Book corner in preschool educational institution

"Book Corner" - necessary element developing subject environment in the group room of a preschool educational institution, which is a means of developing interest and love for fiction in preschoolers. This is a special, specially allocated and decorated place in the group room, where a child can independently, according to his taste, choose a book and calmly examine - “re-read” it.
Here the child sees the book not in the hands of the teacher, but is left alone with it. He carefully and intently examines the illustrations, remembers the content, and repeatedly returns to the episodes that excited him.
Here there is an intimate, personal communication between a child and a work of art - a book and illustrations. This creates favorable conditions for solving a whole range of educational problems by means of fiction.
A meeting in the “Book Corner” with a familiar work and favorite characters deepens insight into the author’s intention, helps to clarify the images that arose while listening, and once again empathize with the heroes of events and adventures. By carefully examining the illustrations, the child becomes familiar with the fine arts, learns to see and understand graphic methods of conveying literary content. An illustrated book is also the first art museum where a child directly enters and where he first gets acquainted with the work of wonderful artists
The purpose of the Book Corner- do not be a bright, festive decoration of a group room, but allow the child to communicate with the book.
To the organization book corner there are a number of requirements:
If possible, the “Book Corner” is located away from where children play, since noisy games can distract the child from concentrated communication with the book.
The corner should be safe, comfortable, cozy, attractive, and conducive to leisurely, concentrated communication with a book.
Need to think about it correct lighting so that children do not spoil their vision: natural (near the window) and electric (presence table lamp, wall sconce) for evening time.
“Book Corner” can be designed in the form of a bookshelf, an open display case where books and albums are stored; and also for this purpose a table and chairs or chairs for it can be specially allocated. The main thing is that the child is comfortable, that everything encourages him to have a leisurely, focused conversation with a book.
The “book corner” should be positioned so that anyone, even the most Small child could reach out with his hand and take the book he liked without outside help exactly when he himself wants to do it (not higher than the average height of children of this age group).
Books placed in the book corner should be attractive and aesthetically pleasing. Books must be neatly glued.
It is necessary to exhibit both new, beautiful and long-read books that have been in repair. Used books are sometimes more attractive to the reader simply because it seems to him: often readable book should be interesting.
The selection of literature and pedagogical work organized in the “Book Corner” must comply with age characteristics and the needs of children.
The presence of a “Book Corner” is mandatory in all age groups, and the content and placement depend on the age and height of the children.
In early and junior age groups A book corner is not organized right away, since children do not have the skill to use a book, and often they use it as a toy. First, the teacher introduces the children to the book, looks at the illustrations, reads the text, teaches them to look at books and pictures only in the designated place, talks about the rules of use (take books with clean hands, leaf through carefully, do not tear, wrinkle, draw, do not use for games; after looking at it, always put the book back in its place, etc.), then he accustoms him to using the book independently. In the “Book Corner” it is necessary to display as many toy books as possible. (with moving parts, built-in toys). Preference is given to books - elerman (books whose pages are made of cardboard)
As a rule, there are only 4-5 books on display, but the teacher should have additional copies of the same books nearby in stock. The fact is that young children are very prone to imitation, and if one of them begins to look at a book, then others will want to get exactly the same one.
In the book corner there are publications that are well known to children, books with bright illustrations. In addition to books, there may be individual pictures pasted on thick paper, and small albums for viewing on topics close to children (“Toys”, “Children’s games and activities”, “Pets”, etc.). Looking at albums with object pictures is interesting and important for children learning about the object world at this age.
Preference is given to picture books such as “Kolobok”, “Teremok” with illustrations by Yu. Vasnetsov; “Children in a Cage” by S. Marshak with drawings by E. Charushin; stories from L. Tolstoy's ABC with fig. A. Pakhomova; “Confusion”, “Fedorino’s grief” and others by K. Chukovsky from fig. V. Konashevich; “Circus”, “Mustache-striped”, “The Tale of a Stupid Mouse” by S. Marshak with fig. In Lebedev; “What is good and what is bad?”, “Horse-Fire” by V. Mayakovsky from fig. A. Pakhomova and others.
The teacher teaches you to carefully look at the pictures in the book, recognize the characters and their actions, and encourages you to remember and retell individual episodes.
In the middle group The book corner is organized from the very beginning of the year with the participation of children. There are 5 - 6 books on the display shelves, the rest are stored in the closet. The requirements for books remain the same. Picture books are used less frequently. They leave children's favorite books from junior group, new fairy tales, poetic works, books about nature, funny books are added, a collection of tongue twisters and tongue twisters is added. Thematic albums and illustrations are exhibited, and children's drawings on the themes of works of art can also be exhibited.
Displayed on the shelves of the book corner different types theater, filmstrips, tape recorder with audio cassettes.
The teacher draws the children’s attention to the fact that books wrinkle and tear easily, shows how to care for them, invites them to observe and participate in the repair of books, so material for repairing books (paper, glue, scissors, etc.) can be stored there.
Contents of the book corner senior kindergarten groups and pedagogical work in it are determined by changes in the literary development of children that occur by the age of five. For an older preschooler, a book becomes an important part of spiritual life; he develops literary preferences and expressed individual interests.
Some children prefer works about animals to all other books, others are very fond of fairy tales, many boys spend a long time looking at books about war and adventure. The breadth and selectivity of children's reading interests also determine the main rules for organizing the selection of works - the satisfaction of these diverse interests.
In senior and preparatory school groups The content of the book corner becomes more diverse due to genre and thematic diversity. The number of books increases to 10 - 12 copies.
In the preparatory group it is recommended to place in the book corner:
books on various topics (each child should find a book according to his desire and taste: stories about the Motherland, war, adventures, animals, natural life, plants, poems, humorous works, etc.);
scientific literature, maps, atlases, encyclopedias.
Folk and original fairy tales;
poems, stories aimed at developing the civic personality traits of a child, introducing him to the history of our homeland, to its life today;
publication of works with which given time children are introduced to classes;
funny books by S. Marshak, S. Mikhalkov, N. Nosov, V. Dragunovsky, E. Uspensky and many other writers with illustrations by our best artists;
illustrations by different artists for the same works;
books that children bring from home;
thematic albums for viewing. These can be albums specially created by artists on certain topics (“Different Animals” by N. Charushin, “Our Children” by A. Pakhomov, etc.), albums compiled by the teacher together with the children from individual postcards and drawings about work, nature in different seasons, books of this or that writer, etc.
portraits of famous children's writers, poets, children's book artists.
In the pre-school group, books on school topics are added.
To help children learn and remember letters better, you can place alphabet books in the book corner various kinds: prose, poetic, artistic. In the book corner you can place primers and books that children can read themselves from the “Reading by Syllables” series.
There should be a library in the book corner of preparatory groups.
Also in the book corner, the teacher and the children organize thematic exhibitions.
Their main goal is to deepen the literary interests of children, to make one or another literary or socially important topic particularly significant and relevant for preschoolers. The theme of the exhibition must be important and relevant for children (connected with the upcoming holiday, the anniversary of a writer or illustrator, with the content of the planned matinee).
The exhibition lasts no more than 3-4 days, because... Children's attention and interest will decrease.
Teachers can also hold book exhibitions that deepen children’s cognitive interests.
IN preparatory groups Children can now repair books on their own. Therefore, materials for repairing books should be placed in the book corner.

Book corner - a necessary element of the developmental subject environment in the group room of a preschool institution. Its presence is mandatory in all age groups, and the content depends on the age of the children. The book corner should be located so that anyone, even the smallest child, can reach out and take the book he likes without outside help exactly when he himself wants to do it. A variety of books should be displayed in the book corner: new, beautiful, well-read but neat. The corner should not be a ceremonial corner, but a working one. Its purpose is not to be a bright, festive decoration for a group room, but to give the child the opportunity to communicate with a book. Used books are sometimes more attractive to the reader simply because it seems to him that a frequently read book should be interesting.

In the book corners of those group rooms where the children are early age, there should be as many toy books as possible. The older the children, the more serious and voluminous the books are located in the book corner. The number of books should not be regulated. It depends on the tasks that the teacher sets in working with children during the day or week. If a teacher introduces children to the work of one author and has at his disposal 2-3 books by a writer or poet, he should display them and not chase after quantity. By changing the subject of conversation with children, we change books. If the teacher is talking about the genre of fairy tales, you can display 5 - 7 books of fairy tales, interesting, diverse, high-quality both from the point of view of illustration and from the point of view of printing. (see tables)

The frequency of book exchange also depends on the specific goals of introducing children to reading. The composition of the book corner may not change for a week or even two when both the teacher and the children constantly need to access it. But, if a change of books has occurred, the children need to point this out or ask them to notice it, give them the opportunity to look at new books, ask the children what stopped their attention, what book they wanted to read right away. In the book corner you can place portraits of writers and children's book illustrators. Book exhibitions should be dedicated to the work of individual writers, individual genres (fairy tale, humorous story, encyclopedia, etc.) and even one book, for example, the one where a work illustrated by different artists was published - H. C. Andersen’s fairy tale “The Snow Queen”, you can place drawings by Anastasia Arkhipova; artist Nick Goltz; illustrator - People's Artist of Russia Boris Diodorov; artist Vladislav Erko.

Older children will not only look at these masterpieces of book art with pleasure, but will also definitely notice the differences in the creative style of the artists and choose the book that will be closer to their aesthetic taste, their ideas about Kaya, Gerda, the Snow Queen and everything that happened to them.

You can display books by I. Tokmakova, which were illustrated by the famous artist, the poetess’s husband Lev Tokmakov, and, looking at them, tell children about the creative and human collaboration of the poet and artist.

It is advisable to organize an exhibition of books by writers and artists E. Charushin, V. Suteev and others.

To help children learn and remember letters better, you can place different types of alphabet in the book corner: prose, poetic, artistic.

When choosing books for a book corner, you should not mix folklore and literary works. They can be exhibited together if the literary work reflects a folklore plot, for example: the Russian folk tale “Morozko”, the German folk tale adapted by the Brothers Grimm “Grandma Blizzard” (“Mistress Blizzard”) and the fairy tale by V.F. Odoevsky "Moroz Ivanovich."

Children are jealous of the books they bring from home. They want the teacher to read these books, show them to all the children, look at them with everyone, and read them. In this regard, you can arrange an exhibition of books that children will bring from home for a short period of time. But in order not to exhibit all 15 - 20 copies, it is immediately necessary to establish and strictly observe the order in which not only the books will be exhibited, but also the owners, the children, will talk about them, what they like about them, for what purpose they brought the books to a preschool. Knowing the children, you need to try to formulate questions for the kids in such a way that their stories turn out to be detailed and interesting.

Another thematic exhibition may be dedicated to a specific work, which is not only read to children, but also illustrated by them. In this case, you can go two ways: exhibit the work and best drawings to it or alternately place it on exhibition stand all drawings. Both need to be motivated. Children must understand the teacher’s choice so as not to be offended and stop reading and drawing. (see table)

In addition to books, the book corner may contain a variety of albums for viewing. These can be albums specially created by artists on certain topics (“Different Animals” by N. Charushin, “Our Children” by A. Pakhomov, etc.), albums compiled by the teacher from individual postcards and drawings about work, nature in different seasons, about professions, etc. In older groups, thematic exhibitions of books can be organized in the book corner. Their main goal is to deepen the literary interests of children, to make one or another literary or socially important topic particularly significant and relevant for preschoolers.

Things to remember:

1. Book corner in preschool institution not only a necessary element of the subject environment. This is a form of disseminating information about books, their authors and illustrators, helping children get used to the image of a book, arousing interest in it, a desire to look at and read it.

2. A thoughtful, regular exchange of books in the book corner should not be an obligation, but a rule for the teacher.

Principles for selecting literary works for children

Fiction – one of the most important means of comprehensive development of the personality of a preschooler. The content of a work of art broadens a child’s horizons, takes him beyond personal observations, opens up social reality to him: it tells about the work and life of people, about great deeds and exploits, about events from the world of children’s games, fun, etc. The artistic word creates the true beauty of the language, emotionally colors the work, sharpens feelings and thoughts, influences, excites and educates.

The correct selection of literary works, which is based on the following pedagogical principles, helps open the world of “verbal art” to children:

— Literature must meet the tasks of educating (mental, aesthetic, moral) children, otherwise it loses its pedagogical value. The book is intended to reveal to preschoolers in concrete images the ideals of goodness, justice, courage, and to form the correct attitude towards people, oneself, and one’s actions;

- It is necessary to take into account the age characteristics of children. Age specificity should be expressed in taking into account the characteristics of the child’s psyche, concrete thinking, impressionability, vulnerability;

- the book should be entertaining. Entertaining is determined not by the topic, not by the novelty of the material, but by the discovery of something new in the familiar and something familiar in the new;

— the book must clearly express the author’s position. (S. Ya. Marshak wrote that if the author is not an indifferent recorder of events, but a supporter of some heroes of the story and an enemy of others, this means that the book is written in real children's language);

- books should be lightweight in composition, i.e. have one storyline. An artistic image or system of images must reveal one thought, all the actions of the characters must be subordinated to the transmission of this thought. However, when selecting books, one should not give preference only to small and simple works. It must be taken into account that children’s perception capabilities are growing.

The selection principles make it possible to determine the range of children's reading, which includes:

- works of folklore (songs, nursery rhymes, proverbs, sayings, fables, shifters, fairy tales);

- works of Russian and foreign classics (A.S. Pushkin, K.D. Ushinsky, N.A. Nekrasov, L.N. Tolstoy, F.I. Tyutchev, G.H. Andersen, C. Perrault, etc.) ;

- works of modern domestic literature (V.V. Mayakovsky, S.Ya. Marshak, K.I. Chukovsky, S.V. Mikhalkov, M.M. Prishvin, E.I. Charushin, V.V. Bianki, E. Blaginina, Z. Alexandrova, etc.).

- works of different genres (stories, tales, poems, fairy tales in prose and verse, lyrical and comic poems, riddles), different subjects (children's life: games, fun, toys, pranks; events public life, people's labor; nature pictures, ecological problems);

- works of peoples of other countries.

Every year new books for children are published. Educators should monitor published literature and replenish children's reading range.

The main task of teachers is to instill in children a love of the literary word, respect for the book, and the development of the desire to communicate with it, i.e., everything that forms the foundation for raising a future “talented reader.”

References used: Z.A. Gritsenko “Children’s literature. Methods of introducing children to reading”;

ON THE. Starodubova “Theory and methodology of speech development in preschool children.”

Organization of a book corner in groups of primary preschool age

Age

As a rule, only 4-5 books are exhibited. Two or three copies of identical books may be presented.

They place publications that are already familiar to children, with bright, large illustrations.

Individual pictures pasted onto thick paper.

Small albums for viewing on topics close to this age: “Toys”, “Children’s games and activities”, “Pets”, etc.

Particular preference for books and pictures.

Book illustrations should follow the text step by step, revealing to the child in detail the artistic world of the work.

Die-cut books, toy books, etc. can be presented.

In the younger group, the teacher gives the first lessons in independent communication with a book:

Introduces the corner of the book, its structure and purpose.

It teaches you to look at books and pictures only there.

Informs the rules that must be followed:

- pick up books only with clean hands;

- leaf through carefully, do not tear,

do not spoil, do not use for games;

- after viewing, put it in place.

In the middle group, these skills are consolidated and become a habit.

Children are shown how to care for a book and are invited to observe and participate in the repair of books.

Organization of a book corner in groups of senior preschool age.

Age

Pedagogical guidance is becoming more correct, because Children are already quite independent in choosing books.

Teach independent focused communication with a book;

— Promote shared viewing and discussion. Communication between the teacher and the child is warm and trusting;

— To develop the ability to perceive a book in the unity of verbal and visual arts;

— To strengthen preschoolers’ interest in fairy tales;

— Form civic personality traits, patriotic feelings;

— Introduce children to the world of nature, its secrets and patterns.

— Introduces the world of nature, its secrets and patterns.

Looking at a recently read book gives the child the opportunity to relive what he read and deepen his initial experiences.

Repeated viewing satisfies children's need to have fun, laugh, creates an atmosphere of emotional

comfort.

“Thick” books are read for a long time.

Examination, familiarization with various objects and phenomena, work on a dictionary, grammatical structure, coherent speech.

Thematic exhibitions

Topics

The purpose of the exhibition is to deepen the literary interests of children, to make preschoolers particularly significant and relevant about this or that literary or socially significant topic.

Main topics:

1. Important events, dates:
— Flag Day

Day of the city

Defender of the Fatherland Day

Military holidays (Border Guard Day, Air Fleet Day, etc.)

Cosmonautics Day

Victory Day

National holidays “Maslenitsa”, etc.

2. Sociocultural connections:

Birthdays, anniversaries of writers, poets.

Children's Book Days (during the holidays).

Conversations with children, activities;

Selection various materials: books,

Artists' illustrations, postcards,

icons,

small sculptures, photographs,

Children's drawings

and other exhibits.

Decorating with the children.

The children are attracted to the arrangement of materials, and their skills are focused on aesthetics.

Inviting guests (children from a neighboring group, parents).

Formation of dialogical communication: the ability to ask questions, answer questions asked.

Formation of a culture of behavior (etiquette).

Visiting exhibitions in other groups.

Thematic exhibitions are planned 1 month in advance.

Junior groups - 1-2 at the end of the year (after the adaptation period).

Average group - 3-4 times a year.

Senior preschool age 5-6 or more.

The theme of the exhibition should be meaningful and relevant for children: the upcoming holiday;

anniversary of the writer, artist -

illustrator;

upcoming matinee.

particularly careful selection of books in terms of decoration and external condition. The exhibition should not be long

by time. Duration

approximately 3-4 days, because Further

interest will decline.

Consultation for educators

Children's books are written for education,

and education is a great thing,

it decides the fate of man.

Belinsky V. G.

What is a book corner?This is a special, specially designated and decorated place in the group room,

There should be a book corner in all kindergarten groups.

When decorating a corner of a book, each teacher can show individual taste and creativity - the main conditions that must be met are convenience and expediency.

The book corner should be cozy, attractive, conducive to leisurely, focused communication with the book.

The book corner plays a significant role in developing preschoolers’ interest and love for fiction.

In this corner, the child should be able to independently choose a book according to his taste and calmly examine it. The child should be able to carefully and focusedly examine the illustrations, remember the content, and return repeatedly to the episodes that excited him.

In addition, by carefully examining the illustrations, the child becomes familiar with the fine arts, learns to see and understand graphic methods of conveying literary content. The illustrated book is the first art museum where he first gets acquainted with creativitywonderful artists - I. Bilibin, Yu. Vasnetsov, V. Lebedev, V. Konashevich, E. Charushin and many others.

In addition, in the Book Corner, the teacher has the opportunity to instill skills in the culture of communication and handling of books.

How to rationally organize a book corner.

1. The corner of the book is located away from where children play, so that noisy games do not distract the child from concentrated communication with the book.

2. You need to think about the right lighting:

Natural (near the window) and electric (presence of a table lamp, wall sconce) for evening reading.

3. Exist various options book corner design:

– Shelves, open display cases where books and albums are stored;

– Specially designated tables and chairs or chairs for them.

The main thing is that the child is comfortable, that everything encourages him to have a leisurely, focused conversation with a book.

4. The selection of literature and pedagogical work must correspond to the age characteristics and needs of children.

Junior groups.

– The teacher introduces the children to the Book Corner,

– Its structure and purpose,

– Teaches you to look at books (pictures) only there,

– Informs the rules that must be followed:

take books only with clean hands,
leaf through carefully
do not tear, do not crush, do not use for games.
after looking, always put the book back, etc.

– There are only a few books on display in the book showcase (4-5), but the teacher should have additional copies of these books nearby in stock, because young children are prone to imitation, and if one of them begins to look at a book, then others will want to get exactly the same one.

– In the book corner they place publications that are well known to children, with bright illustrations of the book.

– In addition to books, in the corner of the book there may be individual pictures pasted on thick paper, and small albums for viewing on topics close to children (“Toys”, “Children’s games and activities”, “Pets”, etc.).

– Preference is given to picture books such as “Kolobok”, “Teremok” with illustrations by Yu. Vasnetsov; “Children in a Cage” by S. Marshak with drawings by E. Charushin; stories from L. Tolstoy's ABC with fig. A. Pakhomova; “Confusion”, “Fedorino’s grief” and others by K. Chukovsky from fig. V. Konashevich; “Circus”, “Mustache-striped”, “The Tale of a Stupid Mouse” by S. Marshak with fig. In Lebedev; “What is good and what is bad?”, “Horse-Fire” by V. Mayakovsky from fig. A. Pakhomova and others.

– The teacher teaches to carefully look at the pictures in the book, recognize the characters and their actions, encourages them to remember and retell individual episodes.

Middle groups.

– The basic skills of independently and carefully examining books are consolidated; these skills should become a habit.

– The teacher draws the children’s attention to the fact that books wrinkle and tear easily, shows how to care for them, and invites them to observe and participate in the repair of the book.

– While looking at the pictures in the book, the teacher draws the children’s attention not only to the characters and their actions, but also to the expressive details

– illustrations (the hero’s costume, unique furnishings, some details of the landscape, etc.).

Senior groups.

– Satisfying the diverse interests of children. Everyone should find a book according to their desire and taste.

Therefore, 10-12 different books can be placed on a book display at the same time.

How to select books in order to best take into account the different tastes and interests of children?

– 2-3 fairy-tale works to satisfy a constant interest in fairy tales.

– To develop the civic personality traits of a child, in the corner of the book there should be poems and stories that introduce children to the history of our Motherland and its life today.

– Books about natural life, animals and plants. By looking at illustrations from natural history books, a child will better understand the secrets and patterns of the natural world:

V. Bianchi “Forest Houses”, “First Hunt” from fig. E. Charushina, etc.

– The display should contain works that children are currently being introduced to in class. L. Tolstoy “Filippok” with illustrations by A. Pakhomov.

– Humorous books with pictures to satisfy the need to have fun, laugh, create a joyful atmosphere and emotional comfort in the group.

Funny books by S. Marshak, S. Mikhalkov, A. Barto, M. Zoshchenko, N. Nosov, V. Dragunsky, E. Uspensky and others (nurture the ability to feel and understand humor, the ability to see the funny in life and literature).

– In addition, in the book corner you can sometimes place interesting, well-illustrated books that children bring from home, as well as “thick” books that the teacher reads in the group for a long period of time.

How are books replaced?

How long does each book stay on display?

Are themed book exhibitions necessary?

– It is impossible to determine the exact length of stay of each individual book at the exhibition.

There are books that children are ready to leaf through and look at. for a long time, constantly discovering new interesting things in them.

Such books include the books of the artist and writer V. Suteev, K. Chukovsky “Doctor Aibolit” (prose version) with fig. V. Duvidov, zoological albums created by E. Charushin and N. Charushin, and many other publications.

Such books can and should remain in the group for a long time, giving children the joy of daily communication.

– On average, the length of time a book stays in a book corner is 2-2.5 weeks.

– In senior groups, thematic exhibitions of books are organized.

The purpose of such exhibitions is to deepen the literary interests of children, to make one or another literary or socially important topic especially significant and relevant for preschoolers. This could be an exhibition of fairy tales by A. Pushkin (with illustrations by various artists), books by L. Tolstoy, S. Marshak, etc.

Rules that are important to follow when organizing a thematic exhibition.

The theme of the exhibition must be important and relevant for children (related to the upcoming holiday, the anniversary of a writer or illustrator, the content of the planned matinee, etc.)
A special, careful selection of books is required in terms of artistic design and external condition.
The exhibition should be short in duration. No matter how important its topic is, no matter how attractive its design, it should not last more than 3-4 days, because... further, the attention and interest of preschoolers will inevitably decrease

Management.

– The teacher helps create a calm, comfortable environment in the group for independent, focused communication of children with literary works

– It is necessary to involve children in looking at and discussing books together. By encouraging students to look at a book together and talk about it, the teacher thereby develops the ability to perceive it in the unity of verbal and visual art. Draws their attention to how the main characters are depicted, etc.

Literary games contribute to the acquisition of knowledge of literature and erudition.

By gluing colored illustrations onto cardboard and cutting them into several parts (from 2 to 8), you can make a game “Collect a picture.”

This game develops the recreating imagination, makes you pronounce the episode depicted in the picture, and develops connected speech.

Illustrations pasted onto cardboard will help the child restore the sequence of the plot. Having mixed up the pictures and removed one of them, we suggest telling you which episode “disappeared”.

This game develops intelligence, reaction speed, and memory.

By cutting out images of fairy tale characters along the contour and gluing them onto fabric, you can create a “picture theater.”
You can offer children a short quiz that will help determine the most well-read among those gathered.

When showing images of fairy tale characters, you can ask the following questions:

In what fairy tales are there a hare, a wolf, a bear, and a fox?

What fairy tales begin with the words: “Once upon a time there was a grandfather and a woman”?

Which fairy tales take place in the forest?

In what fairy tales do they eat pies, pancakes, koloboks, buns and other baked goods (“Masha and the Bear”, “Little Red Riding Hood”, “Winged, Hairy and Buttery”, etc.)?

From 2 copies of “Kolobok” (or any other fairy tale) you can make games like “Dominoes” and “Loto”.

These games develop attention, the ability to behave in a team, follow the rules of the game, and the ability to lose.

Identical old books can be used in competitive games that will be interesting for older children and that will decorate children's party or a party.

To play the game, children are divided into two teams (there should be as many participants as there are pictures for the fairy tale). All participants receive a picture episode. Then, at a signal, each team must line up according to the order of action (plot) of the fairy tale. The team that does it faster and correctly wins.

The game can be complicated by adding some “extra” episodes from other works to the set of pictures from one fairy tale, mixing them up and placing them on opposite sides of the table. Each team lines up one behind the other at their “set.” At the signal, the first team member must find a picture with the first episode of a given fairy tale and, placing it on the cardboard strip under No. 1, be the last to stand in line for his team; the second searches for the 2nd episode, etc. The team that completes the task wins - it is the first to build a plot from the pictures without making mistakes.

(These can be either illustrations from old tattered books or drawings made by children or adults).

For children who can read, pictures can be replaced with words written in large beautiful font on small strips of cardboard.

“Winter quarters of animals” - ROOSTER, PIG, RRAM, GOOSE, BULL.

Older preschoolers can be offered more complex games, using images of literary characters from old books or drawn by the children themselves.

Questions: Name this hero’s friends (options: enemies, parents, contemporaries). For example, the hero is Pinocchio, his friends are Pierrot, Malvina, Artemon, other dolls, enemies are Karabas, Duremar, the fox Alice, the cat Basilio, the parents are Papa Carlo, and maybe Alexei Tolstoy, who invented this fairy tale.

What language would the hero speak if he came to life? Cinderella - in French, Thumbelina - in Danish, Carlson - in Swedish, Old Man Hotabych - in Russian, the three little pigs - in English.

In games, you can use sample text and the questions can be varied.
1. 1. An excerpt is read.
2. 2. Questions

What is the name of this work? Who is its author? What works of the writer do you know? Name fairy tales, stories, poems where the main character is a frog (bear, fox, etc.). Which literary heroes traveled by air? Which works contain ducks, geese, swans, and poultry? Name works where animals talk, etc.

Game "Finish the sentence."

An adult takes out a postcard from an envelope or box with a passage pasted on it and reads it incompletely, while the children continue from memory.

Reading children are given passages of text pasted onto small strips of cardboard. Children must find their “soul mate” among 8-10 passages laid out on a common tray.

The one who finds his “soul mate” first wins.

Literary game questions can be combined into thematic ones and quiz games can be created based on the popular TV shows “Field of Miracles”, “What? Where? When?".
Games based on the principle of playing “Cities”.

We also call literary heroes.

Option: name not from the last letter, but from the last word.

Games to improve diction, pronunciation of various sounds - tongue twisters, tongue twisters.
Games that develop memory, sense of rhythm and rhyme.

“Continue the line” or “Guess the rhyme.”

Memory games (who has the most poems) on a specific topic.

For example, poems about trees.

Option: Who will read this poem from beginning to end?

Name as many lines from this poem as possible.

Some kind of character is imagined, and you need to guess who is planned using questions that can only be answered “yes” and “no.”
Compose different words from one word.
Similarity-difference games.

2 dissimilar objects are recorded. It is proposed to explain how the named objects are similar and how they differ.

Used materials:

Material from the site: http://nsportal.ru/detskii-sad/raznoe/proekt-ugolok-knigi-v-detskom-sadu

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

In order to develop children's interest in fiction and cultivate a caring attitude towards books in each group a book corner is created. This is a calm, comfortable, aesthetically designed place where children have the opportunity to communicate with a book in an intimate setting, look at illustrations, magazines, and albums.

There are a number of requirements for the installation of a corner: convenient location - a quiet place, away from the doors to avoid walking and noise; good illumination during the day and evening, proximity to the light source (not far from the window, presence of a lamp in the evening), so that children do not damage their eyesight; aesthetic design - the book corner should be cozy, attractive, with slightly different furniture. Decoration can be a bust or portrait of a writer, or objects of folk and applied art.

In the corner there should be shelves or display cases on which books and reproductions of paintings by famous artists are displayed. It’s good to have a closet nearby to store books, albums, and materials for repairs. It can store characters and scenery for shadow theater, flannelgraph, and filmstrips. Exist different variants corner design. A periodic change of material (literature, paintings, portraits) and connection with educational work in the group is necessary.

Methodology for working in a book corner

In younger groups The book corner is not organized right away, since children do not have the skill to use a book and often use it as a toy. The book corner should be 3 – 4 books, suitable for children, but required several copies of one title, individual pictures, a thematic album. Books should have a small amount of text, with large colorful illustrations - picture books: fairy tales “Kolobok”, “Turnip”; “Toys” by A. Barto, “Fire Horse” by V. Mayakovsky, “Mustachioed and Striped” by S. Marshak, etc. A lot of material is not given, this leads to disorganization of children’s behavior. The teacher accustoms children to independently communicate with the book, looks at the illustrations with them, reads the text, talks about the rules of use (do not draw in the book, do not tear it, take it with clean hands, etc.).

In the middle group The book corner is organized from the very beginning of the year with the participation of children. On the display shelf 4–5 books, the rest are stored in the closet. In addition to books and albums Shadow theater props, filmstrips, and repair materials (paper, fabric, scissors, glue, etc.) are gradually brought in.). The requirements for books remain the same. Picture books are used less frequently. They leave the children’s favorite books from the younger group, add new fairy tales, poetic works, books about nature, funny books. In the corner of a book You can display children's drawings on the themes of works of art.

The teacher continues to teach children to look at books and illustrations, drawing their attention to the plot and sequence of events. Conversations are held about books, it is found out whether children know their contents, whether they understand the meaning of the illustrations; there are talks about literary works that are read to children at home.

Children develop stable skills in handling books carefully. For this purpose, children are involved in selecting books that need repair and putting things in order. They continue to introduce children to the basic rules (look at books only at the table, do not fold the pages, do not bend the cover, etc.). You should give instructions more often: check the order in the book corner before leaving the group, find a book that the teacher wants to read, etc. Repairing books in the younger and middle groups conducted by the teacher himself, but in the presence of children and with their help. Five-year-old children can be involved in simple gluing of bindings, in making an album with pictures, and in making character crafts for a shadow theater.

In senior and preparatory school groups The content of the book corner becomes more versatile due to genre and thematic diversity. The number of books on display is increasing until 8–10, but children should have more books at their disposal. Children can use the library independently. Taking into account the changes that have occurred in the literary development of children, the list of fiction is being expanded to include different authors, different topics and different genres, as well as children’s magazines. The list includes Russians folk tales and fairy tales of the peoples of the world, literary fairy tales of Russian and foreign authors, works of Russian classics and modern writers. Thematically, there should be works about nature, scientific-educational, humorous, etc., of different formats, with and without illustrations.

Books for display are selected taking into account the interests of children, their knowledge about the work of a particular writer, anniversaries, seasons, and educational goals. There are no specific deadlines for changing the material; it depends primarily on the interest of the children and is determined by the teacher.

In addition to reading and telling the teacher, in relation to For older children, these forms of work are used, such as conversations about books, organizing book exhibitions, conversations about writers and artists, literary matinees.

Contents conversations about the book there may be a conversation about its appearance (cover with the title, name of the author and artist; sheets and pages, their numbering; beginning and end); books are written by writers and poets; they are printed in a printing house; fairy tales, riddles, stories, and poems are printed in them. You need to tell the children that books are designed by different artists, consider several books. At the end of the conversation, you can ask what rules for using the book the children know. The conversation ends emotionally: by reading a funny story or poetry. A continuation of this conversation could be a story about how books are made.

May be interesting conversation about writers. In the process, it becomes clear what people who write stories and poems are called; what writers and poets children know and what books they wrote, what they tell about. You can review their favorite books with your children. Exhibitions of children's books are associated with the writer's anniversary, with "book week", with a literary matinee. Children and individual parents take part in their preparation. The selection of books must be strict (artistic design, different editions of the same book, appearance etc.). The exhibition can last no more than three days, as children’s interest in it quickly wanes.

Work is being done with older preschoolers to get acquainted with artists - children's book illustrators. The teacher, telling a fairy tale or reading a story, connects the text with the illustration and names the artist. During conversations, he introduces children to some interesting and accessible facts of his biography, creativity, and style of performance. Illustrations by different artists for one work are compared. Quizzes and exhibitions are held.