Card index of games, tasks and exercises in the book corner for senior preschool age

"Book corner in kindergarten"

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 the work of wonderful 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 (table lamp, wall sconce) for evening reading.

3. There are various options for designing a book corner:

– 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:

1. take books only with clean hands,
2. leaf through carefully
3. do not tear, do not crush, do not use for games.
4. 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 Lebedeva; “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, encourages you 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 traits of a child’s personality, in the corner of the book there should be poems and stories that introduce children to the history of our Motherland, to its life today.

– Books about natural life, animals and plants. By looking at illustrations of 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 to older children and that will decorate a children's holiday or 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 hut 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, his 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. The passage is read.
• 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.”

Option “Think for the author.”

• 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.”
• Make 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: https://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.

Guidelines for maintaining a book corner in a preschool institution

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 enable a child 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.

Main goals

book corner are:

• development of children's cognitive and creative abilities through children's fiction;
• the use of innovative educational programs, methods and technologies for the education and development of children in accordance with their psychophysiological characteristics;
• creating psychologically comfortable conditions in accordance with the age and individual characteristics of children in the group;
• ensuring productive interaction with parents in solving the problems of raising and developing children

In the book corners of those group rooms where there are young children, there should be as many toy books as possible. The older the children, the more serious and voluminous the books are located in the book corner. The number of books should not be regulated. It depends on the tasks that the teacher sets in working with children during the day or week. If a teacher introduces children to the work of one author and has at his disposal 2-3 books by a writer or poet, he should display them and not chase the 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.

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, one where a work illustrated by different artists is published. Older children will not only enjoy looking at the masterpieces of book art, 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 the heroes and characters of the work.

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

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

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

Things to remember:

1. A book corner in a preschool institution is not only a necessary element of the subject environment. This is a form of disseminating information about books, their authors and illustrators, helping children get used to the image of a book, arousing interest in it, a desire to look at and read it.
2. A thoughtful, regular exchange of books in the book corner should not be an obligation, but a rule for the teacher.

Principles for selecting literary works for children

Fiction

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

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

• Literature must meet the tasks of educating (mental, aesthetic, moral) children, otherwise it loses its pedagogical value. The book is intended to reveal to preschoolers in concrete images the ideals of goodness, justice, courage, and to form the correct attitude towards people, oneself, and one’s actions;
• it is necessary to take into account the age characteristics of children. Age specificity should be expressed in taking into account the characteristics of the child’s psyche, concrete thinking, impressionability, vulnerability;
• the book should be entertaining. Entertaining is determined not by the topic, not by the novelty of the material, but by the discovery of something new in the familiar and something familiar in the new;
• The book must clearly express the author's position. (S. Ya. Marshak wrote that if the author is not an indifferent recorder of events, but a supporter of some heroes of the story and an enemy of others, this means that the book is written in real children's language);
• books should be lightweight in composition, 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 of social life, people's work; pictures of nature, environmental problems );
• works of peoples of other countries.

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

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

Organization of a book corner in groups of primary preschool age

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

The content is determined by changes in the literary development of children that occur by the age of 5. The book becomes an important part of the spiritual life of children; they develop literary preferences and expressed individual preferences.

The principle of the organization is to satisfy the diverse interests of children.

MAGAZINE Preschooler.RF

Authors:

• Ivanova E.V.
• Nikitina E.V.

Teachers of the 2nd junior group No. 2 MBDOU No. 50

The book is the greatest achievement of culture, a powerful means of education. A small child believes the writer's word. Listening to a work of art; he lives the life of heroes, sympathizes with good, condemns evil, he develops a certain attitude towards the phenomena of life around him, towards the actions of people.

At a young age, the priority line of children’s speech development is the development of initiative speech; the correct organization of the child’s communication with the people around him is of great importance. Speech becomes a means of communication and develops communication abilities. Cognitive activity is activated, questions arise, and understanding is born. And, precisely at this age, the child needs help to convey the content of what he heard.

An important source for the development of communication skills and speech creativity is fiction and folklore works. One of the significant centers of speech activity in the group is the book corner.

A book corner is a necessary element of a subject-specific development environment in a group room of a preschool institution. Each teacher can show individual taste and creativity in decorating a corner of a book.

In junior group No. 2, it is located so that any child can reach out with his hand and take the book he likes without outside help, exactly when he himself wants to do it.

In the corner of the young reader there are placed not only works of art, but also additional material: individual pictures, educational games, albums for viewing (topics: “Winter” , “Winter fun” , “Trees” , etc.), characters and decorations for theatrical games, toys - heroes of read works, masks, costumes of fairy tale heroes, material for repairing books ( "book hospital" ).

In the new school year, we are introducing children to fairy tales and their characters with the help of a lapbook, “Russian Folk Tales ,” made together with the children.

A laptop, or as it is also called, an interactive folder, is a folding book with pockets, doors, windows, tabs and movable parts that a child can take out and rearrange at his own discretion. This is an excellent way to consolidate knowledge of Russian folk tales: “Teremok” , “Three Bears” , “Geese-Swans” , etc., comprehend the contents of the book, conduct research work, during which the child participates in searching, analyzing and sorting information.

“Do it yourself book” campaign was held . Now in our book corner the children proudly look at the books in the creation of which they took part, helping their parents.

The purposeful work of educators and parents has already shown results: children have developed an interest in books, a desire to constantly communicate with them, and a desire to get acquainted with new works. Children strive to share with others their impressions of what they read, talk about their experiences, and retell the story they liked. Constant communication with books actively develops children's creative abilities.

Features of organizing a book corner in general developmental groups of preschool educational institutions

Municipal autonomous preschool educational institution kindergarten No. 50, Novourainskoe village

Consultation for educators “Features of organizing a book corner in general developmental groups of preschool educational institutions”

Educator of MADOOU d/s No. 50

Stoerosova K.V.

2017

In order to develop children's interest in fiction and cultivate a caring attitude towards books, a book corner is created in each group. 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 may be shelves or display cases on which books, reproductions of paintings by famous artists, individual pictures, small albums for viewing on topics close to children of this age are displayed: “Toys,” Children’s games and activities,” “Pets,” etc.

It’s good to have a closet nearby to store books, albums, and materials for repairs. It can store characters and scenery for shadow theater, flannelgraph, and filmstrips. There are different options for designing a corner.

A periodic change of material (literature, paintings, portraits) and connection with educational work in the group is necessary. For example, in a book corner you can prepare children for a conversation about the city: look at illustrations, photographs, make an album.

In younger groups, a book corner is not immediately organized, since children do not have the skill to use a book, and often they use it as a toy.

In the book corner I place 3-4 books suitable for children, but always several copies of the same 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 - Striped” by S. Marshak, etc. A lot of material is not given, this leads to disorganization of children’s behavior, accustoming them to independent communication with the book.

In the middle group, I organize a book corner from the very beginning of the year with the participation of children. There are 4-5 books on the display shelf, the rest are stored in the closet. In addition to books and albums, I am gradually introducing shadow theater props, presentations, and repair materials (paper, fabric, scissors, glue, etc.). The requirements for books remain the same. In the corner of the book I periodically display children's drawings on the themes of works of art.

I continue to teach children to look at books and illustrations, drawing their attention to the plot and sequence of events. I conduct conversations about books, find out whether children know their contents, whether they understand the meaning of the illustrations; I talk about literary works that are read to children at home. Children develop stable skills in handling books carefully. To this end, I involve children in selecting books that need repair and putting them in order. I 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.). More often I give instructions: to check the order in the book corner before leaving the group, to find a book that the teacher wants to read, etc. I carry out book repairs in the junior and middle groups myself, but in the presence of the 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 the senior and preparatory school groups, the content of the book corner becomes more versatile due to genre and thematic diversity. I increase the number of books on the display case to 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, I am expanding the list of fiction to include different authors, different topics and different genres, as well as children’s magazines. The list includes Russian folk tales and tales of the peoples of the world, literary tales of Russian and foreign authors, works of Russian classics and modern writers. Thematically, there should be works about nature, scientific-educational, humorous, etc., of different formats, with and without illustrations. In addition, in the corner I 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 time.

I choose books for the display taking into account the children’s interests, 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 me.

In addition to the teacher’s reading and storytelling, with older children I use such forms of work as conversations about books and writers, organizing book exhibitions, and literary matinees.

The content of a conversation about a book can 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.

A problematic question is appropriate: “Why do they say that a book is a man’s friend?” 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.

A conversation about writers can be interesting. 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. At the end of the conversation, you can agree on organizing an exhibition of books by one writer or several favorite writers.

I associate children’s book exhibitions with the writer’s anniversary, with Book Week, and with a literary matinee. "Our favorite books and paintings." Children and individual parents take part in its preparation. The selection of books must be strict (art design, different editions of the same book, appearance, etc.).

Rules for organizing the exhibition:

the topic should be 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 necessary in terms of artistic design and external condition;

the exhibition should be short-lived - 3-4 days, since then the attention and interest of preschoolers will inevitably decrease.

In the older group, special time should be allocated to tell children about the lives of writers and their books. The purpose of such stories is to arouse children’s interest in the personality of a particular writer, a desire to become more familiar with his work, and to improve the child’s reading culture.

The teacher’s story must meet the following requirements:

facts from the writer’s life must be accurate and scientific;

the presentation should be imaginative and interesting;

the story should be accessible to a preschooler; dates should not be given (the chronology is not clear to children); You can use paraphrases, for example:

It was a very long time ago, when not only your mothers and fathers were not there, but even your grandparents, or, it was so long ago that not only there was no electricity and televisions, but even trains did not run yet.

the story should be close to children's interests, that is, tell about the writer's childhood. But to dwell only on the writer’s childhood and youth means not to create a complete picture in the child’s mind;

the story must be equipped with rich visual material;

The story must necessarily include questions for children that reveal the children’s knowledge about the writer’s works, experience in visiting memorable places, museums, and watching filmstrips;

It is especially important that the story conveys the teacher’s personal attitude to the writer’s work.

I work with older preschoolers to introduce them to artists and children’s book illustrators. As a result, children develop artistic taste, broaden their horizons, deepen their perception of a literary work, and develop creative abilities. When telling a fairy tale or reading a story, I connect the text with the illustration and name the artist. During conversations, I introduce the children to some interesting and accessible facts from his biography, his creativity, and his style of performance. I am comparing illustrations by different artists for one work. I conduct quizzes and exhibitions.

In their work on getting acquainted with the works of children's book artists (Yu. S. Vasnetsov, Yu. D. Korovin, V. V. Lebedev, A. F. Pakhomov and others), teachers will be helped by the work experience of educators, which is described in the book by G. N. Doronova “For preschoolers about children’s book artists” (M., 1991).

The kindergarten should inform parents about what works are included in the reading range of children of each age group. Information can be presented in the parents' corner in the form of lists of literary works, indicating what will be read in class and what is recommended for home reading.

In the corner for parents, I place advice and suggestions on how to organize a child’s reading at home, under the following headings, for example: “Fairy tales in a child’s life”, “How and when to tell fairy tales”, “What and how to talk about” with children after reading a book”, “Your child’s personal library”, etc. A permanent section “New Children's Literature” with information about new books and a brief annotation to them can also be presented here.

Memo “Rules for working in the Book Corner”

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The child can take books whenever he wants to do so.

When changing books in the book corner, you need to point this out to the children, give them the opportunity to look at the new books, and ask the children what attracts their attention.

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The book is returned by the child after paying respects to the place where they stood.

When looking at and reading books, do not fold the pages, but use a bookmark.

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Handle books with clean, dry hands.