized is to satisfy the diverse literary interests of children. From this principle the conclusion follows that it is impossible to determine the exact time spent in the corner of each individual book.
There are books that children are ready to leaf through and look at for a long time, constantly discovering new interesting things in them.
Books of this kind can and should remain in a corner for a long time, giving children the joy of daily communication.
For others, interest is lost quite quickly, and, observing a persistent indifferent attitude, the teacher can remove the book from the shelf without waiting for the scheduled date. On average, the length of time a book stays in a book corner is 2 – 2.5 weeks.
Book corner - content content in different groups
Junior groups
In younger groups, the teacher forms in children the first experience of independent communication with a book: he introduces them to the corner of the book, its structure and purpose, and teaches them to look at books and pictures only there.
Informs the rules that must be followed when entering a corner of a book (take books with clean hands, leaf through carefully, do not tear, crush, do not use for games; after looking, always put the book back, etc.).
As a rule, a few books are displayed in the book corner (4 - 5), but the teacher should have additional copies of the same books in stock, since young children are very prone to imitation, and if one of them begins to look at the book , then others also want to get exactly the same.
By repeatedly returning to a book he likes, individually and deeply communicating with it, the child not only becomes more deeply aware of its content, but also experiences the great creative joy that an encounter with art brings.
As a rule, publications already familiar to children with bright, large illustrations are placed in the corner of the book.
In addition to books, there may be individual pictures pasted on thick paper and small albums for viewing on topics close to children of this age (“Toys”, “Pets”, thematic exhibitions: “Tales of Korney Chukovsky”, “Autumn Poetry”, etc. .).
Looking at albums with object pictures is interesting and important for children learning about the object world at this age.
To fully comprehend the work, younger preschoolers need to clearly see every detail, every plot twist.
Book corner decoration
Therefore, when designing a book corner for children of this age, special preference is given to picture books, such as “Kolobok”, “Teremok” with illustrations by Yu.A. Vasnetsova; “Children in a Cage” by S.Ya. Marshak with drawings by E.I. Charushina; stories from L.N. Tolstoy's "ABC" with drawings by A.F. Pakhomova.
The illustrations of these books follow the text step by step, revealing to the child in detail the artistic world of the work, helping to enter this world, to be a participant in all the events and adventures that happen to the characters.
An illustrated book is also the first art museum where a child directly enters and where he first gets acquainted with the work of wonderful artists - I.Ya. Bilibina, Yu.A. Vasnetsova, V.V. Lebedeva, V.M. Konashevich, E.I. Charushin and others.
The teacher teaches children to carefully look at the pictures in the book, recognize the characters and their actions, encourages them to remember and retell individual episodes.
Later, he will draw the children’s attention not only to the heroes and their actions, but also to the expressive details of the illustrations (the hero’s costume, unique furnishings, some details of the landscape, etc.).
Middle groups
In the middle group, the basic skills of independently and carefully looking at books are consolidated and become a habit.
The teacher draws the children's attention to the fact that books wrinkle and tear easily, shows how to care for them, and organizes the repair of books.
Senior groups
For an older preschooler, a book becomes an important part of spiritual life; he develops literary preferences and expressed individual interests.
Some children prefer works about animals to all other books, others love fairy tales, some are interested in the primer and alphabet, and many boys spend a long time looking at books about adventures.
Taking into account the special, constant, predominant interest of all preschoolers in fairy tales, it is necessary to place 2 - 3 fairy-tale works in a corner of the book.
The influence of literature on a child
Children's literature plays a huge role in the formation of the civic personality traits of a child.
Therefore, in the corner of the book there should always be poems and stories that ensure that children are familiar with the history of our homeland and its life today.
A preschool child is attracted by nature, its beauty, the hidden mystery of living things, and in the corner of the book you should always place 2 - 3 books about the life of nature, about animals, plants.
Looking at illustrations of natural history books, a child naturally enters into the natural world and better understands its secrets and patterns.
In the book corner for a certain period there should be publications of works or illustrations, the content of which coincides with the themes of classes and games.
Examining them gives the child the opportunity to deepen his initial ideas and examine them more carefully.
Children get special pleasure from looking at funny pictures in humorous books. Meeting with them satisfies a child’s need to have fun, laugh, and creates a joyful, calm atmosphere and emotional comfort in the group.
Funny books by S.Ya. Marshak, S.V. Mikhalkova, A.L. Barto, M.M. Zoshchenko, N.N. Nosova, V.Yu. Dragunsky, E.N. Uspensky and many other writers with illustrations by our best artists should definitely be in the corner of the book.
Communication with them not only brings joy to children, but is also useful for them, as it develops the ability necessary for a person - the ability to feel and understand humor, the ability to see the funny in life and literature.
In addition, you can sometimes place interesting, well-illustrated books that children bring from home in the book corner; “thick” books that the teacher reads to the group for a long period of time.
In addition to books, the book corner may contain a variety of albums for viewing and children's magazines.
There may also be albums created by artists on certain topics; little books compiled by children together with a teacher or with their parents from individual postcards and drawings about their family, nature at different times of the year, the work of adults and on other topics.
Teachers of older groups arrange thematic exhibitions of books in the book corner.
The purpose of such exhibitions is to deepen the literary interests of children, to make one or another literary or socially important topic especially significant and relevant for preschoolers.
This could be an exhibition of fairy tales by A.S. Pushkin (with illustrations by various artists), books by L.N. Tolstoy, thematic exhibitions dedicated to calendar holidays, and others.
Organization of the exhibition
When organizing an exhibition, the following rules are observed:
- the theme of the exhibition must be relevant and interesting for children;
- a special, careful selection of books is necessary in terms of artistic design and external condition;
- the exhibition should be short-lived - no more than three to four days, since then the attention and interest of preschoolers will inevitably decrease.
At older preschool age, children are quite independent in choosing books and knowing how to handle them, so pedagogical guidance becomes more indirect and correct.
The teacher helps create a calm, comfortable, cozy environment in the group for independent, focused communication of children with literary works, which is so important to teach preschoolers.
At the same time, it is necessary to involve children in viewing and discussing books together.
Chatting in the corner of a book
Communication between the teacher and the child in the corner of the book is emotionally comfortable and trusting.
By encouraging children to look at a book together and talk about it, the teacher thereby develops the ability to perceive it in the unity of verbal and visual arts.
The opening of a preschool education institution’s own library will also contribute to introducing children to the richness of the literary heritage of the people and highly accessible literary works.
The kindergarten library is a separate room equipped with library shelves and catalog boxes. The same corner of the book, but in larger sizes.
The library collection is represented by children's fiction (on the central shelves, in the access area for preschoolers) and methodological literature on all educational areas of the preschool education curriculum, as well as other information resources on various electronic media.
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Book corner- a necessary element of the developmental subject environment in the group room of a preschool institution. Its presence is mandatory in all age groups, and the content depends on the age of the children. The book corner should be located so that anyone, even the smallest child, can reach out and take the book he likes without outside help exactly when he himself wants to do it. A variety of books should be displayed in the book corner: new, beautiful, well-read but neat. The corner should not be a ceremonial corner, but a working one. Its purpose is not to be a bright, festive decoration for a group room, but to give the child the opportunity to communicate with a book. Used books are sometimes more attractive to the reader simply because it seems to him that a frequently read book should be interesting.
In the book corners of those group rooms where there are young children, there should be as many toy books as possible. The older the children, the more serious and voluminous the books are located in the book corner. The number of books should not be regulated. It depends on the tasks that the teacher sets in working with children during the day or week. If a teacher introduces children to the work of one author and has at his disposal 2-3 books by a writer or poet, he should display them and not chase after quantity. By changing the subject of conversation with children, we change books. If the teacher is talking about the genre of fairy tales, you can display 5 - 7 books of fairy tales, interesting, diverse, high-quality both from the point of view of illustration and from the point of view of printing. (see tables)
The frequency of book exchange also depends on the specific goals of introducing children to reading. The composition of the book corner may not change for a week or even two when both the teacher and the children constantly need to access it. But, if a change of books has occurred, the children need to point this out or ask them to notice it, give them the opportunity to look at new books, ask the children what stopped their attention, what book they wanted to read right there. In the book corner you can place portraits of writers and children's book illustrators. Book exhibitions should be dedicated to the work of individual writers, individual genres (fairy tale, humorous story, encyclopedia, etc.) and even one book, for example, the one where a work illustrated by different artists was published - the fairy tale by H. C. Andersen “The Snow Queen”, you can place drawings by Anastasia Arkhipova; artist Nick Goltz; illustrator - People's Artist of Russia Boris Diodorov; artist Vladislav Erko.
Older children will not only look at these masterpieces of book art with pleasure, but will also definitely notice the differences in the creative style of the artists and choose the book that will be closer to their aesthetic taste, their ideas about Kaya, Gerda, the Snow Queen and everything that happened to them.
You can display books by I. Tokmakova, which were illustrated by the famous artist, the poetess’s husband Lev Tokmakov, and, looking at them, tell children about the creative and human collaboration of the poet and artist.
It is advisable to organize an exhibition of books by writers and artists E. Charushin, V. Suteev and others.
To help children learn and remember letters better, you can place different types of alphabet in the book corner: prose, poetic, artistic.
When choosing books for a book corner, you should not mix folklore and literary works. They can be exhibited together if the literary work reflects a folklore plot, for example: the Russian folk tale “Morozko”, the German folk tale adapted by the Brothers Grimm “Grandma Blizzard” (“Mistress Blizzard”) and the fairy tale by V.F. Odoevsky "Moroz Ivanovich."
Children are jealous of the books they bring from home. They want the teacher to read these books, show them to all the children, look at them with everyone, and read them. In this regard, you can arrange an exhibition of books that children will bring from home for a short period of time. But in order not to exhibit all 15 - 20 copies, it is immediately necessary to establish and strictly observe the order in which not only the books will be exhibited, but also the owners, the children, will talk about them, what they like about them, for what purpose they brought the books to a preschool. Knowing the children, you need to try to formulate questions for the kids in such a way that their stories turn out to be detailed and interesting.
Another thematic exhibition may be dedicated to a specific work, which is not only read to children, but also illustrated by them. In this case, you can go in two ways: exhibit the work and the best drawings for it, or place all the drawings one by one on the exhibition stand. Both need to be motivated. Children must understand the teacher’s choice so as not to be offended and stop reading and drawing. (see table)
In addition to books, the book corner may contain a variety of albums for viewing. These can be albums specially created by artists on certain topics (“Different Animals” by N. Charushin, “Our Children” by A. Pakhomov, etc.), albums compiled by the teacher from individual postcards and drawings about work, nature in different seasons, about professions, etc. In older groups, thematic exhibitions of books can be organized in the book corner. Their main goal is to deepen the literary interests of children, to make one or another literary or socially important topic particularly significant and relevant for preschoolers.
Things to remember:
1. A book corner in a preschool institution is not only a necessary element of the subject environment. This is a form of disseminating information about books, their authors and illustrators, helping children get used to the image of a book, arousing interest in it, a desire to look at and read it.
2. A thoughtful, regular exchange of books in the book corner should not be an obligation, but a rule for the teacher.
Principles for selecting literary works for children
Fiction– one of the most important means of comprehensive development of the personality of a preschooler. The content of a work of art broadens a child’s horizons, takes him beyond personal observations, opens up social reality to him: it tells about the work and life of people, about great deeds and exploits, about events from the world of children’s games, fun, etc. The artistic word creates the true beauty of the language, emotionally colors the work, sharpens feelings and thoughts, influences, excites and educates.
The correct selection of literary works, which is based on the following pedagogical principles, helps open the world of “verbal art” to children:
- Literature must meet the tasks of educating (mental, aesthetic, moral) children, otherwise it loses its pedagogical value. The book is intended to reveal to preschoolers in concrete images the ideals of goodness, justice, courage, and to form the correct attitude towards people, oneself, and one’s actions;
It is necessary to take into account the age characteristics of children. Age specificity should be expressed in taking into account the characteristics of the child’s psyche, concrete thinking, impressionability, vulnerability;
The book should be entertaining. Entertaining is determined not by the topic, not by the novelty of the material, but by the discovery of something new in the familiar and something familiar in the new;
The book must clearly express the author's position. (S. Ya. Marshak wrote that if the author is not an indifferent recorder of events, but a supporter of some heroes of the story and an enemy of others, this means that the book is written in real children's language);
Books should be lightweight in composition, that is, have one storyline. An artistic image or system of images must reveal one thought, all the actions of the characters must be subordinated to the transmission of this thought. However, when selecting books, one should not give preference only to small and simple works. It must be taken into account that children’s perception capabilities are growing.
The selection principles make it possible to determine the range of children's reading, which includes:
Works of folklore (songs, nursery rhymes, proverbs, sayings, fables, shifters, fairy tales);
Works of Russian and foreign classics (A.S. Pushkin, K.D. Ushinsky, N.A. Nekrasov, L.N. Tolstoy, F.I. Tyutchev, G.H. Andersen, C. Perrault, etc.);
Works of modern Russian literature (V.V. Mayakovsky, S.Ya. Marshak, K.I. Chukovsky, S.V. Mikhalkov, M.M. Prishvin, E.I. Charushin, V.V. Bianki, E. Blaginina , Z. Alexandrova, etc.).
Works of different genres (stories, tales, poems, fairy tales in prose and verse, lyrical and comic poems, riddles), different subjects (children's life: games, fun, toys, pranks; events of social life, people's work; pictures of nature, environmental problems );
Works of peoples of other countries.
Every year new books for children are published. Educators should monitor published literature and replenish children's reading range.
The main task of teachers is to instill in children a love of the literary word, respect for the book, and the development of the desire to communicate with it, i.e., everything that forms the foundation for raising a future “talented reader.”
References used: Z.A. Gritsenko “Children’s literature. Methods of introducing children to reading”;
ON THE. Starodubova “Theory and methodology of speech development in preschool children.”
Organization of a book corner in groups of primary preschool age
| Filling the corner | Pedagogical work with children | Rules of conduct in the corner of a book | |
| Junior preschool age |
As a rule, only 4-5 books are exhibited. Two or three copies of identical books may be presented. They place publications that are already familiar to children, with bright, large illustrations. Individual pictures pasted onto thick paper. Small albums for viewing on topics close to this age: “Toys”, “Children’s games and activities”, “Pets”, etc. Particular preference for picture books. Book illustrations should follow the text step by step, revealing to the child in detail the artistic world of the work. Die-cut books, toy books, etc. can be presented. | The teacher teaches: carefully look at the pictures in the book, recognize the characters and their actions; encourage retelling of individual episodes; pay attention to the expressive details of the illustrations (the hero’s costume, unique furnishings, some details of the landscape, etc.) Repeated communication with the book allows the child not only to become more deeply aware of its content, but also to experience the creative joy that an encounter with art brings. | In the younger group, the teacher gives the first lessons in independent communication with a book: Introduces the corner of the book, its structure and purpose. It teaches you to look at books and pictures only there. Informs the rules that must be followed: - take books only with clean hands; - leaf through carefully, do not tear, spoil, do not use for games; - after viewing, put it in place. In the middle group, these skills are consolidated and become a habit. Children are shown how to care for a book and are invited to observe and participate in the repair of books. |
| Illustrations on various topics: Motherland People's work Native nature Children's games Object pictures, etc. according to the program. |
Examination, familiarization with various objects and phenomena, work on vocabulary, grammatical structure, and coherent speech. In the junior and middle groups - 2-3 illustrations. | ||
| Topics used during the month: 1-2 - the world of phenomena, social life, 1 topic - nature (the topic is constant, however, the materials are constantly updated). | |||
Organization of a book corner in groups of senior preschool age.
Working with books plays an important role in the development of children's cognitive abilities. Children love listening to the teacher's stories, reading their favorite works, and looking at illustrations. In order for children to develop the skill of working with books, each age group must have a book center - a place for children to study literary works together with the teacher and for independent activities of children.
The role and significance, the main tasks of the functioning of the book corner
According to the Federal State Educational Standard (FSES), the subject-spatial environment must be rich in content and include teaching aids, materials, equipment, tools, gaming, sports and recreational equipment. Regular classes in the corners of the group contribute to the formation and development of children’s skills in all types of educational activities: cognitive, artistic and aesthetic, gaming, motor, speech, labor.
The subject-spatial environment in preschool educational institutions contributes to the development of children’s skills and abilities
One of the mandatory areas for organizing a group room is a book corner.
In our world of rapidly developing technologies, the film industry and mass media, a child should not be confused and lose the opportunity to find a faithful and wise life partner - a book. It opens up a world of eternal values and teaches kindness in a way that is fun for children. By looking at book covers and illustrations, the child improves his visual perception skills. Children extract new information from stories and fairy tales - this is how cognitive and research abilities develop. Images of literary heroes and fragments of the listened plot appear in role-playing games and drawings by students - familiarization with the world of literature helps to reveal creative potential and activate the imagination. Based on favorite book stories, dramatization games are played and dialogues are learned by role - attention is paid to the child’s speech activity.
Communication with a book enriches children’s imagination and their play activities with new stories.
The purpose of organizing a book corner in kindergarten is to create favorable conditions for pupils to get acquainted with the world of fiction. It is recommended to involve parents in drawing up the material base of the corner, as well as holding consultations on encouraging children’s reading interests and the importance of discussing books read in the family circle.
Acquaintance with books in preschool age promotes the active development of imaginative thinking, perception of spoken words, and speech skills.
Objectives of the book corner
The objectives of the library corner, common to the entire learning process in a preschool educational institution, are:
1. Educational objectives
- creating positive motivation for learning to read;
- acquaintance with works of oral folk art and original works;
- acquaintance with the classics of children's literature;
- learning to search for knowledge in literary texts.
2. Developmental tasks
- formation and development of the skill of perceiving images from fiction and folklore;
- development of an emotional response to the content of books;
- developing the ability to correlate a graphic image with a listened text;
- formation of thinking abilities: comparison, analysis, highlighting the main thing, formulating conclusions;
- development of memory and fantasy;
- stimulation of speech activity, replenishment of vocabulary.
3. Educational tasks
- instilling a love of literature;
- nurturing a caring attitude towards books by studying the rules for using the book corner and carrying out work assignments;
- moral education through familiarity with stories about eternal human values: goodness, family, friendship, fidelity, etc.
In the book corner, children get acquainted with the world of literature
The teacher selects books and draws up a lesson plan in the book corner, taking into account the age characteristics of the children. Let us outline the main tasks of filling and operating the literary center for each kindergarten group.
1. First and second junior groups (1.5–3 and 3–4 years)
- acquaintance with the book, its structure and contents: cover, spine, pages, title, text, illustrations;
- examining book illustrations in order to recognize book characters and episodes;
- studying books about animals;
- development of fine motor skills when studying unusual books for the little ones: folding books, fabric books, books with windows, squeakers, laces, slots, finger toys, etc.;
- developing book handling skills.
Younger preschoolers are interested in fairy tales and poems about animals, they like to study toy books, baby books, etc.
2. Middle group (4–5 years old)
- learning how to repair a book;
- developing the ability to examine illustrations in detail and name the means of expression used by the artist;
- developing the ability to retell the plot through didactic games.
In the book corner for pupils aged 4–5 years there are sets of didactic games based on the works of
3. Senior and preparatory groups (5–6 and 6–7 years old)
- development of cognitive interests through the study of books about the surrounding world, animals and plants, space, dinosaurs, etc.;
- the formation of civic personality traits through the inclusion in the library corner of books about the significance of the homeland in a person’s life, about important events in the history of the country;
- familiarization with various types of printed materials: newspapers, magazines, brochures;
- viewing illustrated encyclopedias: children learn to understand not plot pictures, but graphic images of processes, systems, models;
- studying thematic exhibitions in the book corner dedicated to the work of a writer, holiday or memorable event.
The book corner for older preschoolers contains art books, encyclopedias, magazines, educational and board games
Decorating a book corner in a kindergarten with your own hands
The main thing in the formation of a developmental zone of literary orientation is the choice of books in accordance with the age of the students.
For younger groups, a selection of Russian folk tales, collections of small CNT genres (riddles, nursery rhymes, chants, sayings), poems by A. Barto, S. Marshak, E. Blaginina and other children's writers is being created. Preference is given to publications with thick pages and hard covers. If possible, a selection of books for children containing game elements (eyes, buttons, etc.) is made. Younger preschoolers want to learn as soon as possible what one of their classmates is already doing; for such situations, there are several copies of books in the book corner.
In the corner of the middle group there are books with regular sheet paper. Children get acquainted with stories about animals and birds (V. Bianki), humorous works of small forms (N. Nosov). Interest in folk tales does not fade away and familiarization with fairy tales by authors (K. Ushinsky, A. Tolstoy, M. Gorky) begins. For primary and secondary preschoolers, in the book corner there are thematic albums with pictures-objects and plot images of the immediate environment: “Furniture”, “Dishes”, “Flowers”, “Professions”, “Transport”, “Russian Army”, etc.
Older preschoolers get acquainted with epics (“Ilya-Muromets and the Nightingale the Robber”, “Dobrynya Nikitich”), literary fairy tales of foreign and Russian writers (including A. Pushkin). The library corner for children aged 5–7 years old contains books on a variety of topics to satisfy the interests of pupils: about nature, about children, humorous, encyclopedic in nature, about war, about travel.
The book corner in the group room is a quiet area with shelves/racks for books and a table with chairs for children. The corner should be cozy and attractive for young readers. It is welcome to decorate the corner with pictures depicting literary characters known to children: heroes of fairy tales, Dunno, Scientist Cat. The teacher can come up with the owner of the corner - a toy character who looks after the books and is always happy to see the children (Carlson, Cippolino, Vasilisa the Wise).
For the library corner, educational wall newspapers and colorful posters are made; the teacher involves parents and students in their creation (the presence of a “child’s hand” in the design is always pleasant for the children, allowing them to make a feasible contribution to the organization of the group). A wonderful decoration - drawings and plasticine/clay crafts on the theme of literary subjects.
The teacher, together with parents and students, can create a bright and original book corner
Requirements for corner design
- Rational organization. The book corner is located in a bright place in the group (it is desirable to have windows on the left and right). The possibility of artificial lighting is provided (electric sconces or table lamp). The book corner is located at a distance from the play, physical education and music centers - it is quiet here, there is the possibility of solitude with a book.
- Pedagogical expediency. In the book corner, every child can show independence and personal interest.
- Aesthetics. The corner is decorated in a slightly different style from the main room of the group. Decorations can include objects of folk arts and crafts based on fairy tales, reproductions of paintings based on literary subjects.
- Age appropriate. The selection of books, topics and forms of work within the literary corner is carried out by the teacher, taking into account the age characteristics of the students.
- Convenience. Books, play sets, albums with pictures and illustrations are stored in the book corner with open access to all students.
- Safety. It is not recommended to use bookcases with glass doors in the corner; use wall shelves with caution. Children are discussed the rules for handling electrical appliances (if there is a table or wall lamp in the corner, a player is installed for listening to audio recordings of poems and fairy tales), scissors and glue when repairing books.
The teacher must organize safe conditions in the corner (electrical sockets and appliances are out of the pupils’ access)
What to name a book corner
Students can participate in coming up with the name of the book corner. If the corner is made in any original theme or form, then the name should correspond to the design style. The naming hint is provided by the characters - the owners of the corner.
Examples of names:
- classic: “Library”, “Reader’s Corner”, “Fairy Tale Corner”, “Book Corner”;
The name of the corner can be classic and encourage students to take reading seriously
- original: “Book Rainbow”, “House of Books”, “Book Town”, “Fairy Tale, Come!”, “Bookland”, “Book House”, “Literary Universe”, “Magic of Books”, “Fairytale Journey”, “There” on unknown paths”, “From pure source”, “Book kaleidoscope”;
The original name of the corner evokes positive emotions and additional interest in children
- using literary motifs and characters: “Lukomorye”, “Library of Vasilisa the Wise”, “Scientist Cat’s Corner”, “Visiting the Wise Owl”, “The Moomins Invite”, “Meeting with Dunno”;
The corner, whose owner is a favorite book character, has pupils
- funny: “To read - not to re-read”, “Entertainers and dreamers”, “Friends of my soul”, “The book and I - that’s harmony!”, “Book mania”, “Portal to a fairy tale”, “Literary Everest”;
Jointly coming up with a funny name for a corner evokes positive emotions and develops imagination; children will want to look into this corner again and again
Names can also be given to the shelves/sections in the book corner. For example, “Smart shelves”, “Encyclopedic section”, “A fairy tale lives here”, “Book Hospital”.
A great idea is to give names to the shelves, so it will be easier for the children to navigate the library corner
Book corner design tools
The presence of a stand allows you to place visual materials on the topic of the lesson in the book corner: portraits of writers, illustrations for literary texts. Examples of literary leisure topics, information for parents (lists of books for home reading), photographs of students, and drawings are replaced here.
Stands
The corner stand contains information for children and their parents. The stand displays drawings by students dedicated to the book theme. The stand displays materials for getting acquainted with the writer’s work. The stand displays materials in accordance with the topics of calendar planning classes.
The teacher, together with the students, prepares posters in the art workshop to decorate the book corner. For the work, funny slogans are invented, motives and characters are chosen for the image.
Posters
An image of a book character serves as an excellent decoration for a corner. A slogan is chosen to decorate a book corner. A poster can be drawn for a temporary exhibition in a book corner, for example, for Mother’s Day.
The shelves and cells in the book corner are decorated with signs and inscriptions.
Inscriptions and signs
Phrases about the meaning of reading attract the attention of children in the book corner. Inscriptions help to navigate the book corner. Discussion of quotes about reading serves as the topic of educational conversations in the book corner. At the stand of the exhibition dedicated to the holiday, funny inscriptions can be placed to create a good mood for the children
Pictures and emblems that the kids love to look at help give the corner an attractive look.
Pictures and emblems
The “Visiting a Fairy Tale” corner is decorated with pictures of animal characters. The book corner is decorated with images of literary heroes. The emblem of the book corner should be original; it’s great if it is designed in the same style with the emblems of all activity zones in the group
Sketches for the design of a book corner
Design option for a book corner: shelves with books and game sets, work area with artificial lighting sources, stand 
A corner for placing material resources involves additional arrangement of a place for reading (tables, chairs). The corner is safe, accessible, all that remains is to make it attractive by decorating it with pictures and toys
Examples of design of book corners
We invite you to familiarize yourself with the options for creating book corners for different age groups.
Book corner in the preparatory group
Corner “Childhood’s Book Rainbow”
Book corners for every age group
https://youtube.com/watch?v=aszOHhkBAVU Video can’t be loaded: Book corner of nursery-garden No. 82 in Mogilev (https://youtube.com/watch?v=aszOHhkBAVU)
Book corners for children of different age groups
Work in the book corner of a kindergarten
The functioning of the book corner is aimed at introducing children to reading fiction. Preschoolers cannot read, but they love to listen and discuss. The book center hosts classes that combine various types of children's activities: studying visual material, conversation, didactic games, watching a presentation or video, listening to an audio fairy tale. The duration of the lesson depends on the age of the students: in the younger groups - 15 minutes, in the middle - 20, in the older - 25, in the preparatory - 30.
The lesson consists of listening to the text, discussing, looking at illustrations, games, etc.
About once a month it is recommended to hold themed leisure activities in the book corner. These are events dedicated to a topic or writer (“Poems about animals”, “Pushkin’s Fairy Tales”, “Winter Motifs”, “Poems about Mom”). Often, leisure time in a book corner synthesizes several educational areas (integrated events): literary and musical evenings, theatrical fairy tales, book-themed quests (“Let’s Help Pinocchio,” “Treasure Island”). Leisure combines an educational element with entertainment; in the junior and middle groups it lasts 25–30 minutes, in the senior and preparatory groups - 45–50.
Leisure time in the book corner can be devoted to poems about autumn by Russian poets, for example
Pupils aged 5–7 years are involved in project activities in the book corner. Children choose books on the topic and mark their favorite illustrations and episodes. The emotional response to works of fiction is embodied in the form of the final creative work - a poster, a panel made of plasticine or salt dough, drawings, homemade books.
The final stage of the project dedicated to the perception of the Brothers Grimm fairy tale is the performance
Main activities in the book corner
- Listening to literary works;
- cognitive and heuristic conversations;
- studying visual material: exhibitions, illustrations, portraits, covers;
- gaming activities: didactic games, dramatization games;
- work activity: all possible assistance in cleaning the book corner (wiping dust from bookshelves and printed publications), repairing books and magazines;
- independent study of printed publications.
Much attention is paid to independent activity, the teacher creates motivation to study books and develop interest.
Card index of tasks, exercises and games in the book corner
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Analysis of the design and operation of the book corner
The teacher analyzes the design and functioning of the book corner in order to identify points that require adjustment or improvement. The analysis is carried out according to the following criteria:
- Correct location of the corner: relative to other areas of children's activity, windows, doors.
- Convenience of furniture: cabinets and shelves for storing books, tables and desks, chairs and armchairs.
- Filling the corner: the correspondence of printed publications to the age of the pupils, a variety of books by topic and genre, the division of books by content, the presence of game material, albums for viewing.
- The aesthetics of the design: what decorates the corner, what exhibitions were held and whether they were interesting to children.
- Attendance by pupils: how often children study in the corner, in which shelves and objects the greatest interest was shown.
- Forms of work of the corner: what educational forms were carried out, in what activities the pupils were active, which caused increased emotional impact.
Book corner as a topic for teacher self-education
Self-education of the teacher is carried out in two directions - theoretical and practical.
The theoretical part of self-education on the topic “Book Corner” begins with the study of methodological literature on the development of reading interest in preschoolers, familiarization with literary works that are traditionally included in the children's reading program and are new items in children's literature. The teacher compiles a list of books that are desirable for inclusion in the library corner of the kindergarten, works on drawing up a lesson plan and a list of thematic exhibitions during the school year.
An indispensable requirement for a teacher’s self-education is familiarization with the experience of colleagues: visiting and inspecting book corners in other groups and kindergartens. To help the teacher, there will be pedagogical Internet portals, where examples of designing book corners in accordance with the age characteristics of children are published, the introduction of ICT in the work of book centers, the use of innovative methods and pedagogical finds are described.
The teacher prepares a passport for the book corner, which indicates its location, equipment, content, and decoration elements. The passport specifies the goals of organizing a literary center in a group, tasks and forms of functioning, and describes exercises and games.
Practical activity consists of the joint activity of the teacher and children in the book corner and stimulating independent activities of pupils. Open classes and master classes are held for preschool teachers (including junior specialists) and parents. Ideas for decorating a book corner embodied in practice are recorded by the teacher in the form of articles for online and printed publications on preschool education; the inclusion of photographs and videos is encouraged.
The teacher shares his methodological experience of working in the book corner at pedagogical councils, conferences, open seminars and webinars. The corner may be nominated to participate in a pedagogical excellence competition.
As part of self-education, an analysis of the work done is carried out, gaps in the theoretical base, effective practical methods are indicated, ways of adjusting the functioning of the book corner, and the introduction of new forms of activity are indicated.
A long-term plan for introducing children to literature in a book corner
It is recommended to draw up a long-term work plan in the book corner in the form of drawing up a weekly schedule of various forms of employment. For each planning item, a goal is determined that corresponds to the age and individual characteristics and interests of the students. The plan reveals the content of the literature, taking into account the frequency of updating for a specific age group of children, and indicates approximate directions for joint and independent activities of children.
Weekly planning template:
- Reading works of fiction: authors and titles of the work, purpose of familiarization;
- lesson: topic, goal;
- exhibition: theme, purpose;
- individual work: content (memorization of poems, didactic games, exercises), purpose;
- collective work: content (art activities, theatrical games, project activities);
- leisure activities (held once a month): theme and content (holiday, creative evening, entertaining marathon, etc.), purpose.
The long-term plan may contain a separate item on working with parents as part of the functioning of the book corner: conducting consultations, joint leisure activities and projects.
The design of the corner as a mandatory element of the subject-spatial environment of the group is carried out within the framework of the educational order - the education of a comprehensively developed personality. Introducing to the world of literature and improving the ability to perceive images of literary texts lay the foundation for the growth of the child’s cultural growth. The little reader learns to treat the book as a source of knowledge and sensory experience of humanity, to see goodness and beauty in simple things and people's actions.
Share with your friends!Teachers of the 2nd junior group No. 2 MBDOU No. 50
The book is the greatest achievement of culture, a powerful means of education. A small child believes the writer's word. Listening to a work of art; he lives the life of heroes, sympathizes with good, condemns evil, he develops a certain attitude towards the phenomena of life around him, towards the actions of people.
At a young age, the priority line of children’s speech development is the development of initiative speech; the correct organization of the child’s communication with the people around him is of great importance. Speech becomes a means of communication and develops communication abilities. Cognitive activity is activated, questions arise, and understanding is born. And, precisely at this age, the child needs help to convey the content of what he heard.
An important source for the development of communication skills and speech creativity is fiction and folklore works. One of the significant centers of speech activity in the group is the book corner.
A book corner is a necessary element of a subject-specific development environment in a group room of a preschool institution. Each teacher can show individual taste and creativity in decorating a corner of a book.
In junior group No. 2, it is located so that any child can reach out with his hand and take the book he likes without outside help, exactly when he himself wants to do it.
The young reader’s corner contains not only works of art, but also additional material: individual pictures, educational games, albums for viewing. (Topics: "Winter" , "Winter Fun" , "Trees" etc.), characters and scenery for theatrical games, toys - heroes of read works, masks, costumes of fairy tale heroes, material for repairing books ("book hospital" ) .
In the new school year, we introduce children to fairy tales and their characters using a laptop, "Russian folk tales" , made together with children.
A laptop, or as it is also called, an interactive folder, is a folding book with pockets, doors, windows, tabs and movable parts that a child can take out and rearrange at his own discretion. This is a great way to consolidate your knowledge of Russian folk tales: "Teremok" , "Three Bears" , "Swan geese" etc., comprehend the contents of the book, conduct research work, during which the child participates in searching, analyzing and sorting information.
To increase children's interest in books, a campaign was held "Do it yourself book" . Now in our book corner the children proudly look at the books in the creation of which they took part, helping their parents.