Reading of fiction in the middle group and its purpose

Developmental activities in kindergarten play an especially important role for children whose parents, for various reasons, can not organize regular training for preschoolers at home. In such families, great hopes are placed on educators, and not by chance. The teacher is obliged not only to be able to ensure the safe stay of the child in the kindergarten, but also to take care of his personal and spiritual growth, about how he is progressing in his path of preparation for school.

The key to the success of any activity is a professional and conscious approach. The teacher should not only be passionate about the lessons, but also well aware of their purpose. Reading fiction gives great opportunities for communicating with children and involves solving a variety of tasks. This article examines the goals of reading prosaic and poetic texts for preschool children in terms of posing different pedagogical tasks.

Orienting goal

Man in his life has to acquire experience from a variety of sources, and texts of various genres play a far from the last role in this. Initial steps in this direction are already done by parents in the very first years of the child's life, then the younger group decides its tasks. Reading fiction becomes especially necessary when the child moves to the middle group. As a rule, if this period is poor in reading, it is rather difficult to be replenished in the future.

During this period one of the most important goals of reading is orienting. Of the works children learn missing elementary knowledge about the everyday side of life, about the relationships and stages of people's lives, about their duties in relation to each other.

The importance of reading at this age is difficult to overestimate. In general, the life of children is rather monotonous and poor in impressions, closed in a certain circle. The child has little opportunity to escape from a limited set of sources of knowledge about life, and artistic texts largely compensate for this. Of course, the achievement of this goal is more successful the more the teacher approaches it more professionally. He must calculate what needs to be paid special attention, what exactly is to comment on in terms of getting children a new life experience. However, without reading, reading will not be useless, as the child will be able to ask questions, the answers to which will then be searched for independently.

Development of emotions

Man makes man the ability to compassion, understand and predict someone else's state, the ability to "read" the feelings and thoughts of another. Any competent psychiatrist will confirm that this is not just high words, but indicators of a normally developing child. These abilities suffer or are not expressed in orphans, as well as in children with autism spectrum disorder. Lack of compassion, a severely poor emotional sphere is objectively abnormal (in the medical sense of the word) manifestations. In many children, this is evidence of pedagogical neglect.

Reading fiction in childhood is able to develop these abilities, to provide the possibility of getting more complex emotions from books of another level in the future.

Educational goal

Of course, reading fiction in the middle group plays a pronounced educational role. The child learns or confirms his ideas about what is good and what is bad, easily and uncritically perceives stereotypes of behavior. At this age, children begin to differ quite significantly from each other, depending on which books they are brought up. Perceiving fiction directly and naively, preschoolers try on themselves and their lives the behavior of heroes. In the event that in the kindergarten and at home he gets ideas about normal human actions, he gets an invaluable life experience that prepares him for life in society.

No matter how primitive and self-evident these educators may seem to the educator and parents, they should not be mistaken about the fact that they will assimilate by themselves.

Educational goal

The younger group of the kindergarten does not focus on educational goals, the middle group begins to focus on them. Reading of fiction, in addition to self-evident entertainment function, should aim to develop the child intellectually.

In itself, the perception of the plot is a colossal intellectual task for toddlers of this age. The teacher should monitor how children catch logical and, especially, cause-effect relationships.

In the event that the teacher notices the inability of individual children to understand the meaning of the text, this should be an excuse to understand the reasons. If in some cases this can be a testimony to pedagogical neglect and a certain lag because of insufficient attention to the child by the parents, in other cases this may be a signal of the developmental features of the baby. If a child who is surrounded by the attention and care of parents is not able, unlike others, to answer elementary questions about the cause and effect relationships, this may be the reason for resorting to a psychologist.

Providing quality in-kind

Reading of fiction in the middle group, like at any other age, is providing a quality speech intuition (material for analysis, a sample of speech). One of the basic conditions for the successful development and comprehension of the language by a child is how rich a speech he hears around himself and how personally he is addressed to him.

The texts of professional authors are an excellent material for speech samples. The child hears and perceives new words, constructions, learns to structure the utterance, assimilates stamps and patterns of speech, learns to recognize different styles.

Educators and parents should pay special attention to what words a child does not understand, to learn how to explain their child in a language that is accessible to him. As a rule, during such conversations, gaps in the child's world outlook and his erroneous ideas are revealed.

One of the main tasks of reading at this age is to teach the child to react to unfamiliar words: to ask about their meaning, to try to comprehend their meaning, to recognize and understand them in other texts and then apply them in their speech.

Preparation for the perception of texts of a different level

We must not forget that the leading and preparatory group is ahead of the child. Reading fiction should dynamically prepare it for the tasks that are put at this age. The older a child becomes, the more serious the problems that he may face in his education, the more tangible are the omissions that occurred at the initial stages of his life.

At school, the basic method of teaching is learning through text (pronounced by the teacher or read in the textbook). The ability to perceive the text as such and the ability to extract information from it "artificially" is formed rather long and difficult, with great resistance from the child.

Unobtrusively and easily this ability develops in those children who, from childhood, have become accustomed to listening to artistic texts. Many parents who are late with the formation of this ability and begin to read to children just before the school, note that children either with great strain perceive the text, or sabotage such activities, or just fall asleep. This is understandable, since it is rather difficult to perceive the text without habit. Read and perceived by the ear of literature must "grow" together with the child and start not with voluminous stories and textbooks, but with short verses and stories, adapted fairy tales.

The development of the imagination and the spiritual base

Reading fiction in the DOW, of course, plays an important role in the development of the imagination. A common misconception of many parents - and educators - is the idea of this ability as optional. Meanwhile, this is one of the basic (if not primary) intellectual and spiritual functions. Suffice it to say that the ability to represent and imagine is a diagnostic criterion in the detection of a number of mental disorders, including clinical mental retardation and autism. The excessive development of one's own fantasies and the inability to focus on the art world created by another person can be a signal of the development of schizophrenia.

The ability to imagine is the guarantee of the development of abstract, independent thinking, the ability to solve tasks not according to the pattern, to find answers in everyday matters and life difficulties, to cope with new duties. The development of the imagination enables a person to be independent both in the elementary and in the spiritual - in personal relationships, political views, aesthetic tastes and religious beliefs. A person with a critically poorly developed imagination will always differ from others by a statement, helplessness and dependence.

The development of communication

The development of social skills and communication opportunities is one of the most important reasons (apart from, of course, purely domestic) of why a child should attend a kindergarten. Reading fiction is an excellent opportunity to develop communication skills. Discussion with the children of the read gives them the opportunity not only to listen, but to show themselves. One of the signals that reading passes successfully is the flow of live and immediate reactions to what has been read, questions of a very different nature. Discussion of the work by children among themselves on their own initiative is the "high flying" of the educator.

The book as a reason for the conversation of the child with an adult or with other children raises it to a new stage of mental and intellectual development.

Formation of stereotypes

Reading fiction in the middle group, especially competently organized, forms a number of stereotypes of behavior. In the future, they will necessarily affect the life of the child in general and his education in particular. Among these stereotypes are the following:

1. Reading books is a must and an ordinary activity.
2. In books there is always something incomprehensible, and this incomprehensible in the ideal should be explained in accessible ways.
3. The adult is the source of knowledge. (This will be very important, even when the current kindergartener in the future will be in the role of an adult.)
4. Missing knowledge of the world can be learned from books.
5. In books you can search for the source of emotions.

Reading fiction in the middle group does not necessarily have to solve all these tasks at once. The teacher can make different accents every time. Thus, a work whose educational goal is clearly expressed in the content itself can be especially carefully commented on in terms of new words. Conversely, an easy and lexically accessible book can be discussed, for example, from the state of the characters. In general, of course, the success of such studies is determined by the talent of the works, on the one hand, and the professionalism and personal interest of the teacher, on the other.