Children's literature and its specifics. General characteristics of the reading circle of a modern primary school student Reading circle of a preschool child

At all times of human existence, people have shown special attention to works for children, considering them the most important in the formation of a person in a child.

Questions about the circle children's reading arose in Russia in the 18th century, and in the works of N. Chernyshevsky, V. Belinsky, N. Dobrolyubov, L. Tolstoy in the 19th century.

But still, the urgency of the issue remains in modern Russia 21st century.

A person dealing with issues of children's reading must have comprehensive knowledge in the field of Russian folklore, and foreign creativity, writers of Russian and foreign children's literature. And also to form a circle of children's reading, it is necessary to have excellent pedagogical and psychological preparation. It is important for him to monitor the development trends of the children's literature market, children's book publishing, to read a lot himself and to believe that the literary word can influence and influence a person.

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Children's reading circle.

At all times of human existence, people have shown special attention to works for children, considering them the most important in the formation of a person in a child.

Questions about the range of children's reading were raised in Russia in the 18th century, and in the works of N. Chernyshevsky, V. Belinsky, N. Dobrolyubov, L. Tolstoy in the 19th century.

But still, the urgency of the issue remains in modern Russia of the 21st century.

A person dealing with issues of children's reading must have versatile knowledge in the field of Russian folklore, and foreign creativity, writers of Russian and foreign children's literature. And also to form a circle of children's reading, it is necessary to have excellent pedagogical and psychological preparation. It is important for him to monitor the development trends of the children's literature market, children's book publishing, to read a lot himself and to believe that the literary word can influence and influence a person.

So what is this children's reading circle? This is a range of works that children listen to, read and perceive. They were written, passed on by adults, and were understood and accepted by children. Children's reading circle includes:

Folklore,

Books for children,

Children's creativity,

Children's newspapers and magazines,

As you know, each year of a child’s life corresponds to certain works: four-line nursery rhymes and nursery rhymes in early preschool age, to fairy tales-novels in older preschool age.

This begs the question: what does a child’s reading range depend on?:

Depending on the age of the child and his preferences. So, at the very young listeners prefer fairy tales, nursery rhymes, poems written by a certain author to a certain book.

From the development of literature itself. What can I say, the state of the level of development of children's literature at the end of the 20th century remained at a low level, practically no poems for children were published, very few historical and realistic works, which did not contribute to the education of a versatile reader.

From the selection of literature for children's reading. In the funds of city and rural libraries, from the books that are in families, the very time in which the child lives has a great influence.

The range of children's reading cannot be the same for everyone, and should not. After all, a child is able to choose a book for himself, even the smallest one, based on its attractive cover and illustrations.

An educational program that is carried out in preschool institution, contains a specific list of recommended literature for children to read, according to age category.

Along with this, there is family, home reading. This is a variable part of reading, which depends on knowledge of children's literature, taste, preference, education of parents, and it plays a positive role in preserving the uniqueness of the child-listener, the child-reader.

In the circle of children's reading, there are a number of works that are mandatory, without which preschool childhood cannot be imagined. These are works that have been tested by many generations of readers, classic works:

Folk tales,

Works by K. Chukovsky, S. Marshak, A. Barto, N. Nosov,

Fairy tales by C. Perrault, H. Andersen, A. Lindgrend.

V. G. Belinsky argued that children have a special perception of what they hear about the importance of the role of books in raising a child. After all, the “wrong” book can lead to a distortion of moral ideas, destroy aesthetic feelings, and about one’s place in the world around us.

Preschoolers perceive art out of context: it can inspire inanimate objects, changes the works at his discretion, making him the hero of himself or his friends. A book you like has an effect on a child strong impression, and he uses the plot in his games, lives by them, and includes them in his real life.

Literature, as a form of art, helps in raising a competent listener and reader, but it should be remembered that it will be better perceived when a special emotional atmosphere is created, the child’s mood for reading a book.

Children should have a designated time for reading, and there should be no interruptions or distractions. Children need to be explained that they cannot read while eating, in transport, or on the go. You shouldn't read the same book over and over again. When reading, you should take your time and pronounce sounds and letters clearly and clearly. Adults must remember that it is unacceptable to force a child to listen if he is tired, distracted, or wants to change his activity. Only an attentive, caring attitude towards preschoolers and a careful choice of reading a particular work will lead to the desired result.

When choosing a children's reading range, special attention should be paid to:

Availability,

visibility,

Entertainment,

The dynamics of the plot

The educational value of the work.

So what should be included in children's reading?

All types of literature:

Prose (epic), poetry (lyrics), drama, fiction;

Folklore genres - folk fairy tales, lullabies, nurseries, nursery rhymes, chants, sentences, fables-reversals, children's folk songs, horror stories;

Popular science genres (encyclopedias);

Works of literature of the peoples of the world.

The subject matter of the works should be as varied as the reader requires:

Childhood;

Children's game, toys;

Nature, fauna;

Relationships between children and adults; family, duty to parents and relatives; internationalism; honor and duty to the Motherland;

War and heroism;

Historical periods;

Man and technology.

It is important to take into account gender differences between children. For girls, you need to read books about feminine virtues, about running a home, and about women's destiny. Boys will be interested in literature about courage, courage, heroes, travel, inventions, and people’s behavior in difficult situations.

Children's literature is an intrinsically valuable form of verbal artistic creativity, playing an important role in the development and upbringing of a child. V. Lunin noted: “I must confess to you that I am writing not for you, but for myself!”

The problem of forming a children's reading circle has existed for a long time. The ability to correctly form a children's reading circle is the basis professional activity teachers. Without this skill, you cannot grow talented reader in a child.

The concept of a schoolchild’s reading range as a component of reading competence

Stands in front of the elementary school difficult task- the formation in each schoolchild of the desire, ability and sustainable habit of choosing and reading books, that is, the formation of a student reader. The idea of ​​developing a primary school student as a reader is being developed in the Federal state standard primary general education, according to which “the priority goal of education is literary reading V primary school is the formation of the necessary level of reading competence of a junior school student, awareness of himself as a literate reader, capable of using reading activity as a means of self-education."

The problem of developing a primary school student as a reader was posed in the 60s of the 20th century in the works of N.N. Svetlovskaya. Nowadays, the problem of developing the reading competence of junior schoolchildren is dealt with by E.L. Goncharova, N.N. Smetannikova and others.

The most general definition of reading competence is given by N.N. Smetannikova. In her opinion, “reading competence is the quality of retaining what has been read, formed on the basis general culture person, providing the opportunity to solve emerging educational, academic, social and professional tasks adequate to situations in a wide range social interaction and educational and professional activities".

E.L. Goncharova considers reading competence as a psychological system. She believes that all components of this system are subordinate to her main function: transforming the content of the text into personal, semantic, cognitive and creative experience reader.

Objective indicators of reading competence are a stable need and ability to read books by conscious choice, using all the knowledge, skills and abilities that the reader has at the time of reading.

Developers of the Federal State educational standard In primary general education, the content of the concept of “reading competence” includes mastery of reading techniques, methods of understanding what has been read and listened to, knowledge of books and the ability to choose them independently, the formation of the need for books and reading.

In our opinion, in this definition Not all essential signs of reading competence are named. We believe that in addition to the above-mentioned signs of reading competence, the aesthetic attitude to reality reflected in fiction and the formation of moral values and aesthetic taste of a junior schoolchild, understanding the spiritual essence of works. One of the components of reading competence is the reading range.

The reading circle is the circle of those works that are read (or listened to read) and perceived by the children themselves.

The ability to correctly form a circle of children’s reading is the basis of a teacher’s professional activity. Without this skill, it is impossible to raise a talented reader in a child.

The problem of forming a children's reading circle has existed for a long time. Even in the ancient era of his development, man cared about what children could and should read. The subject of adults' attention was primarily the content of the books they read. younger generation. Even then there was a strong idea that children and adults have different reading ranges.

At all times of its existence, humanity has shown attention to moral problems works for children, considering them the fundamental basis for the formation of a person in a child. Of particular concern to adults was historical reading, since without knowledge of the history of the country it is impossible to become a worthy citizen. There were constant debates about what was considered a children's work and what criteria it should meet.

Questions about the range of children's reading were raised in the 18th century. (I. Pososhkov, N. Novikov) and developed in detail in the 19th century. in the works of V. Belinsky, N. Chernyshevsky, N. Dobrolyubov, L. Tolstoy, K. Ushinsky. But until now, this problem remains difficult in the methodology of children's reading due to its multifaceted nature: a person dealing with issues of children's reading must have equally deep and versatile knowledge in the field of Russian and foreign folklore, Russian and foreign children's literature and children's reading. He needs to have good pedagogical and psychological preparation, since the range of children's reading is formed taking into account age characteristics child's perception of a work of art. Anyone who deals with issues of children's reading must constantly monitor the development trends of children's literature and children's book publishing, be able to give a correct critical assessment of new products on the book market, and know where to get information about what is published for children of a certain age. He himself needs to be a competent reader, to believe in the power of influence artistic word per person and understand that the formation of a children's reading circle is a process that requires a serious and painstaking attitude.

What determines the content of a children's reading circle?

• 1. On the reader’s age, his passions and preferences. Already in childhood, the child shows interest in a certain genre (fairy tale), a certain type of literature (poetry), and a certain author and book. Children can listen to the works they remember without getting tired.
• 2. Special role A person’s knowledge in the field of literature and his awareness play a role in the formation of children’s reading circle. Since a junior schoolchild is neither particularly rich in knowledge nor extensive information, here we should talk about the knowledge and ideas of an adult about children's literature. The wider and more complete they are, the more interesting the children's book will be presented to the child.
• 3. From the state and level of development of literature itself.
• 4. The monotony of literature has made the range of children's reading monotonous. In children's reading at the turn of the 20th-21st centuries. fairy tales and nonsense literature predominate, which is not conducive to the education of a versatile reader.
• 5. From the state of public funds and family libraries. The more complete and varied they are, the more correctly it will be possible to form a circle of children's reading.

The time in which the reader lives has a great influence on the formation of children’s reading circle: his ideas, ideals, requests. When choosing a book to read, we must definitely think about the formation of the child’s positive emotions, his positive activity as a result of understanding the content of the work.

Creating a children's reading circle involves guiding children's reading. There are polar opinions on this matter. Some believe that guiding children's reading deprives the child of the right to freely choose books for his own reading. Others talk about the need for qualified help for the child.

Children's reading circle cannot and should not be the same. Along with reading, the content of which depends on educational program performed in an institution, there is a home, family reading. Home reading- this is a variable part of reading, the content of which depends on education, knowledge of children's literature, taste and capabilities of parents. Variability of reading plays a positive role, as it helps preserve the uniqueness of the child reader.

Formation children's circle reading is a serious theoretical and practical issue that requires constant update. Its solution cannot be approached only from a pedagogical point of view.

Very often, the perception of a junior schoolchild is influenced by the moral and ethical attitudes of the family, the environment, the time in which he lives, and understands the work depending on his personal moral experience.

Only a careful selection of works to read and observation of the process of perceiving a book from an adult will lead to achieving the goal.

When forming a circle of children's reading, one should also pay attention to the fact that children's literature is characterized by the phenomenon of plurality. It manifests itself in different ways. Often we encounter what writers create a large number of works on related topics, in which the same characters act. We note the repetition of plots, the same artistic techniques, and at some point it begins to seem to the reader that “the writers began to work out a quantitative “norm”.” Each writer has his own reasons for such creative behavior, for example: requests from readers to continue the series with Alexander Volkov, recognition and attractiveness of the hero with Sergei Mikhalkov. A writer of this kind can remain in the history of literature and readers' memory, being associated with something: Alexander Volkov - with the history of the Emerald City, Sergei Mikhalkov - with the image of Uncle Styopa. But such works are not always destined for a long life.

Thus, the multidimensionality of the problem of forming a children's reading circle indicates the need for the adult himself to be a literate reader and master the practice of assessing works of art, principles and criteria for their selection.

On our book shelves, perhaps, there has never been such a variety of children's literature as there is now. There are Russian classics, and foreign ones, and fairy tales, and adventures, and fantasy!
Parents who are serious about raising their children naturally try to read to them more: fiction has a huge impact on the child’s soul.
However, not every influence is positive. A book can have an enlightening effect on a person, or it can plunge him into darkness, instilling a feeling of horror and hopelessness. If this applies to adults, then even more so to children. So when choosing children's books, don’t be too lazy to once again refresh your memory of their content. Especially if your child is timid and impressionable, and there are quite a lot of them now. Behind last years In our country, the number of children suffering from strong, even pathological fears has doubled. And the world around us, and modern Art, And computer games- everything is charged with aggression, so it is not surprising that children are uncomfortable in such a reality and are afraid of a lot.

Which fairy tales to choose?

Impressionable children should not read too early scary tales like “Dwarf Nose” by V. Hauff or sad ones like “The Little Match Girl” or “The Little Mermaid” by H.-K. Andersen.
Folk tales, including Russian ones, must be processed literary, especially for children, since the original version contains too much archaic cruelty.
You should approach legends and myths even more carefully. It is better to leave them until the age of 9-11, and in preschool age read more of our funny works and foreign classics children's literature.
Firstly, because laughter is an effective cure for fear. People knew this back in ancient times. Some tribes still have the custom of conjuring evil spirits with laughter, and among the Colombian Indians it is even customary to laugh during funerals. (Which I, of course, do not encourage you to do!)
You've probably noticed that a frightened child is tense, like stretched string. Laughter relieves this tension, helps to redirect the baby’s attention, and serves as a protective barrier between him and scary images.
Secondly, “Cipollino”, “Winnie the Pooh”, “Pinocchio”, “Pippi - Long Stocking", as well as books by Nosov, Uspensky, Rybakov, Marshak, Mikhalkov and others wonderful authors They not only entertain, but also teach a lot. Including courage. Well, in “The Adventures of the Yellow Suitcase” by S. Prokofieva, the theme of finding courage is generally leading.
Nowadays you can sometimes hear that before the revolution, children heard fairy tales in an unsmoothed, archaic version. And - nothing, we got used to the “harsh truth of life.” But the authors of those times indicate the opposite. “Of course, it is inappropriate to read fairy tales to children that contain anything frightening, any scary images"(emphasis mine - T.Sh.), - wrote more than a hundred years ago, in 1876, teacher V. Sipovsky.
But in the middle of the 19th century. Children had immeasurably fewer terrible impressions than now. Just the news on TV, which adults now watch every day, is worth it! Close-up mutilated corpses are shown, and they paint a picture of where things exploded, burned, or sank... According to the television people themselves, the news contains approximately 70 percent of negative information and only 30 percent of positive information. And they manage to present it in such a way that the positive effect often disappears.
What about computer games? And what about the nerve-wracking street advertising, which in professional jargon is so directly called “aggressive”, since it does not offer, but imposes goods on consumers, influencing the subconscious? And what about the terrible, sadistic headlines that the current press is full of? And what about the conversations of modern children, already stuffed with all sorts of “horrors”?
Against such an unfavorable background, to put it mildly, literary “horror stories” will not be a useful inoculation, as some short-sighted people think, but another portion of poison. And the child’s psyche, unable to withstand the overload, can break. Younger children may develop phobias, and adolescents may develop what Orthodoxy calls “petrified insensibility.” Nothing can stop a person guilty of this sin. He is indifferent to other people's suffering and other people's grief. For him, even those closest to him become strangers.

The bitter fruits of modern education

Psychologists and educators are increasingly concerned about the lag emotional development modern children and teenagers. Moreover, it is observed not only in families where children grow up like weeds, but also where they are dealt with quite a lot. I have written more than once about early intellectualization, which inhibits the development of emotions. But the matter is not limited to this.
How can a child learn behavior patterns? Just like everything else: basically by imitating what he sees around him. And literature plays a very important role here, because bright artistic images and fascinating stories sometimes stick in your memory for the rest of your life and can lead to deep reflection. Rather than telling a little girl from morning to night how bad it is to be a slob, it is better to read “Fedorino’s Woe” by K. Chukovsky and say that her toys will probably also run away, offended by the disorder. (And if this doesn’t work, then remove a couple of your favorite dolls for a while, saying that they couldn’t stand living in the dirt.)
Not so long ago, in the late 80s, most children's books, cartoons, films, and performances were intended not only for entertainment, but also for education. Frequently attending festivals puppet theaters, I.Ya. and I Medvedeva has repeatedly heard directors complain that they are tired of plays about greedy bear cubs, stubborn donkeys, and mischievous monkeys. Their dream is to stage “Hamlet” in puppets, and the Ministry of Culture demands performances for preschool children.
Grown-up guys are probably really bored by plays about donkeys, but for kids this kind of theme is just right. They recognize themselves in the characters, the situations in which they often find themselves, learn to recognize shades of feelings and emotions, and learn the correct patterns of behavior. Of course, not everyone was talented then, but even the simplest, most ingenuous stories could teach children a lot.
Then there was a sharp shift towards entertainment. Let us take for comparison verses from two textbooks published with an interval of 4 years. In “Native Speech” (compiled by M.V. Golovanova, V.G. Goretsky, L.F. Klimanova. M.: Education, 1993) about 90 (!) pages are devoted to poetry. There are many famous poems about nature here: “I love a thunderstorm at the beginning of May” by F. Tyutchev, “I came to you with greetings, to tell you that the sun has risen” and “The rye is ripening over a hot field” by A. Fet, “The singing of a lark is louder” by A. Tolstoy, “The sky was already breathing in autumn,” “ Winter morning" And " Winter evening"A. Pushkin (naturally, I do not mention all works). There are Krylov’s fables, “The Tale of Tsar Saltan” (not an excerpt, but the whole thing!), poems by M. Lermontov, I. Nikitin, N. Nekrasov, K. Balmont, I. Bunin. All of them are from the category of those that can certainly be classified as “pearls of Russian poetry.”
But the now popular textbook by R.N. Buneeva and E.V. Buneeva “In the Ocean of Light”, intended for the same age. Many schools and gymnasiums are now studying it, including those that call themselves elite. No, it cannot be said that Russian poetry is ignored in the textbook. The volume of printed works is approximately the same. The only difference is that this textbook is in two one more time thicker. The selection of material is also indicative. If Russian poetry is still represented by some textbook poems (although there are much fewer of them than in the first textbook), then the poems Soviet period they are simply amazing. Why include in a textbook something that may be appropriate on the pages of “Murzilka”, but certainly cannot be called the pinnacle, the standard of poetic creativity? For educational textbooks we have always selected best works to show the children a sample. Is there really nothing more outstanding than “ Bad advice"G. Oster, or a poem about a poor pussy that is not allowed to steal sausages (B. Zakhoder), or these “poetic pearls”:
Who made a hole in the drum, drum?
Who made a hole in the old drum?
Yu. Vladimirov
Our drummer drummed the drum,
He drummed a gibberish march on a drum.
Drummer Adrian was drumming.
Drummed, drummed, dropped the drum.
Etc. and so on.
The authors of the textbook draw students' attention to how the poet plays with sounds. But, really, this is far from the most successful example. artistic technique, called “alliteration,” and this poem is not interesting for fourth-grade students, for whom the textbook was written.
Now we are beginning to reap the bitter fruits of educational experiments. The emotional flattening of modern children is obvious. Or rather, even on their faces: they have impoverished facial expressions, it is often difficult for them to portray even the simplest emotions - joy, sadness, anger, resentment. Today's children recognize different character traits much worse than before. Tell them the most simple story about rude or, let's say, lazy heroes, and in response to the question: “What were the characters now?” they keep repeating to themselves: “Bad... Evil...” And only after leading questions that actually contain a direct hint (“The girl was too lazy to get up early, was too lazy to comb her hair and make the bed - so what kind of person was she?”), will anyone guess to pronounce the required epithet . And ask to name the opposite quality, and you will hear this! “Lazy” - “hard-working”, “rude” - “no name-calling”(?!)
So I advise you to focus on the emotional and moral development of your children through books. This, of course, does not mean the complete exclusion of the entertainment element, but still most of works should not just amuse the child, but teach and educate. And a few more recommendations:
Discuss what you read. Encourage children to think about the characters' personalities, the feelings they experienced at one time or another, and the reasons for their behavior.
Ask children more questions, otherwise adults’ discussions with them often degenerate into moralizing monologues, during which the child habitually switches off and catches practically nothing.
With preschoolers and primary schoolchildren, what you read is worth not only discussing, but also playing out - theatricalization allows you to unobtrusively convey to them many things that are otherwise not learned or learned with great difficulty.
If you want a book to help your child understand and overcome his psychological difficulties (for example, fears, greed or stubbornness), in no case should you present it under the slogan “this is how real men act (kind children, obedient girls), and you ..." A reproach, no matter how hidden it may be, will offend the child, who, most likely, is himself worried about his shortcomings, but does not want to admit it. And resentment will block access to everything else.
Stories about animals
Preschoolers and primary schoolchildren love stories about animals. However, do not forget that the laws of nature are quite cruel.
Therefore, if your child is vulnerable, sensitive, excitable, prone to fears and shyness, it is better to omit the gory details or temporarily refrain from reading some stories.
For example, I would not recommend reading V. Bianchi’s story about the mouse Peak (by the way, included in one of the textbooks for first-graders!) to five- to seven-year-old children. Yes, this story tells a lot of interesting things about the habits of mice and birds, but there are also pictures that can traumatize an impressionable child.
For example, this: “The branches of the bush were lined with long sharp thorns. Dead, half-eaten chicks, lizards, frogs, beetles and grasshoppers stuck out on the thorns, like on spikes. There was a robber’s air storehouse here.”
Or this: “Peak looked at what he was lying on and immediately jumped up. It turns out he was lying on dead mice. There were several mice, and they were all frozen: apparently, they had been lying here for a long time.”
I do not recommend encouraging preschoolers to become interested in books about dinosaurs. Nowadays, these animals are held in high esteem, and many children, imitating each other, collect corresponding toys or study colorful encyclopedias, memorizing the tricky names of prehistoric monsters. But if we ignore fashion (which often blinds us so much that we can no longer evaluate it critically), then we have to admit the obvious: dinosaurs are very scary animals. In the old days they would have been called much more frankly - “monsters”. The most harmless, herbivorous dinosaurs - even if you wanted to, you wouldn’t consider them cute. Just imagine a real meeting with such a “cute” - and you, even if you are the most ardent fan of fossils, will break out in a cold sweat.
According to our observations, preschoolers who are interested in dinosaurs high level anxiety, many fears, which they do not always tell their parents about. Looking at pictures of skeletons and skulls (and in books about dinosaurs such pictures are very often present, because the appearance of fossils is reconstructed from their bones) inevitably makes a child think about death.
I remember the big-eyed baby Roman. At the age of four, he already spoke beautifully on a variety of topics and loved books about animals. Wanting to keep up with the times, his mother bought him an Atlas of Dinosaurs. The boy learned the text by heart and amazed the guests with his remarkable knowledge. Only for some reason he stopped falling asleep alone, was not left without his mother for a minute, even during the day, and began to throw wild hysterics whenever he got hurt or scratched even a little. Actually, these hysterics served as the reason for my mother to turn to a psychologist.
“I don’t understand what happened to him,” she wondered. - Just where it stings, he panics: “Won’t I die?” And if, God forbid, he stumbles and bleeds on his knee, this will happen!
It never occurred to his mother to connect the “unmotivated” fear of death that suddenly arose in her son with his favorite book. But mentally reconstructing the development of events, she remembered that Roman’s fears appeared almost immediately after acquiring the Atlas.

Adventures

Children, especially boys, love adventure. Every child, even the most timid, deep down wants to become a hero, and adventure literature gives him this opportunity. But history books are also often quite replete with scary details. Let's say, a developed seven-year-old child is quite capable of overcoming The Adventures of Tom Sawyer, but if he is tormented by fears of darkness, death, bandits and loneliness, then the wanderings of Tom and Becky in the catacombs can make too painful an impression on him. And Injun Joe might start coming to him at night. The same applies to R.L.'s Treasure Island. Stevenson. One black mark of pirates is worth it!
When dealing with impressionable children, it is better to delay acquaintance with “The Prince and the Pauper” by M. Twain, because in addition to funny situations, into which Tom Canty, who does not know court etiquette, finds himself, there are many not at all funny details from the life of the London poor. As well as colorful descriptions of torture and executions.
To be honest, I burned myself with this work. My youngest son Felix is ​​a great book reader. He, as an adult, began to read completely freely at the age of five and by six he could read it in a few hours fairy tale like “Barankin, be human!” or "The Kingdom of Crooked Mirrors". I, following the principle of “advanced reading,” tried to interest him in something more complex. So he and I read J. Verne in the evenings, and on weekends my son asked his dad various questions from the field of natural science that I could not answer. And he also went with his father to biological or Zoo museum- these books awakened his interest in nature.
But I also wanted to interest him in history. And then one day I came across The Prince and the Pauper. I adored him as a child, I generally liked stories with disguises, when the hero or heroine pretends to be someone else. I knew the films “The Hussar Ballad” and “The Kingdom of Crooked Mirrors” by heart, and I loved Shakespearean comedies with the same leitmotif. Only my memory has been erased that I read “The Prince and the Pauper” when I was ten years old. And my son was only six.
The experiment had to be quickly stopped. Although I tried to omit entire paragraphs as I went along, the child still couldn’t stand it.
- I don’t want to read about them! - he cried with tears in his eyes when the unfortunate prince, dressed in the rags of the beggar Tom Kent, was once again bullied by the poor. “I don’t need them, since they were so cruel there in the past.”
Maybe that's why Felix still doesn't love adventure novels(for example, W. Scott), which takes place in the Middle Ages?
Classic literature
The transition to even more serious literature can also be painful for some. Fearing depressing experiences, timid, sensitive children do not want to read books with a bad ending. But then the lion's share of the world classics will be left behind! What to do? The main thing is not to rush things and at the same time do not let the process take its course.
It is better to try to make the transition to serious literature gently, taking into account the child’s natural inclinations and interests. How? Let's say your daughter is romantic and likes to dream. She has already grown out of fairy tales, but has not yet matured into Turgenev’s stories. Invite her to read “Jane Eyre” by S. Bronte, “ Scarlet Sails"A. Green, " Last page" O.Henry. These are no longer fairy tales, but also not the “harsh truth of life,” which, if learned ahead of time, can give rise to fear and reluctance to grow up in a girl’s soul.
Or, for example, your son loves zoology, constantly pesters you with a request to buy a dog, and enjoys watching programs about animals on TV. This means that the time has come for the realistic works of E. Seton-Thompson, which do not always end well, for the novels of J. London, etc. And a child interested in history at the age of 11-13 will read “The Prince and the Pauper” without any damage to the psyche, and “Prince Serebryany” and “Taras Bulba”.
However, new times mean new songs. Again, I’ll give an example from Felix’s reading practice. Probably, many of you, parents, read The Three Musketeers or The Count of Monte Cristo by A. Dumas at school. So. My youngest son The novel “Monte Cristo” caused a completely different reaction than it did among schoolchildren of the Soviet era.
- What did you give me?! - Felix was indignant after reading several pages. - How could you admire this monster? He’s so cruel, he takes revenge on everyone, he hasn’t forgiven anyone for anything... You talk about Christ, but you give such books to read!
And I realized that by recommending books to new children out of old memory, you can get into a very big puddle...
Author of the article: Tatyana Shishova http://materinstvo.ru/art/850/

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The period of formation of children is up to 10 years. It is very important to take books for children under 7 years of age seriously. It is very important to make these books of high quality, both internally and externally. (Kipling: “Tell me what your child read before the age of 7, and I will tell you how his life will turn out.”) The great humanistic tasks of such literature are to educate its reader. Educational objectives:

• Develop thinking
• Form interests
• Develop moral qualities
• Set ethical guidelines
• Raised aesthetically
• Contribute to the transmission of cultural traditions and social experiences
• Develop speech

The circle of children's reading includes two large masses of publications:

Children's literature is a work of literature that is written specifically for readers - children of a certain group. Takes into account children’s interests, their needs, mental characteristics and thinking. The authors (Lindgren, Sladkov, Uspensky, Kaverin, Dragunsky, etc.) understand what is interesting to children of this or that age, and will preserve a child’s perception of the world in their souls. They do not stoop to the worldview of children, but help children perceive the world.

Works from the category of literature for adults are literature that is adapted for children. They are selected based on some criteria - genre, hero, stories about animals. Most often this is literature for older and high school. The editor must imagine what children will be interested in at a certain stage.

Chekhov "Kashtanka". A doggy story for children. The issues covered are for adults. Chekhov believed that no separate literature for children. Defoe - cut out what main character was engaged in the slave trade. Gulliver – unusual life, unusual adventures.

The editor sets his goal precisely through the formation of interests and belonging to a certain social address to form a circle of children's reading. All psychologists say that the formation of a child’s base, moral qualities and interests occurs in preschool and primary school age.

If a work is adapted for children, then it may be for different ages. If it was originally written for children, then it should be aimed at a clear readership.

The starting point can be the age of the main character. Age is important - in order to interest a child, children must understand and be interested in the problems of the work.

When preparing publications for children, not only children's, but also “adult” literature is used. Therefore, in publishing and editing, several concepts are used that characterize the field of publishing literature for children and youth.

There are such concepts as “children’s literature”, “literature for children”, “children’s reading circle”. Already from the names themselves it is clear that they intersect with each other and at the same time have independent content.

Understanding the meaning of each of these terms is important, first of all, from the point of view of the general approach to book publishing, since they determine the organization and methodology of forming the repertoire of publications, the sources of selection of works, and the features of the editor’s work with authors.

Let's consider the concept of “children's literature”; it is precisely this that is the starting point for characterizing the entire field of publishing for children.

Children's literature is created specifically for a children's readership. The writer takes into account the specifics of children's perception, trying to ensure that his work is well understood and assimilated by readers of a certain age.

Of particular importance is the author’s ability to recognize child psychology, focus on the interests, preferences of children, and their ability to perceive certain facts. They say that in order to create a work of children’s literature, it is necessary to preserve a “children’s vision of the world,” which allows one to clearly imagine the properties and qualities of children’s perception. A children's writer must understand and know the child and, of course, have a special talent that determines the author's skill - the talent to create living, unforgettable pictures of the world around him, recognizable by the child and instructing him.

When creating a work of children's literature itself, the specifics of a certain age are taken into account. Obviously, a writer who turns to children's literature must have a special attitude towards life, imagine how the surrounding reality is perceived by a child, and note the unusual, bright - what is interesting to his future readers.

Certain methods have been developed for writing a work of literature specifically for children. Here is just one, fairly common technique associated with the special position of the author of the work - he looks at the world as if from the childhood that he describes. The writer does not observe his characters from the outside, but views events through their eyes. This is exactly how the narrative develops in the stories “Childhood” by L. Tolstoy and “Childhood” by M. Gorky, “The Blue Cup” by A. Gaidar. The writer transforms himself into his characters, not allowing himself to step back for a minute and look at them through the eyes of an adult. Apparently, it is precisely the view of the world from childhood that imparts to the content of these stories one of the most essential qualities for works of children's literature - the quality of reliability of what is described and understandability for the reader.

Thus, children's literature is specially created for a certain age category of readers, taking into account the specifics of children's perception.

One of the important tasks of the editor is to create an asset of children's writers. Meanwhile, it can be difficult to find these writers, since children's writers are writers who have a special gift - to remember and understand childhood. V.G. Belinsky wrote: “One must be born, and not become, a children’s writer. It's a kind of calling. This requires not only talent, but a kind of genius... a lot of conditions for education are needed children's writer… Love for children, deep knowledge of needs, characteristics and nuances childhood there is one of the important conditions.”

Let's consider a broader concept - “literature for children”. This concept refers to both children's literature and adult literature that is of interest to children and understandable to them.

It is known that many writers whose works children readily read did not write specifically for children. Writer N. Teleshov recalled: “Chekhov assured... that no “children’s” literature exists. “Everywhere they write only about Sharikov and Barbosov. What kind of “children’s” is this? This is some kind of “dog literature”.

Thus, children’s reading covers not only specially written works, but is also replenished by adult literature. This is how the repertoire of publications for children is formed. It consists of children's literature and works written for adults, but of interest to children

From children's literature and literature for children, the so-called children's reading circle is compiled. encyclopedic Dictionary“Book Science” defines the reading range as follows: “A set of printed works that reflects the basic interests and reading needs of a particular reader group. The range of reading is socially and historically determined. Identifying your reading range is one of the main tasks of specific sociological research in the field of reading."

In relation to children's reading, the reading circle has its own characteristics. Let's dwell on them.

The “Children's Reading Circle” includes books that should be read specifically in childhood and that determine the reading of a child of a particular age. This is a dynamic phenomenon, since as a child grows, the scope of the literature he reads expands. The reading range shows a person’s interests and passions; individual publications “return” if the reader turns to them more than once. The composition of publications is constantly changing depending on the changing interests of children and the repertoire of published publications, and the richer and more diverse the repertoire, the more possibilities influence on the child, since his reading range will, to one degree or another, reflect this richness and diversity.

The formation of a children's reading circle is associated with solving educational problems. The literature that is specially written for children largely determines the appearance, character, and behavior of children. In addition, it is a source of cultural traditions and conveys a certain experience to readers. It is no coincidence that V.G. Belinsky paid special attention to determining the range of children's reading. Reflecting on its composition, the critic first of all pointed to the connection of the book with life, artistry, “depth” and humaneness of the idea, chastity of the content, simplicity and nationality. Among the works that should be included in children's reading, he named poems and fairy tales by A.S. Pushkin, a novel about the adventures of Robinson Crusoe by D. Defoe.

Children's literature shapes and determines the reading range of each child, changing and structuring its composition, and gradually this literature is replaced by “adult” literature, leaving children’s literature itself outside the reader’s interests. Considering that certain books can influence most effectively precisely the reader for whom they are intended, we can assume that literature included in the range of children's reading should be read at the appropriate age; books that did not “catch” the reader in time cannot have on him the influence that the author sought, and, consequently, their social functions are not fulfilled completely. Indeed, the impact on a preschooler, an older schoolchild, or an adult of a fairy tale, for example, “Little Red Riding Hood,” is different, since at each age “its own” aspects of the work are of interest. Consequently, the reading range determines the degree and nature of the influence of the content of the work on the reader and is associated with the characteristics of the properties of various categories of readers.

When organizing book publishing for children, especially in the process of forming a repertoire, the editor focuses on the range of children's reading, selecting works for reprinting and including new literature in the publishing system.

Children's literature is art. As an art, it is characterized by the expression of generalized ideas in a vivid form - in specific images.

Fairy tales, stories, and poems shape artistic taste and increase the cultural level of a child. K.I. Chukovsky noted: “A child understands in his own way, and even if he makes mistakes, his impressions are so vivid and imaginative that there is no need to ground them.”

K.D. Ushinsky emphasized that literature should introduce the child “to the world popular thought, people's feeling, people's life, into the realm of the people's spirit." These are works of oral folk art: riddles, counting rhymes, proverbs, sayings. When getting acquainted with works of oral folk art, we improve higher mental functions: auditory-verbal, visual memory, voluntary attention, creative thinking, enrich vocabulary, develop phrasebook, we form the skills of grammatically correct speech. Even before one year old, the baby begins to listen to the first nursery rhymes, songs, and consider them in book illustrations. At this age he is interested in rhythms and intonation.

It is also necessary to note the colossal influence of works of oral folk art for mental development preschoolers.

The main task of parents is to know about their child’s literary inclinations in order to improve them.

It is important to note that reading together contributes to the formation of warm emotional relationships between mother and child.

While reading fiction Please pay attention to the following recommendations:

• - Read with expression, changing intonation depending on the character.
• - Show illustrations to the text as often as possible. This increases the child's interest.
• - Remove toys and objects that distract your child from sight. Try to read in a quiet, calm environment.
• - Read aloud all your life! This need creates an interest in reading in your child.
• - Children's books should be in a place accessible to the baby.
• - Sign up for a children's library, let your child participate in choosing books.

Remember: PRE-SCHOOL AGE IS A GOOD TIME FOR EXPOSING A CHILD TO FICTION!

We teach nursery rhymes, poems, riddles with children, transfer them to children's creativity, in origami technique. Children's reading should include books of a variety of topics and genres.

A child needs to discover the wealth of genres of literature. This will allow, on the one hand, to develop in a preschooler a breadth of reading interests, and, on the other, selectivity and individuality of literary preferences.

Parents need to pay attention not only to the content of the work, but also to the expressive means of language - fairy tales, short stories and other works of fiction.

Educational books about work, about technology, about things, about nature were included in children's literature. They allow children to reveal the multifaceted nature of the world in which they live, to show the essence of phenomena in a figurative form, and prepare a scientific understanding of the world.

Poems by S.Ya. Marshak about the creation of things “Where the table came from”, “A book about a book”.

K.D. Ushinsky “How a shirt grew in a field.” Encyclopedic book by Zhitkov “What I saw”.

Children's books have created a special type of book - a fun book for children.

She reveals to children the funny things in life, develops valuable qualities - the ability to joke and laugh.

Works by K.I. Chukovsky, N.N. Nosova, V.G. Suteeva, S.Ya. Marshak, E.N. Uspensky and others.

The genre and thematic diversity of children's literature makes it possible to form individual reading interests and inclinations in children.

Children's reading circle designed to replenish children's literary horizons and increase their erudition.

Ambiguous in concept, multi-fluid and multi-layered, imbued with subtle humor and irony, they attract the child’s attention not only with the fun of the plot, but also with a deep thought that must be felt and understood, and upon revealing which the little reader feels satisfaction.

In the spotlight modern writers inner world an adult and a child, a world of experiences, diverse relationships and feelings.

This is typical for the books of R. Pogodin, I. Tokmakova, E. Uspensky and other authors.

Children's writers confront children with the need to realize moral truths, choose a line of behavior, and take the right position in relation to other people, things, and nature.

Older preschoolers show a steady interest in “thick” books.

This is an anthology of works by domestic and foreign writers.

Remember that a book is your good companion and best friend!