Reading corner in kindergarten design. Make the book corner the pride of your group! Card index of tasks, exercises and games in the book corner

Knizhkin House The presentation was prepared by teacher Sigaeva E.V.

So that books live together They need to build a house!

Book corner

Children's books are written for education,

And education is a great thing,

it decides a person's fate

Belinsky V.G.

What is a book corner? This is a special special place in group room. In the design of the corner, each teacher shows 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.

development of children's cognitive and creative abilities through children's fiction;
satisfying the diverse literary interests of children. ;
developing interest in preschoolers fiction;
creation psychologically comfortable conditions according to age and individual characteristics children in a group;

develop the ability to listen to new fairy tales, stories, poems, follow the development of action, empathize with the heroes of the work;
cultivate a caring attitude towards books.

Rules of conduct in the book corner

In junior preschool age the teacher introduces the children to the corner of the book, its structure and purpose; teaches you to look at books in a specially designated place; tells you the rules to follow:

Take a book only clean hands.
Flip carefully
Do not tear, crush, or use for games.
After looking at it, always put the book back in its place.

So that the books don’t crowd together,

They didn’t tear and didn’t get dirty,

They were put on shelves,

And they divided it by topic.

“I want to know everything”
"Object pictures"
"Children's works"

Target: Introduce your child to reading fiction while getting to know fairy tales. Cultivate a love for folklore - a love for fairy tales.

Target : learn information from different areas of life, teach to reason logically, fantasize and enjoy the process of learning.

Children's encyclopedias, books about the animal world.
works of folklore (songs, nursery rhymes, proverbs, sayings, fables, riddles). Portraits of children's writers

The book is the best friend

Opens a window to the world,

Everyone around knows this

You don't lose a friend like that.

There are books here about guys,

About puppies and piglets,

About the fox, about the bunny

And a fluffy kitten.

And about the greedy boy,

A clumsy forest bear.

To date widespread received such a type of children's literature as talking book. Children's interactive books truly feature a new approach to learning. Another important advantage of children's interactive books is that kids love them. Not only editorial staff, but also psychologists work on their creation. Bright pictures, interesting thematic selection, simple sentences, the cheerful sounds of the books captivate the young reader.

Teacher's work with children in the book corner

-Teaches independent focused communication with a book;
- Promotes shared viewing and discussion. Communication between the teacher and the child is warm and trusting;
- Forms the ability to perceive a book in the unity of verbal and visual arts;

Like this wonderful house We created it for children. We will continue to develop We are still full of ideas!!!

Thank you for attention!

Memo for teachers " BOOK CORNER IN THE YOUNGER GROUP OF DOW"

The basic principle of organizing a book corner isRequiredand connection with the topic of educational work in the group.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.On average, the shelf life of a book in a book corner is 2-2.5 weeks. However, it is necessary to observe the basicrule: the book remains in the corner as long as the children remain interested in 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.

Aesthetic design – the book corner should be cozy, attractive, with slightly different furniture. Decoration can be objects of folk arts and crafts. On the wall you can hang reproductions of miniature paintings illustrating nursery rhymes, songs, and fairy tales.

In the corner there should be shelves or display cases on which books and reproductions of paintings by famous illustrators are displayed. It’s good to have a closet nearby for storing books, albums, and material for repairing books. You can store characters and scenery for a shadow theater and flannelgraph in it. Each teacher can show individual taste and creativity in decorating a corner of a book. But the main condition is convenience and expediency; the corner of the book should be cozy, attractive, disposing the child to leisurely, concentrated communication with the book, selection of literature and pedagogical work, organized in the corner of the book, must correspond age characteristics and the needs of children.

What should be in a junior group's book corner?

The book corner should have 3-4 books suitable for children, but be sure to have several copies of the same title. As a rule, publications already familiar to children are placed in the corner of the book; in addition to books, there may be individual pictures pasted on thick paper.

Books should have a small amount of text, with large colorful illustrations.

Books on a dense basis based on familiar fairy tales, nursery rhymes (no more than 5 sheets)

Books with dynamic elements (moving eyes, opening and closing windows, etc.)

Books different formats: half books (half album sheet), books - quarters, books - little ones

Panoramic books (with folding decorations and moving figures)

Folding books, including those made by yourself

Subject pictures depicting objects of the immediate environment (pieces of furniture, clothing, dishes, animals), story pictures with the simplest plots (can be in the form of a card index)

Thematic albums for viewing on topics close to children (“Toys”, “Fairy Tales”, “Pets”, etc.)

Speech games “Name it in one word”, “Who is screaming?”, “Name the baby animal”, 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, do not crush it, do not use it for games; after looking at it, always put the book back, etc. .).

Memo for educators “BOOK CORNER IN A SECONDARY GROUP OF A DOWER GROUP”

Significant role in developing preschoolers’ interest in fiction and education careful attitude The corner of the book plays with the book. This is a special, calm, comfortable, aesthetically designed, specially designated place where a child can independently, according to his taste, choose a book and calmly examine and “re-read” it. It's intimate here, personal communication child with a work of art - a book and illustrations, here he can look at magazines and albums.

satisfying the diverse literary interests of children.Requiredperiodic change of material (literature, paintings, portraits)and connection with the topic of educational work in the group. The length of time a book stays in a corner is determined by the children’s interest in this book. On average, the period of her stay in it is 2-2.5 weeks. If you have lost interest in a book, you can remove it from the shelf without waiting for the scheduled date.

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 time, proximity to a light source (near the window, the presence of a lamp in the evening) so that children do not spoil their eyesight;

Aesthetic design – the book corner should be cozy, attractive, with slightly different furniture. Decoration can be objects of folk arts and crafts. You can hang reproductions of miniature paintings on the wall.

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. You can store characters and scenery for a shadow theater and flannelgraph in it.

Conditions of registration corner - convenience and expediency, in addition, the book corner should be cozy, attractive, conducive to leisurely, concentrated communication with the book, the selection of literature should correspond to the age characteristics and needs of children.

What should be in a middle school book corner?

In the book corner it is necessary to place familiar fairy tales, stories about nature, animals, etc. (4-6 books, the rest are in the closet).

Books with the same work, but illustrated by different artists (fairy tale “Turnip” illustrated by artists Yu. Vasnetsov and V. Dekhterev);

Thematic albums: " Russian army”, “Adult Labor”, “Flowers”, “Seasons”, etc.;

Postcards, illustrations for viewing by content. works;

Subject pictures depicting objects of the immediate environment, subject pictures (can be arranged in the form of a card index)

Portraits of writers: S. Marshak, V. Mayakovsky, A. Pushkin;

Thematic exhibitions of books: “Fairy Tales”, “Seasons”, “Tales of the Friendship of Animals”, “Poems by A. Barto”, etc. (once a quarter);

Speech games: “Guess the fairy tale”, “Guess the hero of the fairy tale”, “What comes first, what comes next”, etc.

Book repair material

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

Continue to introduce children to elementary rules(look at books only at the table, do not fold the pages, do not bend the cover, etc.).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 tabletop theater.

Memo for educators “BOOK CORNER IN SENIOR AND PREPARATORY SCHOOL GROUP OF DOW”

The corner of the book plays a significant role in developing preschoolers’ interest in fiction and instilling a caring attitude toward books. This is a special, calm, comfortable, aesthetically designed, specially designated place where a child can independently, according to his taste, choose a book and calmly examine and “re-read” it. Here the child has intimate, personal communication with a work of art - a book and illustrations; here he can look at magazines and albums.

The basic principle of organizing a book corner issatisfying the diverse literary interests of children.Requiredperiodic change of material (literature, paintings, portraits)and connection with the children's topic of the week.

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 (near the window, presence of a lamp in the evening) so that children do not damage their eyesight

Aesthetic design - the corner of the book should be cozy and attractive. Decoration can be objects of folk arts and crafts. On the wall or stand you can hang (place) reproductions of paintings, portraits of writers, illustrators

Convenience and expediency

Compliance with the age characteristics and needs of children

Contents of the book cornerseniors and preparatory groups kindergarten and pedagogical work in them is determined by changes in literary development children: for older preschoolers, reading becomes important part spiritual life, he develops literary passions and expressed individual interests.

What should be in a book corner?

The content of the book corner becomes more versatile due to genre and thematic diversity. Number of books on the book displaycan be increased to 8-10 and 10-12 different books:

taking into account the special, constant, predominant interest of all preschool children in fairy tales, they must be placed in a corner of the book2-3 fairy tales;

there should always be books in the cornerpoems, stories aimed at developing civil personality traits of a childA , introducing him to the history of our homeland, to its life today;

books reflecting the theme of the week;

2-3 books about natural life, animals, plants. Looking at illustrations of natural history books, a child

works of art with which given time children are introduced to classes (looking at a book gives the child the opportunity to relive what they read and deepen their initial ideas);

humorous magazines and books (S. Marshak, S. Mikhalkov, N. Nosov, V. Dragunsky, E. Uspensky). Communication with these works develops necessary for a person ability - to feel and understand humor, the ability to see the funny in life and literature;

encyclopedias, collections of popular science magazines

interesting, well-illustrated books that children bring from home, as well as"thick" books

books - homemade books consisting of stories and drawings of children written down by adults

thematic albums (“Seasons”, “Professions of Adults”, etc.

thematic exhibitions ( “Different Animals” by N. Charushin, “Our Children” by A. Pakhomov,“Tales of A.S. Pushkin”, “Children in the poems of A. Barto”, “Baby’s books”, “Seasons in poetry”,associated with the writer’s anniversary, with “book week”, with a literary matineeetc.); the 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.

speech games

sets of subject and plot pictures

The length of time a book stays in a corner is determined by the children’s interest in this book. On average, the period of her stay in it is 2-2.5 weeks. If you have lost interest in a book, you can remove it from the shelf without waiting for the scheduled date.

For children 5-7 years oldcan be arrangeddutyin the corners of the book, they issue books, are responsible for them, receive books. 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 addition to reading and storytelling by the teacher, in relation to older children, such forms of work asconversations about books, organization of book exhibitions, conversations about writers and artists, literary matinees.

Contentsa conversation about a book can be a conversation about it appearance(cover with title, name of 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.

Appropriate problematic issue: “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: with reading funny story or poetry. A continuation of this conversation could be a story about how books are made.

May be interestingconversation about writersAndtheir books.The goal 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:

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

Ø the presentation should be imaginative and interesting;

Ø 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:

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

Ø the story must be equipped with rich visual material;

Ø it is necessary to include questions for children in the story, revealing the children’s knowledge about the writer’s works, their experience of visiting memorable places, museums, watching filmstrips;

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

During the conversation, 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.

Work is carried out with older preschoolersby meeting 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 creativity. 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.

Before we look at what principles in kindergarten You should organize a corner of the book; we note that it is precisely at preschool age that children begin to acquire their first experience of reading.

Every preschooler has high potential for development. This also applies to his reading skills.

Thanks to a good children's library, these skills can be revealed and implemented.

Children begin to feel the need to use the library when the existing books at home have already been read, but the desire to read new books still remains.

Literature allows a person to develop a love for words. Therefore, it is necessary to introduce book reading into childhood experience when he develops speech.

Those images that children emphasized in books they will carry in their memory all their lives.

It is during the preschool period that future readers need to be educated. Preschoolers perceive what they read as reality. Therefore, they are very scared when they read the corresponding stories.

Children also perceive what they read very emotionally.

When a child listens to a fairy tale being read, he clearly shows his emotions. He can cry, laugh, be indignant and sympathize with the heroes. This is good - this is how the child becomes an empathetic person.

On the other hand, very strong emotions often interfere with a sober assessment of what you read. Therefore, you need to monitor not only the emotional perception of literary works, but also the rationality of thinking when reading. Children are also very eager to imitate others.

Therefore, they prefer those books that their peers and teachers like. This is not always correct; it is better to teach the child to develop independence in matters of choosing literature.

The characteristics of preschool children described above are negative traits The future reader has personalities that need to be worked on. A positive features definitely needs to be developed. Let's look at four groups of common stereotypes.

Stereotypes of the future reader

Attitude to the reading process itself

The first group consists of attitudinal stereotypes towards the reading process itself. Children may perceive reading as an unpleasant chore, or they may enjoy it, or perceive reading as entertainment. All of these stereotypes are considered negative.

It is necessary to help children develop positive stereotypes: children need to treat reading as a serious activity that requires mental work.

Children should understand that reading is very useful and enriches their spirituality, making it possible to better satisfy the need for knowledge.

Reader preferences

The second group of stereotypes is reading preferences. For example, a preschooler may love fairy tales, but not understand poetry. There are also children who are ready to read all books indiscriminately, including adults.

There are readers who choose only those books that their peers liked. Positive stereotypes of this group - the reader chooses only those books that he considers useful.

Perception of the book

The third group of stereotypes is the perception of the book. Often preschoolers begin to compare themselves with the hero of the book and perceive the plot of the book as reality. This is bad because it prevents an objective analysis of the plot.

In the future, at school, children are required to describe the author’s intention and methods for revealing it, and such children will not be able to do this. Also, such a stereotype deprives a child of the opportunity to critically evaluate the plot of a book.

If it becomes noticeable that the child perceives the plots of books in this way, then this requires correction. It is important that the reader perceives himself as an interlocutor with the author of the book.

The reader can also play the role of a critic who thoughtfully approaches the reading process and tries to enrich the disclosure of the author’s intention with his own findings.

We need to teach preschoolers not to transform themselves into book heroes, but to try on what they read and compare themselves with the heroes.

Evaluative stereotypes of books

And the last group of stereotypes are evaluative stereotypes of books. Often children cannot appreciate what they have read at all. Other children cannot evaluate the book critically. Therefore, we need to help children think critically and be creative individuals.

It is necessary to determine the range of children's reading. It depends on the age of the reader, what his preferences are, what he knows about the adult world, what books are available in the family library and in the public library.

Book selection

According to L.N. Tolstoy, you need to choose books based on their artistry and children’s interest in them.

Usually the first round of books for children includes publications with folk art, especially with fairy tales. But it is important not only to introduce children to Russian fairy tales, but also to other peoples close to Russia, and even to world-famous works.

The second circle of books for children usually consists of Russian classic works that were written specifically for preschoolers, or those that were transferred over time from books for adults to books for children.

For example, these could be works of famous Russian classics, such as Pushkin A.S. , Chekhov A., Tyutchev F., L. Tolstoy and others.

According to many authors. It's important to include classic works in the books you read with your children. This allows children to experience new thoughts and feelings, experience new moods, and try out new ideas.

Over time, children will begin to develop affection for certain authors. And this can only be achieved through regular reading.

The third circle of books for preschoolers are others famous works written specifically for children.

Numerous works by S. Marshak, K. Chukovsky, A. Barto and other remarkable authors are known in this direction.

When raising a grateful reader in a child, you need to help him improve his reading comprehension. It is important that he be able to comprehend the works of literature he has listened to and enrich his sensory experience.

Reading characteristics in children

Typically, preschoolers have the following characteristic features:

children are very interested in the content of a literary work, they like to make various connections;
children learn to perceive readable work, its form and content;
children are interested in paying attention to expressive language means;
they perceive the heroes of books as characters that are very close and understandable to them;
they show sincere sympathy for the characters in the books and truly care about them;
they can perceive the hidden motives of the characters in the book;
At this age, children already experience quite deep feelings when reading a book, they can express them in different ways. Some children laugh loudly, others just smile. Someone begins to look at their comrades. Others, on the contrary, slow down their external activity and sit motionless, listening to the reading;
Children can already quite consciously carry out a basic analysis of a book they have read.

In order to raise a future literate reader from a child, you need to select literary works correctly.

For this you can use pedagogical principles, which were developed by many domestic teachers.

The main principle of choosing books

One of the main principles is the recommendation to select books that meet the objectives of education. And here we're talking about and about education intellectual abilities the child, his aesthetic perception, his moral culture.

Only if this condition is met will reading a book with a child have a certain pedagogical value.

The book should show the preschooler the ideals of justice and goodness through specific images.

A child must know how courage is demonstrated. He learns to treat other people and himself correctly. He learns to correctly evaluate his own actions. In this case, it is necessary to take into account the characteristics of children in preschool age.

S.Ya. Marshak wrote that age characteristics are taken into account not by simplifying the plot of the book and coddling with the baby.

Need to take into account mental characteristics a preschooler, his degree of concrete thinking, his level of impressionability, his vulnerability.

The book should give the child great pleasure and benefit his development.

A book should be entertaining not because of the topic or because of something new for the child.

An entertaining work is one that allows you to discover something new in what is already familiar, and something familiar in what is still new. It is important that the composition of the book is lightweight and has only one plot line.

All artistic images books should open one main idea. It is important that the actions of all characters convey this idea. But you don’t have to choose only small books.

It must be taken into account that the child’s capabilities are gradually growing, and gradually he can perceive more and more voluminous works.

According to the works of A.S. Makarenko. it is important that art books they seemed to be growing, that is, they were slightly ahead of the mental capabilities of a preschooler.

When choosing books to read, you can focus on the following types of works: folklore works(various songs, proverbs, fairy tales, sayings).

It is important that the child can get acquainted with books representing different genres of literary art. It should be not only prose, but also poetry, not only fairy tales, but also stories, not only serious works, but also funny and humorous ones.

Also, the topics of the books should be varied: these could be children's themes, fairy tales about animals, descriptions of events from adult life, descriptions of the beauty of nature, various environmental difficulties and much more.

It is very important that the child is familiar with a wide variety of literary trends.

Book corner or book in a baby's life

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

A book in a child’s life performs cognitive, educational, and developmental functions and teaches him the first lessons of mental, moral, and aesthetic education.

In all age groups preschool a book corner should be equipped - a specially allocated and decorated place where a child can choose a book independently or with an adult.

A meeting with a familiar work and favorite characters deepens the child’s penetration into the author’s intention, helps him clarify the images that arose while listening, and once again empathize with the heroes of events and adventures.

A child comes to the corner of a book to communicate with a work of art; a complex of educational problems is solved through the means of fiction.

Requirements for the design of a book corner

its location, if possible, away from places where children play, since noisy games can distract the child from concentrated communication with the book;
ensuring proper lighting: natural (near the window) and artificial for the evening;
expediency and convenience, predisposing the child to leisurely, concentrated communication with a book;
aesthetics and functionality of purpose;
taking into account age and individual capabilities child.

It is important that every child can have the opportunity to choose books of interest, and that viewing a book encourages him to communicate with peers and adults.

Selection of literary works

One of important issues When designing a corner of a book, it is important to take into account the principles of selecting literary works for preschoolers:

accessibility;
artistry;
diversity;
gradual complication;
taking into account national and cultural characteristics works;
taking into account the reading preferences of preschoolers;
plot entertaining;
simplicity and clarity of composition;
the proximity of the content to the child’s experience.

Teachers select literary works based on various reasons:

genre (riddle, nursery rhyme, chant, teaser, proverb, saying, fable, story, poem, author's tale in verse, fable, etc.);
formal features (free verse, figured verse, poems with pronounced rhyme);
topics (about children, animals, phenomena of the surrounding reality, landscape lyrics etc.);
mood and character (humorous, entertaining, narrative, etc.).

This will allow children to develop a breadth of reading interests, selectivity, and individual literary preferences.

The principle of organizing a book corner

The main principle by which the book corner is organized is to satisfy the diverse literary interests of children. From this principle it follows that it is impossible to determine exact time located in the corner of each individual book.

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

Books of this kind can and should remain in a corner for a long time, giving children the joy of daily communication.

For others, interest is lost quite quickly, and, observing a persistent indifferent attitude, the teacher can remove the book from the shelf without waiting for the scheduled date. On average, the length of stay of a book in a book corner is 2 – 2.5 weeks.

Book corner - content content in different groups

Junior groups

In younger groups, the teacher forms in children the first experience of independent communication with a book: he introduces them to the corner of the book, its structure and purpose, and teaches them to look at books and pictures only there.

Informs the rules that must be followed when entering a corner of a book (take books with clean hands, leaf through carefully, do not tear, crush, do not use for games; after looking, always put the book back, etc.).

As a rule, a few books are displayed in the book corner (4 - 5), but the teacher should have additional copies of the same books in stock, since young children are very prone to imitation, and if one of them begins to look at the book , then others have a desire to get exactly the same.

By repeatedly returning to a book he likes, individually and deeply communicating with it, the child not only becomes more deeply aware of its content, but also experiences the great creative joy that an encounter with art brings.

As a rule, publications already familiar to children with bright, large illustrations are placed in the corner of the book.

In addition to books, there may be individual pictures pasted on thick paper and small albums for viewing on topics close to children of this age (“Toys”, “Pets”, thematic exhibitions: “Tales of Korney Chukovsky”, “Autumn Poetry”, etc. .).

Looking at albums with object pictures is interesting and important for children learning about the object world at this age.

For preschoolers younger age To fully comprehend the work, you need to clearly see every detail, every plot twist.

Book corner decoration

Therefore, when designing a book corner for children of this age special preference is given to picture books, such as “Kolobok”, “Teremok” with illustrations by Yu.A. Vasnetsova; “Children in a Cage” by S.Ya. Marshak with drawings by E.I. Charushina; stories from L.N. Tolstoy's "ABC" with drawings by A.F. Pakhomova.

The illustrations of these books follow the text step by step, revealing to the child in detail art world works, helping to enter this world, to be an accomplice in all the events and adventures that happen to the heroes.

An illustrated book is also the first art museum where a child directly enters and where he first becomes acquainted with the work of wonderful artists - I.Ya. Bilibina, Yu.A. Vasnetsova, V.V. Lebedeva, V.M. Konashevich, E.I. Charushin and others.

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

Later, he will draw the children’s attention not only to the heroes and their actions, but also to the expressive details of the illustrations (the hero’s costume, unique furnishings, some details of the landscape, etc.).

Middle groups

IN middle group the basic skills of independently and carefully examining books are consolidated and become a habit.

The teacher draws the children's attention to the fact that books wrinkle and tear easily, shows how to care for them, and organizes the repair of books.

Senior groups

For an older preschooler, a book becomes an important part of spiritual life; he develops literary preferences and expressed individual interests.

Some children prefer works about animals to all other books, others love fairy tales, some are interested in the primer and alphabet, and many boys spend a long time looking at books about adventures.

Taking into account the special, constant, predominant interest of all preschoolers in fairy tales, it is necessary to place 2 - 3 fairy-tale works in a corner of the book.

The influence of literature on a child

Children's literature plays huge role in the formation of civil personality traits of a child.

Therefore, in the corner of the book there should always be poems and stories that ensure that children are familiar with the history of our homeland and its life today.

A preschool child is attracted by nature, its beauty, the hidden mystery of living things, and in the corner of the book you should always place 2 - 3 books about the life of nature, about animals, plants.

Looking at illustrations of natural history books, a child naturally enters into the natural world and better understands its secrets and patterns.

In the book corner certain period There should be editions of works or illustrations, the content of which coincides with the themes of classes and games.

Examining them gives the child the opportunity to deepen his initial ideas and examine them more carefully.

Children especially enjoy looking at funny pictures V humorous books. Meeting with them satisfies a child’s need to have fun, laugh, and creates a joyful atmosphere in the group. calm atmosphere, emotional comfort.

Funny books by S.Ya. Marshak, S.V. Mikhalkova, A.L. Barto, M.M. Zoshchenko, N.N. Nosova, V.Yu. Dragunsky, E.N. Uspensky and many other writers with illustrations from our best artists must be in the corner of the book.

Communication with them not only brings joy to children, but is also useful for them, as it develops the ability necessary for a person - the ability to feel and understand humor, the ability to see the funny in life and literature.

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

In addition to books, the book corner may contain a variety of albums for viewing and children's magazines.

There may also be albums created by artists on certain topics; baby books, compiled by children together with the teacher or with their parents from individual postcards and drawings about their family, nature in different times year, adult labor and other topics.

Teachers of older groups arrange thematic exhibitions of books in the book corner.

The purpose of such exhibitions is to deepen the literary interests of children, to make one or another literary or socially important topic especially significant and relevant for preschoolers.

This could be an exhibition of fairy tales by A.S. Pushkin (with illustrations by various artists), books by L.N. Tolstoy, thematic exhibitions dedicated to calendar holidays, and others.

Organization of the exhibition

When organizing an exhibition, the following rules are observed:

the theme of the exhibition must be relevant and interesting for children;
a special, careful selection of books is necessary in terms of artistic design and external condition;
the exhibition should be short-lived - no more than three to four days, since then the attention and interest of preschoolers will inevitably decrease.

At older preschool age, children are quite independent in choosing books and knowing how to handle them, so pedagogical guidance becomes more indirect and correct.

The teacher helps create a calm, comfortable, cozy environment in the group for independent, focused communication of children with literary works, which is so important to teach preschoolers.

At the same time, it is necessary to involve children in looking at and discussing books together.

Chatting in the corner of a book

Communication between the teacher and the child in the corner of the book is emotionally comfortable and trusting.

By encouraging children to look at a book together and talk about it, the teacher thereby develops the ability to perceive it in the unity of verbal and visual arts.

Introducing children to the wealth of the literary heritage of the people, highly artistic accessible literary works will also contribute to the opening in the institution preschool education own library.

The kindergarten library is a separate room equipped with library shelves and catalog boxes. The same corner of the book, but in larger sizes.

The library collection is represented by children's fiction (on the central shelves, in the access area for preschoolers) and methodological literature on all educational fields curriculum preschool education, as well as others information resources on various electronic media.

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Book corner in kindergarten

The corner of a book plays a significant role in developing preschoolers’ interest in fiction. This is a special, specially designated place where a child can independently, according to his taste, choose a book and calmly examine and “re-read” it. Here there is an intimate, personal communication between a child and a work of art - a book and illustrations.

All kindergarten groups should have a book corner. The main principle that teachers must adhere to when organizing it is to satisfy the diverse literary interests of children.

Each teacher can show individual taste and creativity in decorating a corner of a book. However, there are main conditions that must be met - convenience and expediency. In addition, the corner of the book should be cozy, attractive, conducive to leisurely, focused communication with the book. The selection of literature and pedagogical work organized in the book corner must correspond to the age characteristics and needs of children.

If possible, the corner of the book is located away from where children play, near the window.

In younger groups, the teacher gives children the first lessons in independent communication with books: introduces them to the corner of the book, its structure and purpose, teaches them to look at books and pictures only there, tells the rules that must be followed (take books with clean hands, leaf through carefully, do not tear, do not crumple, do not use for games; after looking, always put the book back, etc.). Later, in the middle group, the basic skills of independently and carefully looking at books are consolidated and become a habit.

As a rule, only a few (4-5) books are displayed in the book showcase of the younger group; special preference is given to picture books. However, the teacher should have additional copies of the same books nearby.

As a rule, publications already familiar to children with bright, large illustrations are placed in the corner of the book; in addition to books, there may be individual pictures pasted on thick paper.

The content of the book corner of the senior groups of the kindergarten and the pedagogical work in it are determined by changes in the literary development of children that occur by the age of five: for the older preschooler it becomes an important part of spiritual life, he develops literary passions and expressed individual interests. Therefore, 10-12 different books can be placed on a book display at the same time:

- Taking into account the special, constant, predominant interest of all preschoolers in fairy tales, 2-3 fairy-tale works must be placed in a corner of the book.

- In the corner of the book there should always be poems and stories aimed at developing the civic personality traits of the child, introducing him to the history of our homeland, to its life today.

- There should also be 2-3 books about the life of nature, animals, plants. Looking at the illustrations of natural history books, the child naturally enters the natural world and better understands its secrets and patterns.

- On the display corner of the book there should be editions of works that children are currently being introduced to in class. Looking at a book gives the child the opportunity to relive what he has read and deepen his initial ideas.

- Children get special pleasure from looking at funny pictures in humorous books. Funny books by S. Marshak, S. Mikhalkov, N. Nosov, V. Dragunovsky, E. Uspensky and many other writers with illustrations by the best artists should definitely be in the corner of the book. Communication with them not only brings children joy, but is also useful for them, as it develops the necessary ability - ability feel and understand humor, the ability to see the funny in life and literature.

- In addition, you can sometimes place in the corner interesting, well-illustrated books that children bring from home, as well as “thick” books.

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 together with the children from individual postcards and drawings about work, nature in different seasons, books of this or that writer, 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 this or that literary or socially important topic particularly significant and relevant for preschoolers.

The book corner should be as attractive as possible for children.
The content of the corner of the book should be appropriate to the age of the children and meet their interests and needs. Avoid vulgarity and aggressiveness in the selection of literature.
is selected according to the height of the children. To create coziness, it is customary to use comfortable chairs and small sofas.
All materials (books, albums, etc.) are located on shelves no larger than the height of the child. It is necessary to ensure that all materials are accessible to children.
The materials in the corner of the book are replaced as children begin to lose interest and approach the corner less and less - on the eve of the holidays, significant dates, events, but at least once every 2-2.5 weeks.

Contents of a book corner in kindergarten
Books that are age appropriate for children. In addition to program books, you can display books that children are interested in. For younger children, be sure to select books in 2-3 copies: this will help avoid conflict situations.
Educational and children's encyclopedic literature.
Collections of counting rhymes, sayings, proverbs, sayings, riddles.
Children's magazines.
Photo albums hometown(villages), children's writers, holidays held in a group.
Portraits of children's writers whose works children are familiar with.
Panels, paintings, drawings of your favorite literary characters.
Filmstrips, slides, CDs with children's fairy tales.
Sets of postcards (thematic, plot).
Board-printed, speech games.
Sketchbooks, coloring books, colored pencils.
Attributes for role-playing game"Library" (in senior group).

Work in the kindergarten book corner

Properly organized work in the book corner contributes to the development of children’s speech, education of aesthetic and moral feelings, developing interest in literature, stimulating children's creativity. Creating a book corner in a group and equipping it correctly is not everything. It is necessary to use such methods and techniques of work that will help consolidate children’s knowledge of literature and enrich their speech:

Reading and storytelling of works of fiction;
Examination of illustrations, albums;
Conversations on the content of books read;
Organizing exhibitions of children's drawings based on favorite works of art;
Literary quizzes, holidays;
Dramatization games, dramatization games;
Role-playing games “Library”, “Bookstore”;
Individual work with children on the development of coherent speech.

Rules for handling the book

The book should only be picked up with clean hands.
Book pages are not torn or folded.
Turn the pages carefully, by the top edge.
After examination, the book is put back in its place.
When repairing books, you should never damage the cover of the book.

The corner of the book must be kept in order at all times.

In the second younger group the teacher guides him, setting a positive example for the children.
In the middle group, children are more independent in maintaining order.

They can be given instructions in selecting books for repair, in determining a place for books and drawings when organizing an exhibition. In the older group, it is advisable to introduce duty in the corner of the book. To involve parents in educational process in the corner of the book you can place the headings “Together with us”, “ Mom's fairy tale", "Read to your children", "It's exciting."