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Project in the middle group “Reading family. Project in the middle group on the topic: "The book is the best friend." project (middle group) on the topic The project is read together in the middle group

Games occupy an important place in a child's life and bring a lot of positive emotions. Children especially love when adults play with them.

Within the framework of the project "Reading TOGETHER" in the middle group No. 4, a game was organized for children and their parents on the theme "Journey through fairy tales". Which of you did not like a fairy tale as a child? It is hard to imagine childhood without fairy tales and favorite children's books! After all, a fairy tale enters the life of every child from an early age and accompanies throughout the entire preschool age.

So our parents remembered episodes from children's fairy tales, and also came to the conclusion that they would like to read some fairy tales again.

It is no secret that children love to listen to fairy tales. Especially when mom tells them. To the children of early age group No. 2 came to visit Ekaterina Olegovna, Nastya's mother K. Ekaterina Olegovna brought a table theater with her and acted out the fairy tale "Rocked Hen". The children not only listened attentively, but also actively helped the narrator.

Ekaterina Olegovna shared that home theater is her daughters favorite game. At first, the mother took on the main role, telling and showing various fairy tales and nursery rhymes. But already now, imitating the actions of Ekaterina Olegovna, Nastya and Sofia independently beat fragments of literary works.

Theatrical art is close and understandable to children, because the theater is based on a game. In addition, the theater has great power to influence the emotional world of the child.

We express our gratitude to Ekaterina Olegovna for the interesting presentation of the fairy tale.

In December, in the early age group No. 3, "Give a book to children" campaign. Parents were asked to bring to the group any interesting book for pupils to read. Most of the parents gladly responded to the offer to take part in the action. So the book corner was replenished with fairy tales, books about animals, children's poems.

The event was aimed at attracting the attention of parents to the joint reading of books. At an early age, a small reader takes the first steps into the world of great literature. It is the parents and educators who become his guides. In the process of communicating with a book, a child not only learns the past, present and future of the world, but also learns to think, analyze, and develops creatively; thus, the moral and cultural basis of his personality is formed. We express our gratitude to the parents, active participants of the action. Thank you!

How to raise our little children so that they grow up friendly, kind to each other, able to respond to requests for help? For a small child, the closest, native, traditional values of the native culture are the most understandable, therefore, an integral part of educational activities in kindergarten is an acquaintance pupils with oral literature.

Wise proverbs, riddles with cunning, round dance games, songs and nursery rhymes, epics, instructive tales and fairy tales help children better understand and accept the surrounding reality. Every month, together with parents, we create baby books about events understandable and familiar to children with our own hands.

So the families of pupils become active participants in educational activities. For example, on the topic “Pets of the city”, little books were made about beloved pets. Each family has turned out in its own way a beautiful and amazing book that you want to leaf through all the time.

The development and support of children's interest in books and reading is an important task of our kindergarten!

From 10 to 13 April 2018 with the support and active participation of parents, it was possible to arouse children's interest in the book through joint reading.

Parents read the work by roles, conveying the mood of the characters, their character, attitude to actions with their voices. Such an emotional reading of the work forms the moral qualities of the young reader, prepares for interaction with the book, awakens and deepens attention, and forms the need for reading.

In groups of preschool age, parents read works loved by children, and at an early age they held a theatrical show of the Russian folk tale "Teremok".

Reading together as a form of family leisure does not require much preparation, just a favorite interesting book.It also depends on the adult to a greater extent whether the child will become a real reader or whether an encounter with a book in preschool childhood will become an accidental, meaningless episode in his life.

Family Reading Support Site

In our kindergarten took place parent-child conference "Children's PRO - reading", the purpose of which was to attract the attention of parents to the issue of raising children's interest in the book, reading together. The form of the conference was not chosen by chance. This format made it possible to combine the promotion of pedagogical knowledge about the value of family reading with practical experience in family education.

During the conference, 10 joint presentations were made by children and parents of groups of early and preschool age about favorite fairy-tale hero and the works of S.V. Mikhalkov.

The interest of the conference participants was attracted by the speech Gleb Ovechkin and Anton Alexandrovich who talked about what qualities a cat is endowed with in different fairy tales. Alisa Kislitsina and Olga Anatolyevna in poetic form, prepared information about such a hero as a bear. An interesting approach to attracting children to reading through theatrical activities was presented by Yana Anatolyevna, Rinat Olegovich and main readers: Ilya, Lev and Vlad Lomovskikh. Ilya Vasilyev and Yulia Nikolaevna, Artem and Timofey Lopanitsyn with Kristina Ivanovna, Anyuta Branson and Irina Nikolaevna spoke about their favorite heroes. Emotional and entertaining Ksenia Ivashova with Victoria Alexandrovna and Nikita Ushakov with Natalia Leonidovna presented their interpretation of the work "What do you have?". Poem by S.V. Mikhalkov "My Puppy" prompted Polina Ignatieva and Ekaterina Viktorovna get a dog.

Parents and educators become guides for children. It is thanks to joint reading that a child from early childhood gets used to the fact that books and literature are integral parts of his life, and that reading is not only necessary, but also very interesting.

We express our gratitude to the parents who took part in the conference.

One of the activities of the regional project "Reading TOGETHER" is the implementation of technology "Boockcrossing".

Such a phenomenon as "bookcrossing" is known to many. This is a library that erases the boundaries of space. This is a community of readers who do not want or do not have the opportunity to buy, store books, but prefer to read the printed version of the publication. A kind of "book cycle", the essence of which is the journey of the book through the readers. Anyone can take a favorite book to read and return it to its place. So the goal is very simple: "I read a book - give it to someone else."

In our kindergarten, shelving with children's books in the halls of the institution has become such a free library. We invite everyone to take part in bookcrossing.

Read for yourself, read to your children. Bring your books and grab your favorites!

New Year- a magical holiday. How and what to tell the child about this holiday? Who is Santa Claus? What fairy tales about winter to read?

The BOOK will answer all these questions. Promotion "Book - Garden" allowed to collect popular and interesting books about the winter season and the New Year holiday. The exhibition of books in winter design attracted the attention of both children and adults. Everyone could choose any book to read at their own discretion. The works presented are informative, entertaining and modern. They are definitely worth reading.

MBDOU "Zyukaysky Kindergarten Number 3"

Project "Reading Together"

Chernenkaya E.E.

Teacher of the middle group "B"

2017

Project type : pedagogical

Project duration : long term (1 year)

Project participants : children of the middle group, parents of pupils, educators.

Educational areas covered : Cognitive development, speech development, social and communicative development, artistic and aesthetic development, physical development.

Project relevance:

The Internet has entered our lives, which, with full confidence, has taken the free time of both parents and children. We, without realizing it, have stopped interacting outside the Internet, in reality we are limited in communication to conversational remarks, excluding unnecessary adjectives, we express emotions with emoticons or animated pictures that characterize our attitude to what is happening. The paradox lies in the fact that, on the one hand, the “world wide web” provides many opportunities and knowledge, and on the other hand, it denies reading with a capital letter, as the area for which we, as a country with “great and mighty”, have always been in the first place.

The heroes of the works, their actions, the form of presentation, descriptive accents, emotions and experiences that the authors convey are needed not only by adults, but also by children. In order not only to talk, communicate, express smoothly, but also to think correctly, develop, become kind, helping the needy, a fully harmonious person.

Fiction accompanies a person from the first years of his life. And in preschool childhood, the foundation is laid, on which all subsequent acquaintance with the huge literary heritage will be based. Reading books to children is one of the conditions for the development of hearing, and on this basis, language acquisition.

Fiction is a powerful, effective means of mental, moral, and aesthetic education of children, has a huge impact on the development and enrichment of a child's speech. It enriches emotions, nurtures the imagination and gives the child wonderful examples of the Russian literary language.

These samples are different in their impact: in stories, children learn the conciseness and accuracy of the word; in poetry they catch the musicality, melodiousness, rhythm of Russian speech; folk tales reveal to them the accuracy and expressiveness of the language, show how rich their native speech is with humor, lively and figurative expressions, comparisons.

Preschool children are listeners, not readers; a work of art is brought to them by an adult.

Found love for the book in preschool age will stay with him forever. The one who reads knows a lot. If the child understands the content of what he has read, then he thinks, analyzes, and reasons.

As a result of the survey conducted among parents, we received the following results:

"What parents read » showed that:

Fictionread 23%.

Parents' answers to the question "How oftenread to a child":

Every day - 80%;

2-3 times a week -14%;

Not often - 3%;

Rarely -3%.

A survey of children in groups revealed that:

30% of childrenpreferreading game books on the computer;

55% watch TV most of the time;

Only 15% of children named reading as their favorite pastime.

Not a single child was in the children's library.

Thus, I would like to draw special attention of parents to the importance of fiction in the upbringing of children, to involve them in the educational process through reading books in kindergarten and at home, through joint activities in the children's library of the village, the creation of a mobile library in kindergarten, where children could to exchange books, talk about what they read to peers and educators.

Objective of the project: to develop a steady interest in children and parents in fiction.

Project objectives:

to develop in children the ability to listen, learn, compare, contrast, think in words;

develop coherent speech;

develop attention; memory; imagination;

cultivate responsiveness and empathy;

to cultivate love for fairy tales, poems, stories, folklore;

cultivate respect for books.

Expected results:

Awaken children's interest in communicating with the book;

To give children ideas about the importance of the library in human life;

Form a bank teaching materials on the topic of the project;

Replenish the developing environment in the group;

To increase the competence of family members in matters of educating a competent reader;

Establishing close cooperation between social partners: the library, the teacher and parents in raising preschoolers' interest in books and reading.

I stage. Organizational.

Purpose of the stage: Problem definition and development perspective plan project implementation

Stage content:

1. Analysis of work on educational field « Speech development”, “Artistic and aesthetic development” (section “Reading fiction”)

2. Parent survey"Family Reading"

3. Selection of literature, guidelines.

II stage. Stage of project implementation.

Perspective plan of work with children and parents

Introduce tradition:

- Monday : the story of children about the literary works they read from a picture or drawing;

- Wednesday: reading by parents of literary works to children in kindergarten, followed by a discussion.

Conversation "My favorite book"

Consultation on the topic "Family Reading"

Conversation on the topic "Careful storage of books."

Meeting of the parent club in the children's library of the village of Zyukayka at the Autumn Festival together with children and parents (tea drinking)

Reading fairy tales by parents for children of the middle group "Teremok" and the subsequent discussion ("Fear has big eyes", "Resin goby")

Excursion to the senior group.

D / and “Who is superfluous” (according to the plot of the read works),

D / and "Put the tale in order" (sequence according to plot pictures)

October

Viewing a computer presentation "Museum of Russian Fairy Tales in Moscow"

Reading fairy tales by parents for children of the middle group "Teremok" and subsequent discussion ("Teremok", "Wolf and Fox", "Hare and Hedgehog" by the Brothers Grimm, "Pot of Porridge")

Conducting the game "Book Hospital"

Excursion to the library on the subject of the week (4 weeks)

The work of a mobile library for the exchange of books of children's literature for reading at home

November

Excursion to the libraryon the theme of the week (4 weeks)

Visual information "The role of fairy tales in the life of a child"

Reading fairy tales: Russian folk "Hree of the Boast", Ukrainian folk "Mitten", "Snow Maiden and the Fox", "Boastful Hare" (Uzbek)

Situational conversation "What book does my mother read to me at night"

Visiting a performance-fairy tale with a visit to the Youth Theater in Perm

Di"What first, what next?" (sequencing)

Meeting of the parent club in the children's library of the village of Zyukayka together with children and parents

P / and "Fox in the chicken coop", "Hares and wolf"

The work of a mobile library for the exchange of books of children's literature for reading at home

December

Children's dramatization of the fairy tale "The Three Little Pigs"

Reading fairy tales: Russian folk "Little Red Riding Hood", "Zayushkina's hut", "Winter hut of animals", English fairy tale "Three Little Pigs"

Excursion to the library on the subject of the week (4 weeks)

Meeting of the parent club in the children's library of the village of Zyukayka together with children and parents

Situational conversation "What is a "library"?"

The work of a mobile library for the exchange of books of children's literature for reading at home

January

Making baby books

KVN with parents "My favorite fairy tales"

Excursion to the library on the subject of the week (4 weeks)

Reading fairy tales: A. Milne "Winnie the Pooh and all-all-all" (chapters from books) translation from English. B. Zakhoder

C / r / and "Bookstore"

Meeting of the parent club in the children's library of the village of Zyukayka together with children and parents

D/m/i"Guess Who's Coming"(we develop a hearing: children listen to musical passages “who is walking”, remember, then listen again and name the characters)

The work of a mobile library for the exchange of books of children's literature for reading at home

February

Excursion to the library on the subject of the week (4 weeks)

Reading fairy tales by parents: Russian folk "Sister Alyonushka and brother Ivanushka", "Cat, rooster and fox", "Spike"

Situational conversations: “My favorite fairy tale”, “Who invents fairy tales”

Meeting of the parent club in the children's library of the village of Zyukayka together with children and parents

Di"Who's missing?" (according to the plots of the read works)

The work of a mobile library for the exchange of books of children's literature for reading at home

March

Reading competition "Poems about spring"

Reading the stories of E. Charushin “How Tomka learned to swim”, “Why Tyup doesn’t catch birds”, “What kind of animal”, “Volchishko”, “Nikita the hunter”, “About Tomka”

Excursion to the library on the subject of the week (4 weeks)

Meeting of the parent club in the children's library of the village of Zyukayka together with children and parents

Di"Call it sweetly"

The work of a mobile library for the exchange of books of children's literature for reading at home

April

Excursion to the library on the subject of the week (4 weeksspruce)

Reading: Russian folk tale"The Cockerel and the Bean Seed", "Why the Cat Washes After Eating" (Lithuanian), K. Chukovsky "Fedorino's Mountain", "Cockroach"

S/r game "Library"

Holding a competition and designing an exhibition of a joint drawing of children and parents "My favorite fairy-tale hero"

Di“From what fairy tale is the phrase?”

D / and "Fold from parts"

Meeting of the parent club in the children's library of the village of Zyukayka together with children and parents

Conversation "My favorite book"

The work of a mobile library for the exchange of books of children's literature for reading at home

May

Coloring coloring pages according to the plot of the read works

Awarding the winners of the drawing contest "My favorite fairy-tale hero"

Presentation of the project for parents

Entertainment "Book's Name Day"

Interaction with the children's library

MBUK "Zyukay rural library"

III stage. Control and evaluation .

Stage content:

1. Opening of the mini-museum "My favorite book";

2. Registration of the library in the group;

3. Exhibition of children's drawings.

Literature

Alieva T.N., Antonova T.V. Program "Origins" - M .: Education, 2003

Gritsenko Z.A. Put your heart at reading - M .: Education, 2000.

Gurovich L.M., Beregovaya L.B., Loginova V.I. Child and book. – M.: Enlightenment, 1992.

Zhukova G.D. Family reading in the year of the family. - M: Russian School Association, 2007

International Children's Book Day. - AND.: Preschool education, 2010. - №6.

Nezhdanova L. I., Kichenko E. A. Working with the family and promoting family reading - M .: Education, 1996

Holiday of books and reading. A collection of scenarios to attract children to reading and the ability to work with information. Russian State Children's Library. - M: School library Reading Support Program.

Rudenko T., Melik-Pashayeva M. Books are good, books are bad. Zh.: Preschool education. 2010. - No. 6.

Anthology for reading in kindergarten. -M.: Children's literature, 2007.

Application

Questionnaire for parents "Family reading"

1. Do you have a home library? ______________________________

2. Do you read books aloud to your child at home? __________________________

3. How often do you read books to your child? _____________________________

4. What criteria do you follow when choosing children's books? _______________________________________________________________

5. What are your child's favorite books? _____________________

6. Do you discuss the book you have read with your child? __________________

Advice for parents "Family reading"

Not only in kindergarten, but also at home in the family, children must be taught to love books. There are probably no parents who would not want to teach their children to read quickly and expressively, to instill an interest in reading, because the role of a book in a person's life is enormous. A good book is an educator, and a teacher, and a friend. No wonder at all times great people called for reading. Anton Pavlovich Chekhov said: "In order to educate, you need uninterrupted day and night work, eternal reading."

Today, when our children will only comprehend the basics of reading, it is necessary to help them fall in love with a book, since the inability to read not only negatively affects the success of the child in learning, but also his general development. While the child is small, adults enthusiastically read books to him. When he learned to read, they sigh with relief, hoping that now they can rest. But this is not true.

We recently conducted a family reading survey in our group. The survey shows that only a few families practice family reading aloud. Few parents can accurately name a book they recently read to their child.

If you do not change the current situation, then in a few years to the question of parents: “Well, how is the book?” - the answer may well be: "Normal." This can be avoided if the child sees parents reading, participates in family reading and discussion of what has been read. In addition, it is necessary to accumulate the experience of visiting children's libraries, where there is a special atmosphere of contact with the book.

There is no need to memorize the “primer book” by heart, but, unfortunately, this is how it is done in some families. You should not read the same thing 5 or more times. Take books with large pictures and short text, use children's songs, where there are words and syllables. The child sees both. Look at the drawings in the books and try to find together what the artist really noticed and what didn’t. Then the little reader will once again return to the text, but on his own. Better yet, take books - nursery rhymes in which the artists intentionally contradict what is written with their drawings. In this case, the child will work very carefully with the text, repeat what he has read, even if only for the sake of finding funny discrepancies. Take turns reading books with your child. Two books a week is enough. Detailed consideration of the problem of reading, as it is the foundation of all schooling. We hope that the memos prepared by us (attached) will help you overcome the difficulties that arise in the work of a child with a book.

Reminder for parents "FAMILY AND BOOK"

A family forms the foundations of a person's worldview, his way of life and value orientations.

A family - this is a special social institution that introduces the child to the world of culture, including reading. The first meeting of a person with a book takes place in the family.

family reading initially introduces the child to the world of book culture, is the most ancient, proven way of educating a person, including as a reader, who begins to form long before he learns the alphabet.

family reading prepares a person for a relationship with a book, awakens and deepens attention, forms the need for reading. The lack of need for reading in adults is a consequence of its unformedness from early childhood.

family reading contributes to the early and correct mastery of native speech. The types and methods of human learning are largely determined by the environment, depend on communication and its main means - the degree of mastery of speech.

Regularreading aloud from early childhood introduces the child to the very process of reading and contributes to the mastery of independent reading, determines the quality and preferences of future readers.

family reading forms emotional and aesthetic in the acceptance of the book. Listening, a person experiences a strong influence of the sounding word, which allows you to convey triumph, joy, sadness, sadness, a joke, a mockery.

family reading develops abilities that are the basis for the perception of artistic images. Such perception is impossible without imagination, visual representations, the ability to experience the joys and sorrows of the heroes of works of art.

Reading aloud important not only for babies, but also for older children, as well as for the elderly. In the process of family reading, children learn to listen carefully, assimilate and retell what they read, and older people feel less loneliness and in a natural form, without moralizing and notations, I pass on my life experience to the younger ones. In addition, adults have the opportunity to observe the spiritual development of the child and manage it.

family reading - effective method socialization of the younger generation. Such communication creates the ground for an exchange of opinions, it is also necessary for adults, who, thanks to communication with children, are enriched emotionally.

family reading can serve to prevent aging, since, according to some experts, aging is the result of life without a book, without reading, which stimulates active mental activity.

Instill in your child an interest in reading from an early age.

When buying books, choose bright in design and interesting in content.

Read regularly to your child. This will form the habit of daily communication with the book.

Discuss the read children's book among your family members.

If you are reading a book to your child, try to stop reading at the most exciting episode.

Remembering with the child the content of what was previously read, deliberately distort it in order to check how he remembered the text he read.

Have discussions at home about the books you read.

Buy, if possible, books by authors your child loves, collect his personal library.

Cultivate respect for the book.

Give your child good books with a gift inscription, kind and warm wishes. Years later, this will become a happy reminder of your home, its traditions, dear and close people.

Conversation "My favorite book"

Target: to form motives for the participation of children in the upcoming activities for the implementation of the project.

Preparatory work: invite parents to read fairy tales familiar to children in the younger group at home and bring the child's favorite book to the group. An approximate list of references: Russian folk tales "Geese-swans", "Snow Maiden and the Fox" in the processing of M. Bulatov, "Teremok", Belarusian folk tale "Puff".

The course of the conversation

The teacher invites the children to the tables, shows the book of fairy tales.

Educator. See how carefully the children read this book senior group. All the leaves in it are whole, not dented or stained. But it happens differently(reads a poem by K. Zhane "Brothers"):

I bought a book for my brothers.

One read his book

Another tore up his book.

I bought my brothers a book

But the brothers were different!

What did the first boy do with his book? And second? What to do now with this torn book? So that each of you can read this book more than once, look at the pictures in it, you need to carefully and carefully handle it. Let's remember the rules for careful handling of books.(Together with the children, he recalls: take books only with clean hands, look at them while sitting at the table.)

Today you brought your favorite fairy tales from home. Here is the Russian folk tale "Teremok". Remember what nicknames the animals in this fairy tale had?(Children's answers.) Could such a story about the tower actually happen or is it a fiction? Why do you think this is a hoax?(Actually, animals don't talk like people, they don't all live together in the same house.) It is true that various extraordinary events take place in fairy tales. And they happen not only with animals, but also with people, with various fabulous, fictional creatures. Who brought such a magical fairy tale today, which tells about people and various magical creatures?(Children's answers.)

Children, together with the teacher, examine books, answering the questions:

What is your story about?

What is fabulous in your story?

What was main character in your fairy tale

In the process of children's answers, the teacher uses the technique of joint storytelling. For example,

The fairy tale "The Snow Maiden and the Fox" tells how the fox helped the little girl get out of the forest. This is a fairy tale story, because the animals can talk and want to help the Snow Maiden, like people do. The girl was white, with snow-white hair, so they called her the Snow Maiden ...

The fairy tale "Swan Geese" tells how a girl went in search of her brother, who was carried away by swan geese. This is a fabulous story, because swan geese are the helpers of Baba Yaga, a fabulous creature. Even the stove and the apple tree can talk in it. The girl was brave, she was not afraid to go to Baba Yaga...

In the course of examining the illustrations of the book, the teacher highlights the most figurative words and phrases, gives tasks aimed at educating the intonational expressiveness of speech:

What did the Snow Maiden say to the wolf? How did the animals speak? (Children answer, reproducing the remarks of animals and the Snow Maiden in different keys.)

Try to ask for the stove (apple tree) in an affectionate, polite voice.

So that each of you can read these books more than once with me or with your parents, look at the pictures in them, you need to carefully and carefully handle them: take books only with clean hands, look at them while sitting at the table, and store them in a specially designated place. What is the name of this place in our group? (Book corner.)

The teacher advises to clean up the book corner: select books for children junior group, check if all the books are in good condition.

Think about how to put in order those books that require repair? What will be required for this?(Children's answers.)

The teacher suggests visiting the older group the next day to get acquainted with the older children's book corner and find out how they repair their books.

Excursion to the senior group

Goals: to encourage joint activities with peers, to form a willingness to participate in joint activities.

Tour progress

Educator. Who wants to go with me to visit the children of the older group, to get acquainted with their book corner and find out how they repair their books?

Before leaving the group, the teacher invites the children to remember how to behave at a party (say hello to the owners, do not make noise).

Older children lead a tour of the group. At the end of the tour - a visit to the book corner. The hosts tell the pupils of the middle group about what this corner should be like (well lit so as not to spoil their eyesight while looking at books, with comfortable furniture, etc.), repeat with them the rules for careful handling of books, show materials for repairing books, demonstrate work at the Book Hospital

Today Dr. Aibolit came to our book corner(one of the children of the older group in a white coat and a medical cap). Now he will look at the book and determine if she needs help. What happened to this book, Dr. Aibolit? (One of the sheets fell out.) Yes, this patient needs to urgently paste the fallen sheet. What needs to be done?

Older children describe the order of work, and the Aibolit child pastes a torn sheet using a pre-prepared strip of paper.

In conclusion, the pupils of the senior group give the guests books of fairy tales, previously selected by them in their book corner (in accordance with the list of literature recommended for children in the middle group).

What words will we say goodbye to hospitable hosts? (Goodbye, all the best, see you again, thank you for the tour, thank you, we liked it very much, come visit us.)

Returning to the group, the teacher, together with the children, tells his assistant about what they saw in the neighboring group, shows the donated books: “Sister Alyonushka and brother Ivanushka” in the processing of A.N. Tolstoy, Zhiharka in the processing of I. Karnaukhova, Chanterelle with a rolling pin, etc.

Excursion to the library

Target: to form specific knowledge, skills and abilities for the implementation of the project.

Tour progress

Educator. We have come to the library. What is a library? This word refers to the house in which books are kept. Everyone can come here and take home what he likes to read for a while. This library contains many different interesting books. The librarian, the librarian, will show them and tell us about the most unusual books. Meet: ... (name, patronymic) - librarian.

Getting to know different types of books in the "Sector of Extraordinary Books"

Educator. This room contains the most unusual books in the world. All these books you can not only read, but also play with them.

The librarian demonstrates to the children different types books, further suggests going to the Museum of the Manuscript Book.

Visit to the Museum of the Handwritten Book

Educator. What does the word "museum" mean? True, a museum is such a building or just a room-hall where they collect, store and show to everyone old objects, various interesting and beautiful things - dishes, clothes, paintings and much more. Museum workers carefully select, study these items, and then arrange exhibitions. Museum staff - guides can tell visitors about each item stored here.

In our unusual museum, books are collected, stored and shown, I will be your guide. The books presented here are not simple, but handwritten. This means that children created them with their own hands - your peers, who, like you, go to kindergarten. With the help of educators and parents, they came up with fairy tales and stories, drew pictures and sent their handwritten books to our museum so that everyone could admire the results of their work.

Usually in a museum you can’t touch objects with your hands, so as not to accidentally break or break valuable thing, which after that no one else will be able to see, admire it. In our museum, you can not only touch handwritten books, but also play with them.

Questions about the end of the meeting

What is the name of the building or just a room-hall where various beautiful, interesting objects are collected, stored and shown to everyone?

Who should be carefully listened to in the museum?

Did you like the Museum of the Handwritten Book?

Games, tasks and exercises in the book corner

Examining illustrations. The teacher invites the children to tell what is shown in the picture in the book. After that, he draws their attention to the fact that the pictures in the books need to be viewed many times - this is the only way to notice everything depicted by the artist. As an example, he supplements the children's story with his observations, including figurative words and expressions from fairy tales in his statements.

Composing riddles based on comparison and negation. For example, "He is gray as a mouse, but not a mouse." (Bunny.)

Independent inventing of tongue twisters, texts of fabulous content.

Retelling fairy tales with the help of mnemonic tables together with the teacher.

Playing out a fairy tale with the help of substitute objects (for example, a felt-tip pen - a grandfather, a pen - a woman, a pencil - a granddaughter, an eraser - a bug).

Entertaining games with books:

Choose which objects depicted on the pages of the book belong to the natural world (created by nature), and which can be attributed to the objects of the man-made world (created by man).

Consider the book from the point of view of mathematics: the book is voluminous, and the sheet is flat; the shape of the book and sheet is rectangular; the cover is thick and the sheet is thin; in the upper right corner of the cover is ... in the lower left corner - ...

Come up with a story on behalf of the book according to the following algorithm using diagram cards to describe objects:

Is it a natural or man-made item? (“I am a book, people make me with their skillful hands.”)

What form? (“I am rectangular.”)

What size - small or large? Thick or thin? ("I'm small, thin.")

What is the weight of the book - is it light or heavy? (“Very easy.”)

What material is it made from? (“Made of paper.”)

Parts of the subject: cover - hard, cardboard or soft, paper, sheets, pages, pictures (“I have a red soft cover with a pattern and sheets. Each sheet has two pages. To prevent the sheets from falling apart, they were glued (sewn) together ".)

Actions with the object (“I have interesting story about a sister fox that you can read, and beautiful pictures that you can look at.")

Advice for parents "What and how to read to a child at home"

To educate, here you need uninterrupted day and night work, eternal reading.

A.P. Chekhov

When choosing books and then familiarizing your child with them, pay attention to the following:

A book for a preschool child should be illustrated. Pictures should be organically connected with the text, visually and expressively display the most significant moments of the content of a work of art. It is desirable that illustrations accompany the text, but do not dominate it. The older the child, the fewer illustrations there may be. When choosing books, preference should be given to those illustrated editions where the images of animals, people, objects are realistic.

Choose books according to the age and interests of the child. For children of primary preschool age, read nursery rhymes, short poetic tales, fairy tales about animals. Children of senior preschool age are interested in stories about other children, fairy tales and everyday life.

Read voluminous (“thick”) books to older preschoolers. The reading of each part of a long book (reading with continuation) should be accompanied by a recall of what was read the day before. Ask the child: “Where did we stop yesterday?” Be sure to bookmark.

Try to read according to a certain system, for example, introduce your child to several works by the same author. Before reading a book, regardless of the age of the child, be sure to name the name of the writer or poet, the genre and title of the work. For example, “I will read you a Russian folk tale “Sister Alyonushka and brother Ivanushka”. Alternate reading works of different genres: stories, fairy tales and poems.

Re-read familiar books many times. Reading a work once, the desire to read as much as possible, does more harm than good. Children do not remember what is read to them, as a result, a bad habit is formed to treat the book superficially.

Do not use literary characters as a model for the implementation of the rules of conduct (you need to wash your hands like a book character). The educational function of works of art is self-sufficient. The child should not perceive the book as a set of rules, otherwise he will begin to hate it quietly, and sometimes even resist what it says.

Before reading, explain the meanings of those words, without understanding which the child will not understand the main meaning of the text, the character of the characters. If the work is not perceived, understood by the child, it will not achieve its main goal: it will not contribute to the formation of the personality of the growing person.

Read expressively, trying to convey to the child the emotions contained in the work of art. If an adult in the process of reading does not determine his attitude to the characters and the events depicted, it is unlikely that a child will be able to do this.

Reading Lists

children of the middle group (4-5 years old)

Russian folklore

Songs, rhymes, incantations . "Our goat..."; "Bunny Coward...": "Don! Don! Don!”, “Geese, you are geese...”; "Legs, legs, where have you been?" “Sits, sits a bunny ..”, “The cat went to the stove ...”, “Today is a whole day ...”, “Lambs ...”, “A fox is walking along the bridge ...”, “The sun is a bucket. ..", "Go, spring, go, red...".

Fairy tales. "About Ivanushka the Fool", arr. M. Gorky; "War of mushrooms with berries", arr. V. Dahl; "Sister Alyonushka and brother Ivanushka", arr. L. N. Tolstoy; "Zhiharka", arr. I. Karnaukhova; "Sister Chanterelle and Wolf", arr. M. Bulatova; "Zimovye", arr. I. Sokolova-Mikitova; "The Fox and the Goat", arr. O. Kapitsa; "Fascinating", "Fox-bast", arr. V. Dahl; "Cockerelandbean seed, arr. Oh, Kapitsa.

Folklore of the peoples of the world

Songs. "Fish", "Ducklings", French, arr. N. Gernet and S. Gippius; "Chiv-chiv, sparrow", trans. with Komi Perm. V. Klimov; "Fingers", trans. with him. L, Yakhina; "Sack", Tatar., trans. R. Yagofarova, retelling by L. Kuzmin.

Fairy tales. "The Three Little Pigs", trans. from English. S. Mikhalkov; "The Hare and the Hedgehog", from the fairy tales of the Brothers Grimm, trans. with him. A. Vvedensky, ed. S. Marshak; "Little Red Riding Hood", from the fairy tales of Ch. Perrault, trans. from French T. Gabbe; Brothers Grimm. "The Bremen Town Musicians", German, translated by V. Vvedensky, edited by S. Marshak.

Works of poets and writers of Russia

Poetry. I. Bunin. "Leaf fall" (excerpt); A. Maikov. "Autumn leaves are circling in the wind..."; A. Pushkin. “The sky was already breathing in autumn ...” (from the novel “Eugene Onegin”); A. Fet. "Mother! Look out the window...”; I am Akim. "First snow"; A. Barto. "Left"; S. Yeast. "Walking the street ..." (from a poem« In a peasant family"); S. Yesenin. “Winter sings - calls out ...”; N. Nekrasov. "It's not the wind that rages over the forest..."( from the poem "Frost, Red Nose"); I. Surikov. "Winter"; S. Marshak. “Luggage”, “About everything in the world”, “That's how scattered”, “Ball”; S. Mikhalkov. "Uncle Styopa"; E. Baratynsky. "Spring, spring" (abbreviated); Y. Moritz. "A song about a fairy tale"; "House of the gnome, gnome - at home!"; E. Uspensky. "Destruction"; D. Kharms. "A very scary story."

Prose. V. Veresaev. "Brother"; A. Vvedensky. “About the girl Masha, the dog Petushka and the cat Thread” (chapters from the book); M. Zoshchenko. "Showcase child"; K. Ushinsky. "Cheerful cow"; S. Voronin. "Militant Jaco"; S. Georgiev. "Grandma's garden"; N. Nosov. "Patch", "Entertainers"; L. Panteleev. "On the Sea" (chapter from the book "Stories about Squirrel and Tamarochka"); Bianchi, "The Foundling"; N. Sladkov. "Non-hearing."

Literary tales. M. Gorky. "Sparrow"; V. Oseeva. "Magic Needle"; R. Sef. "The Tale of Round and Long Little Men"; K. Chukovsky. "Phone", "Cockroach", "Fedorino grief"; Nosov. "The Adventures of Dunno and His Friends" (chapters from the book); D. Mamin-Sibiryak. "The Tale of Komar Komarovich - Long Nose and Shaggy Misha - Short Tail"; W. Bianchi. "First Hunt"; D. Samoilov. "Elephant has a birthday."

Fables. L. Tolstoy. “The father ordered his sons...”, “The boy guarded the sheep...”, “The jackdaw wanted to drink...”.

Works of poets andwriters different countries

Poetry. V. Vitka. "Counting", trans. from Belarusian. I. Tokmakova; Y. Tuvim. "Miracles", trans. from Polish. V. Prikhodko; "About Pan Trulyalinsky", retelling from Polish. B. Zakhoder; F. Grubin. "Tears", trans. from Czech. E. Solonovich; S. Vangeli. "Snowdrops" (chapters from the book "Gugutse - the captain of the ship"), trans. with mold. V. Berestov.

Literary tales. A. Milne. "Winnie the Pooh and All-All-All" (chapters from the book), trans. from English. B. Zakhoder; E. Blyton. "The Famous Duck Tim" (chapters from the book), trans. from English. E. Papernoy; T. Egner. "Adventures in the forest of Elka-on-Gorka" (chapters from the book), trans. from Norwegian L. Braude; D. Bisset. "About the Boy Who Roared at the Tigers", trans. from English. N. Sherepgevskaya; E. Hogarth. "Mafia and his merry friends" (chapters from the book), trans. from English. O. Obraztsova and N. Shanko.

To learn by heart

“Grandfather wanted to cook an ear ...”, “Legs, legs, where have you been?” - Russian nar. songs; A. Pushkin. “Wind, wind! You are mighty...” (from “The Tale of the Dead Princess and the Seven Bogatyrs”); 3. Alexandrova. "Herringbone"; A. Barto. "I know what to think of"; L. Nikolaenko. "Who scattered the bells..."; V. Orlov. “From the Bazaar”, “Why does the bear sleep in winter” (at the choice of the educator); E. Serova. "Dandelion", "Cat's Paws" (from the cycle "Our Flowers"); "Buy a bow ...", shotl. nar. song, trans. I. Tokmakova.

It is necessary to instill a love for books from early childhood, then there will be no problems later. This project is dedicated to introducing children to the book as a source of new knowledge and interesting information to develop children's interest in reading.

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State budgetary educational institution

Cities of Moscow №2120

Preschool building №3

PROJECT

In the middle group "Fidgets"

Presentation on theme: "A book is your best friend."

Prepared and conducted

Middle group teacher

"Fidgets"

Ya.A. Yudaeva

Moscow. 2017

Project in the middle group

Theme: Book is your best friend.

Without books, human life is empty.

The book is not only our friend, but also a constant eternal companion.

(Demyan Poor)

Project type : Creative, information-cognitive, practice-oriented, artistic and speech, short-term.

Project duration: from November 01, 2017 to November 30, 2017

Project participants: Children of the middle group, educators, parents.

Relevance : One of the main problems modern society is to introduce the child to fiction. Unfortunately, in our age of informatization, the attitude of children to the book has changed, entry into book literature is declining every year, and interest in reading has begun to fall. Children are increasingly interested in playing games on tablets, computers and phones, as well as watching TV.

At preschool age, children take their first steps into the world of fiction and educators and parents become guides for children. The upbringing of a child, first of all, begins in the family. Parents instill a sense of love for the book through their attitudes, behaviors and actions.

At present, we observe that children know very little about books, about writers. Therefore, teachers face an important task: to fill in the gaps on this topic, to competently organize work to introduce children to the book. The book is a fertile and irreplaceable source of education for a child. The book is the spiritual riches of culture, knowing which, the child learns his native people with his heart. At preschool age, the child shows a strong craving for everything fabulous, unusual, wonderful, and fairy tales are written in books.

The problem of maintaining interest in the book, in reading as a process, is more relevant today than ever. There are no ready-made recipes on how to teach a child to love a book, because it is very difficult to teach the complex art of reading and understanding a book.

From an early age, it is necessary to teach the baby to treat the book as the greatest value, to hold it correctly in his hands, to leaf through it correctly, to know its place on the bookshelf, to remember the name, the author. The book helps the child to explore the world, develops curiosity. The book is not only a source of knowledge - it is designed to fulfill the tasks of moral and aesthetic education, to awaken love for the native language, for the native country, for its nature and people, to develop a sense of beauty. The life of a child becomes fuller and more meaningful from the fact that it includes the heroes of children's books. When working with children, a special role should be given to illustrations in understanding the text. They help the child to understand the read text.

It can be seen that during the entire preschool period there is an active development and improvement of the ability to perceive literary works, the formation of interest and love for the book, that is, the child is successfully formed as a reader. A thoughtful selection of books for children's reading is determined by the fact that it inevitably affects the literary development of the child, the formation of his literary experience at the stage of preschool childhood, and the development of an attitude towards the book. In accordance with the Federal State Educational Standard, the perception of fiction is aimed at creating an interest and need for reading books.

Objective of the project :

Continue to promote interest in books.

Project objectives:

Teach carefully, listen and hear the work;
Formation of interest and need in reading books;
To cultivate a desire for constant communication with the book and a careful attitude towards it.
Deepening the individual literary preferences of children, aesthetic taste;
The development of cognitive, creative and emotional activity in the process of introducing preschoolers to literature;
Teaching children the skills of cooperation with peers and adults in the process of joint activities

Practical significance:

Replenishment of the center of fiction.

Expected results:

Increasing children's interest in fiction.
Disclosure of creative abilities of preschoolers.
The development of coherent speech, thinking, imagination.
Awareness by parents of the importance of the book in the education of preschool children.
Expanding Interaction preschool and families.

preliminary work:

Thematic design of the group (replaceable composition);

addition of corners (book, social and moral, ecological, creativity corner, mental development corner, theater corner) with new materials (books and games); books of various content, purpose, design).

Reading children's fairy tales, stories, poems.
Selection of illustrative material to introduce children to the artists whose works the books are decorated with.
Selection of portraits of poets and writers.
Making a laptop.
Show presentation "Introduction to the book."

Family collaboration:

Consultation for parents on the topic "The role of the book in the development of the child."
Advice for parents on the topic "Teach your child to love a book."
Memo for parents: "Ten reasons why children should read."
Involving parents in joint creativity with children as part of the DIY Book project.
Involving parents in creating conditions for developing children's interest in books at home and in kindergarten, the exhibition "My Favorite Book".

Methods:

Direct educational activity.
Artistic creativity.
Situational-simulation modeling.
Game activity: didactic, plot-role-playing, outdoor games.
Thematic dives on the theme of the project.
Working with parents.
Use of presentation.

Project stages:

Stage I - preparatory.

Formulation of the problem. Collecting information, working with methodological literature, drawing up a work plan for the project. Put the problem before the children "Why do we need books?".

Stage II - discussion of the problem.

Acceptance of tasks. To bring to children the importance of this problem: "The book is a friend of man." Pick up fiction, prepare visual illustrated material on the topic of the project, arrange an exhibition of books. Make a long-term work plan. Study methodological literature. Replenish the subject-developing environment.

Stage III is the main one.

Examination of books, illustrations, portraits of children's writers and poets with children.
Reading works, looking at illustrations for them: A. Barto, S. Mikhalkov, V. Suteev, K. Chukovsky, S. Marshak.
Artistic creativity (drawing, modeling, application).
Exhibition "My favorite book".
Exhibition of joint creativity of children and parents "Book with their own hands"
Making a book together with educators "My first poems."
Conducting mobile, didactic, role-playing games.
Solving game and problem situations.

Stage IV is the final one.

Summing up the results: summarizing the materials of the project.

Types of children's activities:game, communicative, informative, productive, motor, reading fiction.

Integration of educational areas:cognition, communication, reading fiction, socialization, artistic creativity.

Action plan within the framework of the project "The book is the best friend".

Program section	Types of children's activities	Target
Socio-communicative development	Role-playing game "Library"	Formation of children's ideas about the library, consolidating knowledge about the world around them, the ability to develop the plot of the game, cultivating a careful attitude to the book.
	Role-playing game "Book store"	The development of speech, attention, memory, imagination, the formation of communication skills, politeness, courtesy and attentiveness to the needs of another person, the development of love for the book
	Role-playing game "Typography".	Formation of communication skills and skills, acquaintance of children with the content and structure of skills in the distribution of roles; fostering interest in the world around, creativity and fantasy of people of different professions.
	Role-playing game "At Aibolit"	To form in children the ability to take on a role and perform appropriate game actions, use medical instruments during the game and name them; promote the emergence of a role-playing dialogue, form a sensitive, attentive attitude towards the sick person, arouse sympathy for sick toys
cognitive development	Didactic game "It is possible - it is impossible",	Continue to use didactic games for various educational purposes. To consolidate children's knowledge about the heroes of the works of children's writers, develop attention, visual perception; to bring up independence, speed of reaction, ingenuity, to teach to correlate the speech form of the description of works with their graphic representation. Develop communication and speech skills.
	Didactic game "Tell me a word"
	Didactic game "Help Fedora"
	Didactic game "What fairy tale is the hero from?"
	Didactic game "Fold the picture"
	Didactic game "How to behave with patients?"
Speech development	Where did the book come from? (view presentation) Conversations with viewing illustrations "What is a book", "Who wrote books for us?", "Illustrators of children's books". Problem solving: “If you lost a library book”, Why I Love Books "Heroes of my favorite book" Compilation of creative stories "Compilation short stories through a series of paintings. A fascinating journey through the exhibition "Merry Poems" (based on the poems of S.Ya. Marshak) Reading fiction. Solving riddles. Proverbs and sayings Learning Poems: A.Barto on mnemotables	To acquaint children with the history of the origin and production of the book, to give children knowledge about how the book was transformed under the influence of human creativity, while maintaining essential characteristics, to cultivate a careful attitude to the book. Get acquainted with various types of books and determine their main role in human life, as well as introduce children to the works of Russian writers, to people working on the creation of a book: the author of the work, the illustrator, etc. Develop free communication with adults and children. To develop all components of children's oral speech (lexical side, grammatical structure of speech, pronunciation side of speech; coherent speech. To systematize the knowledge of children on the work of children's authors. To promote the ability to recognize the texts of familiar works, expressively read excerpts from them; develop the ability to dramatize works. Cultivate the ability to listen to comrades and express their thoughts. Continue to teach children to emotionally perceive literary works. Learn to reproduce the lines of a poem from schematic drawings.
Artistic and aesthetic development	GCD on the application on the topic: "Duckling and chicken"	To fix the technique of cutting rounded shapes from quadrangles of different sizes. Improve brush technique: gently apply glue to parts. Develop a sense of color, shape and composition.Cultivate independence, confidence, initiative. Cultivate a good relationship with birds
Artistic and aesthetic development	GCD on drawing on the topic: "Miracle tree"	To teach children to display in the drawing the impression of the content of K. Chukovsky's poem "The Miracle Tree". Improve the ability to place the image throughout the sheet. Raise interest in the knowledge of nature and the display of ideas in visual activity, develop an aesthetic taste using the right colors. To form the emotional responsiveness of children to fiction, music

Organization of a developing environment for independent activities of children

The book hospital game. Target : the formation of children's interest in the book, familiarization with the rules for using the book. Show how you can "heal" the book. Develop forms of cooperation with each other

Origami "Bookmark for a book". Target : to teach children to make the basic element "triangle-kerchief". Develop spatial thinking and fine motor skills hands

Compilation of a homemade book"My first story"

Center for theatrical activities: sketches, dramatization based on works, the creation of scenery, masks, costumes of fairy tale characters, various theaters (table, finger).

Exhibitions:

"My favorite books". Tasks : To arouse interest in books, in the work of famous writers, to awaken an emotional response to illustrations and drawings. Invite the children to tell about the illustrations they know (who is drawn, what mood and what plot the drawing conveys), tell an excerpt from a familiar fairy tale. Organized joint activity for the presentation of their favorite book by children.

« DIY book» - an exhibition of joint creativity of children and parents.

The result of the project implementation:

As a result of the project, children got acquainted with the work of children's poets and writers. We learned to recognize writers and poets in reproductions and photographs. The children learned where the book came from. The cognitive level of preschoolers has increased. Meet the illustrators of children's books. Thematic exhibitions were also organized (Do-it-yourself book, My favorite book). As part of the project, children learned how to repair books, as well as take care of books. In addition to the above, the children created creative works based on the read works. Parents also actively participated in the organized activities of the kindergarten, showed initiative. In addition to this, they were introduced to information on cultivating a love of reading.The project method aroused cognitive interest in various fields of knowledge, formed the skills of cooperation. Design technology makes preschoolers active participants in the educational process, leads to self-development of children.

Application No. 1

Game: Book Hospital.

Target:

Formation in children of interest in the book, familiarization with the rules for using the book.

Tasks:

Show how you can "heal" the book.
Develop forms of cooperation with each other.
Develop emotional responsiveness.

Vocabulary work:

Teach children to use verbs correctly: spread, stick, iron.
Answer the teacher's questions in full sentences.
Fix the name of the body parts of the rooster, colors.

Material:

Torn book, adhesive tape, glue, oilcloth, napkin, paper strips, brushes, hand napkins.

Application №2

Role-playing game"Book store".

Target:

The development of speech, attention, memory, imagination,
Formation of communication skills, courtesy, courtesy and attentiveness to the needs of another person,
Developing a love for the book.

At the preparatory stage of the game, it is necessary to equip the "book counter". Children choose a few books from the children's library, arrange or arrange them neatly on the table. In advance, it is necessary to prepare “money” (wrappers, pieces of colored paper, etc.) and a bag in which the buyer will put the goods. The next step is to assign roles.

1. “I want to buy the most, most ...” The teacher suggests choosing a book: the thickest or thinnest, with the most beautiful and vivid pictures, the most beloved, the funniest, the most interesting, etc. It is necessary to ask why the child chose this or that book.

2. "What is this book about?" The teacher shows his interest in a particular book and asks the child to talk about it. The child remembers the name, the main characters, briefly or completely tells the plot, for example, some fairy tale.

3. “What book would you suggest me?” You can pretend to be confused when you see such a large selection of good books and ask the children to choose a book for you to your taste. Let him justify his choice.

4. “I need a book that…” Give short description books: the color of the cover, how the fairy tale begins or ends, what is shown on the first page of the book, etc.

5. "I need a few..." Repetition of number and count. Ask the children to “sell”, for example, three story books, five pop-up books, seven books with thick cardboard covers, etc.

Application №3

Role-playing game"Library" .

Targets and goals:

Formation of children's ideas about the library,
Consolidation of knowledge about the surrounding world,
Ability to develop the plot of the game,
Cultivate respect for the book.

For the game you need: the design of the play area of the book corner, an exhibition of books, forms, new books, a telephone, a catalog index, felt-tip pens, brushes, glue, blanks for bookmarks, oilcloth, an apron, a cap for the doctor.

Characters:

1. educator (head)

2. librarians

3. readers

4. store seller

5. "book doctor"

Game progress:

Educator: - Guys, today we will play interesting game. You all love to have books read to you. You can choose at home, you can ask a friend, or you can go to the library.

Educator: I am the head of the library. I want to introduce you to our library.

To start the game, I suggest you solve riddles:

If he wrote a book

So you are a writer

If you have read the book

So you ... (Reader)

Well done! Do you think there should be readers in the library? (Answer det.)

Who wants to be a reader? (children assign roles themselves)

Who wants to be a librarian in the game? (children offer)

What departments are there in the library? (Subscription, reading room, exhibition hall, literary drawing room, book workshop). Children assign roles to different departments.

Take your seats.

Whoever wants to help books heal and prolong their life, I ask you to go to the "Knizhkin" workshop and become a book doctor, responsible for the neat and beautiful appearance of the book.

Guys, where do you think the books come from to the library? (People bring, from the warehouse, from other library collections, from the store).

So, we will need a bookstore or warehouse clerk.

Who brings, delivers books to the library?

Answer: driver

(children agree on roles)

Children start the game, choose books.

Katya, did you like this book?

Nikita, what do you like? You come to me, I will write you a book (the librarian fills out the form).

You can go to the halls you are interested in (children are distributed among the halls at will)

Do you know the rules for using books? (responsible children)

There is a book workshop in our library. We invite everyone to help in the repair of books, make bookmarks so that it is convenient for you to use the book (those who wish go to the doctor's workshop). In the library you can get acquainted with new, unusual books, with old books, look at newspapers and magazines. After that, the children independently choose and sit down at the tables or on the sofa to consider the literature they like.

The phone rings. The seller of the warehouse (shop): - Good afternoon. We have received new developing literature: puzzles, crosswords, puzzles. Would you like to purchase for the reading room? Very colorful.

Educator: - Well, let's place an order, send a courier.

Chauffeur-courier: Brings the order, signs it.

Manager: When will you deliver the order to us?

Driver-courier: In an hour.

The teacher enters the reading room: - Guys, soon there will be new arrivals in our library, we invite you to get acquainted with them. Chauffeur-courier: brought the order, signs the invoice. Checks the brought literature against the consignment note.

The children continue to play.

Application No. 4

The role of the book in child development

It's no secret that today's children don't read much., preferring a book to watching TV programs and videos, computer films.We live in a completely different world and sometimes we cannot stop in our high-speed 21st century to look into ourselves, into our inner world, which should be richer than a TV and a computer. And our soul can only be rich from communication with a good man and a good book. Now parents complain that children have stopped reading, and sometimes they don’t think about what they did to make the book interesting and necessary for the child.

This book exists to help a child grow up to be a "Human" with a capital M.Children won't read on their own, just like that, for no reason at all. No one else was born with a love of reading. Adults are needed who would show the child the way to great book wealth, firstly, these are parents, secondly, a teacher, and thirdly, a librarian.

There are as many ways to introduce children to reading as there are children. BUTthe most important wayso that you, parents, do not part with a book, newspaper, magazine.

The role of the book in the development and education of children.

Children have a great need for their parents to read aloud to them. For the successful development of the child, family reading is very important, and not only until the child himself can read, but also at a later age. Children look forward to when mom or dad has time for them.

In order for a child to grow up mentally healthy, he needs full communication with his parents, personal communication, when attention is paid to him completely. And reading together makes that possible.

Aspects of child development that are affected in the process of joint reading.

Satisfying the need for security. When a child sits on mom's or dad's lap (or next to a parent, snuggled up to him) while reading a book, he creates a feeling of closeness, security and safety. A single space is created, a sense of belonging.

Feeling the value and significance of one's "I" and one's interests. When parents read what is interesting to the child and are ready to discuss with him topics that are significant to him, strive to understand his views as best as possible, the child develops an idea of himself as a significant person whose needs and interests are important (since they are given attention to such important people are parents).

Formation of values. The book affects the moral ideals of the child, forming his values. The heroes of the books perform various actions, experience various life situations, consonant with the world of the child or unknown to him. Using the examples of situations in which the heroes of the books find themselves, the child learns to understand what good and evil, friendship and betrayal, sympathy, duty, honor are. And the task of parents is to help see the reflection of these values in the life of the child.

Reacting to significant experiences. The book is also a means of reacting (discharging) experiences that are painful or frightening for a child, with which it is not always possible to cope in a familiar situation. The child, together with the hero, experiences his failures and victories, overcomes fears and difficulties on the way to the goal. Thus, freeing yourself from your own fears and negative experiences.

· Teaching new or required behaviors. Through the book, the child perceives various models behaviors (how to make friends, how to achieve goals, how to resolve conflicts) that can be effective in various life situations. The greatest effect can be achieved if the reading is also supplemented by a joint discussion of who and what took out for themselves, what they liked, what was close, frightened, amused. Parents can help the child to see the analogies of what they read with his own life.

As a rule, in families where parents often read a lot to their children, there is a harmonious, friendly atmosphere. Reading books by parents to their child can be seen as an indicator prosperous family, such families have a low level of violence and family disharmony.

What exactly is the benefit of reading?

First of all, readingdevelops speech skillsand directly affects the quality and quantity of vocabulary. Through reading one learns to concentrate attention, trains memory . The book promotes developmentimaginative thinking and literacy. Indeed, while reading, a person remembers the correct spelling of words and their application in a certain context.

Thanks to the book, a person acquires the skills of deepthinking and analysis. There is an ability to read between the lines, to catch a double meaning. Reading literature also develops wit . Reading aloud develops the ability of a speaker in a child.

Reading developscognitive interests and broaden horizons. Books help the child to know himself.

The book unites generations. Books give strength and inspiration. They captivate and entertain. They make children and adults laugh and cry. They reduce loneliness, bring comfort and indicate a way out of a difficult situation.

Reading is the most accessible and useful activity for the intellectual, emotional and mental development of a child.

Application No. 5

Advice for parents

What do children need to be happy?

So that the sun on the whole planet,

So that the ball and teddy bear,

And a good, good book!

Often you can hear from parents complaining that the child does not want to read. This is understandable. Now a children's book has many competitors: computers, video... But the book is still necessary. She is always here, always there. The first book opens the world to the child. The book teaches empathy, compassion, rejoice, and the task of adults is to awaken, educate and strengthen this precious ability in the child's soul.

For parents, the main thing is to reveal to the child the miracle that a book carries in itself, the pleasure that immersion in reading brings.

How to teach a child to read? Every parent finds their own way to the heart of their daughter or son.

Here are some tips from parent experience:

Buy books, give them and receive them as a gift

Leave prints wherever the child can see them;

Determine the interests of the child: what he likes;

Instill a love of reading by example;

Allow the baby to choose books in the store or library;

Play board games, suggesting reading;

Collect a home children's library;

Be sure to listen to how the baby reads, he should feel your interest;

Before or after watching the film (m / f) offer a book on which it is based;

Ask the child's opinion about the book;

The following techniques are effective in developing a baby’s interest in a book: when reading to a child, you should dwell on the most interesting or

difficult to perceive place, ask questions that help turn on the imagination, pay attention to the illustrations.

The culture of communication with the book is laid in the family. There are families where there is no problem how to instill an interest in reading. And this is natural, because in such families the child often sees his parents reading a book, hears how they exchange impressions about what they have read and enjoys buying an interesting book. Here there is a tradition of family reading, when every day, as long as the child remembers himself, the family reads aloud. When the child grows up, he is included in this process. The love of reading manifests itself in him as a natural necessity, as a need for food and sleep.

If this is not in the family, then it is not too late to start, although this will require a lot of strength and patience.

It is important that a growing person, with the help of adults and a wise book, learn to distinguish between good and bad, to understand true and false values.

And the most important thing is to remember that the child by itself will not receive all that completeness of communication with the book if there are no parents nearby. And not a single computer will give a child the love and warmth that he receives when you read a book together.

Read books regularly. Let reading become a good tradition for you.

Tatyana Ivanova

Target project:

To help parents realize the value of children's reading as an effective funds education and upbringing of preschoolers

To intensify the work of parents on the development of children's reading in family, involve every parent in solving the problem of children's reading

Tasks project:

The revival of family reading traditions and the development of a child's reading culture

Introducing children and parents to book culture, educating literate reader

Cultivating a respect for the book

For a while project a reading corner was organized from favorite books brought from home. Children had the opportunity to take home their favorite book to read with mom and dad.

Then the children, together with their parents, drew their favorite book characters at home. These drawings were collected in Album of our drawings for viewing. In their free time, children enjoyed looking at the work of their friends on group.

Thanks to project in the kindergarten in the circle, a library was created, which parents and children had the opportunity to replenish with various printed publications, as well as visit it in their free time and borrow books for home reading.

During direct educational activities in modeling, the children made their favorite fairy-tale characters from plasticine, on the basis of which the group exhibition of children's art.

In the locker room groups a stand with pockets was organized by parents and educators "We read!» . In the morning, children and parents put leaflets with information about books read at home. During the day, teachers and children discussed read at home. Bottom line project was the identification of reading family. It turned out that such families in our group overwhelming majority!

Related publications:

Scenario of the competition "Dad, Mom, I am a Reading Family" HOLIDAY "Mom, dad, I am a READING FAMILY!" Purpose: Formation in children of love for the book, the need for reading, education of culture.

"Mom, dad, I am a reading family." Abstract of the parent meeting in the form of a library competition Abstract parent meeting in the form of a library competition "Mom, dad, I am a reading family" Tasks: - To study the reader's situation in.

Quest "Mom, dad, I am a reading family" with children of senior preschool age state budgetary educational institution of the Samara region elementary school "Harmony" settlement of Bezenchuk municipal district.

Activities with parents to encourage children to read. Literary lounge "Mom, dad, I am a reading family" Events with parents literary lounge "Mom, dad, I am a reading family" 2018 Purpose: to find out how much or how little.

Project "Reading Mom" Project "Reading Mom" The world of a child begins with a family. And the habit of reading is born, first of all, in the family. A good book for parents.

Project in the middle group "My family" Video Gurbanova Elena. Project. Theme: "My family". Middle group. The purpose of the project: Expanding children's ideas about their family, pedigree, family.

Lena Chernenkaya
Project "Reading Together"

Project type: pedagogical

Project duration: long term (1 year)

Project participants: children of the middle group, parents of pupils, educators.

Educational areas covered: Cognitive development, speech development, social and communicative development, artistic and aesthetic development, physical development.

Project relevance:

Preschool children are listeners, not readers; a work of art is brought to them by an adult.

The instilled love for the book at preschool age will remain with him forever. The one who reads knows a lot. If the child understands the content of what he has read, then he thinks, analyzes, and reasons.

As a result of the survey conducted among parents, we received the following results:

What Parents Read showed that:

Fiction is read by 23%.

Parents' answers to the question "How often do children read":

Every day - 80%;

2-3 times a week -14%;

Not often - 3%;

Rarely -3%.

A survey of children in groups revealed that:

30% of children prefer computer games to reading books;

55% watch TV most of the time;

Only 15% of children named reading as their favorite pastime.

Not a single child was in the children's library.

Objective of the project: to develop a steady interest in children and parents in fiction.

Project objectives:

To develop in children the ability to listen, learn, compare, contrast, think in words;

Develop coherent speech;

Develop attention; memory; imagination;

Cultivate responsiveness and empathy;

Cultivate love for fairy tales, poems, stories, folklore;

Cultivate respect for books.

Expected results:

Awaken children's interest in communicating with the book;

To give children ideas about the importance of the library in human life;

Form a bank of methodological materials on the topic of the project;

Replenish the developing environment in the group;

To increase the competence of family members in matters of educating a competent reader;

Establishing close cooperation between social partners: the library, the teacher and parents in raising preschoolers' interest in books and reading.

I stage. Organizational.

Purpose of the stage: Identification of the problem and development of a long-term plan for the implementation of the project

1. Analysis of the work in the educational field "Speech development", "Artistic and aesthetic development" (section "Reading fiction")

2. Questioning of parents "Family reading"

II stage. Stage of project implementation.

Perspective plan of work with children and parents

Introduce tradition:

Monday: children's story about the literary works they read from a picture or drawing;

Wednesday: reading of literary works by parents to children in kindergarten, followed by discussion.

September

Children / Parents

Conversation "My favorite book". Advice for parents on the topic "Family Reading". Conversation on the topic "Careful storage of books." Meeting of the parent club in the children's library of the village of Zyukayka at the Autumn Festival together with children and parents (tea drinking). . Reading fairy tales by parents for children of the middle group "Teremok" and the subsequent discussion ("Fear has big eyes", "Resin goby"). Excursion to the senior group.

D / and “Who is superfluous” (according to the plot of the read works, D / and “Put the tale in order” (sequence according to plot pictures). .

October

Viewing a computer presentation "Museum of Russian Fairy Tales in Moscow".

Reading fairy tales by parents for children of the middle group "Teremok" and subsequent discussion ("Teremok", "Wolf and Fox", "Hare and Hedgehog" by the Brothers Grimm, "Pot of Porridge"). Conducting the game "Book Hospital".

Excursion to the library on the subject of the week (4 weeks).

The work of a mobile library for the exchange of books of children's literature for reading at home.

November

Excursion to the library on the subject of the week (4 weeks) Visual information "The role of fairy tales in the life of a child"

Coloring coloring pages according to the plot of the read works

Reading fairy tales: Russian folk "Hree of the Boast", Ukrainian folk "Mitten", "Snow Maiden and the Fox", "Boastful Hare" (Uzbek)

Situational conversation "What book does my mother read to me at night"

Visiting a performance-fairy tale with a trip to the Youth Theater in Perm

D / and “What first, what then?” (sequencing)

Meeting of the parent club in the children's library of the village of Zyukayka together with children and parents

P / and "Fox in the chicken coop", "Hares and wolf"

The work of a mobile library for the exchange of books of children's literature for reading at home

December

Children's dramatization of the fairy tale "The Three Little Pigs"

Reading fairy tales by parents: Russian folk "Little Red Riding Hood", "Zayushkina's hut", "Winter hut of animals", English fairy tale "Three Little Pigs"

Excursion to the library on the subject of the week (4 weeks)

Meeting of the parent club in the children's library of the village of Zyukayka together with children and parents

Situational conversation "What is a "library"?"

The work of a mobile library for the exchange of books of children's literature for reading at home

January

Making baby books

KVN with parents "My favorite fairy tales"

Excursion to the library on the subject of the week (4 weeks)

Reading fairy tales: A. Milne "Winnie the Pooh and all-all-all" (chapters from books) translation from English. B. Zakhoder

C / r / and "Bookstore"

Meeting of the parent club in the children's library of the village of Zyukayka together with children and parents

D / m / and “Guess who is walking” (developing a hearing: children listen to musical passages “who is walking”, remember, then listen again and name the characters)

The work of a mobile library for the exchange of books of children's literature for reading at home

February

Excursion to the library on the subject of the week (4 weeks)

Reading fairy tales by parents: Russian folk "Sister Alyonushka and brother Ivanushka", "Cat, rooster and fox", "Spike"

Situational conversations: “My favorite fairy tale”, “Who invents fairy tales”

Meeting of the parent club in the children's library of the village of Zyukayka together with children and parents

D / and “Who is missing?” (according to the plots of the read works)

The work of a mobile library for the exchange of books of children's literature for reading at home

March

Reading competition "Poems about spring"

Parents reading the stories of E. Charushin “How Tomka learned to swim”, “Why Tyup doesn’t catch birds”, “What kind of animal”, “Volchishko”, “Nikita the hunter”, “About Tomka”

Excursion to the library on the subject of the week (4 weeks)

Meeting of the parent club in the children's library of the village of Zyukayka together with children and parents

D / and "Call it affectionately"

The work of a mobile library for the exchange of books of children's literature for reading at home

April

Excursion to the library on the subject of the week (4 weeks)

Reading by parents: Russian folk tale "The Cockerel and the Bean Seed", "Why the Cat Washes After Eating" (Lithuanian, K. Chukovsky "Fedorino Grief", "Cockroach"

S/r game "Library"

Holding a competition and designing an exhibition of a joint drawing of children and parents "My favorite fairy-tale hero"

D / and “From what fairy tale is the phrase?”

D / and "Fold from parts"

Meeting of the parent club in the children's library of the village of Zyukayka together with children and parents

Conversation "My favorite book"

The work of a mobile library for the exchange of books of children's literature for reading at home

Coloring coloring pages according to the plot of the read works Awarding the winners of the drawing contest "My favorite fairy-tale hero"

Presentation of the project for parents

Entertainment "Book's Name Day"

Interaction with the children's library of the MBUK "Zyukay rural library"

№ Date Name of the event Target audience

1. 24.09 Autumn Festival Parents and children

2. 27.09 Gifts of the Forest Children

3. 25.10 Family Children

4. 29.10 In the world of Russian literature Parents and children

5. 22.11 Healthy lifestyle (preservation and respect for one's health) Children

6. 26.11 Wild animals in winter Parents and children

7. 20.12 Wintering birds Children

8. 24.12 New Year is coming to us Parents and children

9. 24.01 Modes of transport (What cars are for) Children

10. 28.01 Special transport Parents and children

11. 25.02 Winter has passed, spring, it's time! Parents and children

12. 28.02 Changes in nature Children

13. 25.03 Animals in the spring (Call of the jungle) Parents and children

14. 28.03 We are all different (girls and boys, different nationalities, races)

15. 25.04 Primroses Children

16. 29.04 Beauty spring Parents and children

III stage. Control and evaluation.

1. Opening of the mini-museum "My favorite book";

2. Registration of the library in the group;

3. Exhibition of children's drawings.

Literature

1. Alieva T. N., Antonova T. V. Program "Origins" - M .: Education, 2003

2. Gritsenko Z. A. Put your heart at reading - M .: Education, 2000.

3. Gurovich L. M., Beregovaya L. B., Loginova V. I. Child and book. - M .: Education, 1992.

4. Zhukova G. D. Family reading in the year of the family. - M: Russian School Association, 2007

5. International Children's Book Day. - Zh .: Preschool education, 2010. - No. 6.

6. Nezhdanova L. I., Kichenko E. A. Working with the family and promoting family reading - M .: Education, 1996

7. Holiday of books and reading. A collection of scenarios to attract children to reading and the ability to work with information. Russian State Children's Library. - M: School Library Reading support program.

8. Rudenko T., Melik - Pashaeva M. Books are good, books are bad. Zh.: Preschool education. 2010. - No. 6.

9. Reader for reading in kindergarten. -M. : Children's literature, 2007