Cognitive literature in the development of schoolchildren. Report on the special course of literature on the topic "features of scientific and educational works for primary schoolchildren." Functions of scientific and educational literature

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Functions of scientific and educational literature

Scientific and educational literature- a special phenomenon, and some researchers do not even consider it in the general context of children's literature, explaining this by the fact that it is devoid of an aesthetic principle, performs only a teaching function and is addressed only to the child's mind, and not to his integral personality. Nevertheless, such literature occupies a significant place in the circle of children's reading and coexists in it on an equal footing with works of art. Throughout his development and growing up, a child needs a wide variety of information about the world around him, and his interest in different areas of knowledge is largely satisfied by scientific and educational literature. It really solves, first of all, an educational problem, adjoining educational literature, and does not have many of the characteristic features of works of art. However, scientific and educational literature has its own goals, its own means of achieving them, its own language of communication with the reader. Not being neither educational texts nor works of fiction in the full sense of the word, scientific and educational publications occupy an intermediate position and perform several functions: on the one hand, they provide the reader with the necessary knowledge about the world and organize this knowledge, on the other hand, they do it in an accessible way. form, making it easier to understand complex phenomena and patterns. Such literature primarily develops the logical thinking of the young reader, helps him to understand the connections between objects and events. In addition, such publications contain not only theoretical information, but also descriptions of all kinds of experiments and experiments, thereby stimulating an active cognition of reality. Of course, scientific and educational literature is not addressed to the feelings of a child, however, it also performs a pedagogical function, namely, it educates the way of thinking, teaches the reader to set certain tasks for himself and solve them.
Depending on the specific goals that a particular scientific and educational publication sets for itself, they can be divided into popular science and reference encyclopedic ones.

Popular science literature

About appointment popular science literature the name itself speaks - this literature is designed to convey to the reader special knowledge in a generally accessible form. As a rule, several books are combined into a series (for example, "Eureka"), with each edition containing information from one area of knowledge: history, biology, physics, etc. In the event that this literature is addressed to a reader who is just beginning to get acquainted with a certain scientific field, the author seeks to present new information in the most interesting form. Hence the names of such books, for example, "Entertaining Physics". In addition, this information is systematized: the publication is usually divided into thematic chapters and provided with an alphabetical index, so that the reader can easily find the information of interest. One can also use peculiar ways of organizing the text, for example, the form of questions and answers, as in the book of I. Akimushkin "The Freaks of Nature". The dialogical form of presentation and the lively language of presentation facilitate the perception of the material and attract the attention of the reader. There are other ways: popular science texts, unlike scientific ones themselves, do not operate with dry facts and figures, but offer the reader fascinating information. These books tell about the history of discoveries, point out the unusual properties of ordinary things, focus on unknown phenomena and give various versions to explain these phenomena. Vivid examples and illustrations become an obligatory attribute of such publications, because often even younger schoolchildren turn to such literature. At the same time, popular science literature strives for accuracy, objectivity, laconic presentation, so as not to overload the reader with secondary information, but to tell him about the very essence of things and phenomena of the world around him.

Reference and encyclopedic editions

Reference and encyclopedic editions pursue a slightly different goal: without pretending to be detailed and entertaining, they are mainly designed to give a short but accurate information on the issue of interest to the reader. Reference publications are often associated with the school curriculum in a particular subject and, relying on the knowledge gained at school, expand or supplement them, help to independently master topics or clarify incomprehensible points. All this contributes to the in-depth study of the subject and the consolidation of the knowledge gained. Children's encyclopedias cover the widest areas of knowledge and can be universal or industry-specific. The latter offer schoolchildren basic information from a certain area, for example, "The Encyclopedia of a Young Artist" acquaints the reader with basic concepts from the history and theory of painting, the "Encyclopedia of a Young Philologist" explains the basic literary and linguistic terms, etc. In general, editions of one series form a systematic view of reality, for example, books in the series "I know the world" acquaint the youngest reader with the history of human civilization and culture. The universal encyclopedia includes information from different branches of knowledge, but the articles in it are arranged in alphabetical order to make it easier for the reader to find the information they need. Such articles, as a rule, are very small in volume, but rich in information: they give a definition of the concept, give examples, refer to other articles, research or fiction literature, and thereby encourage the child to search for more and more new information. Therefore, an appeal to reference literature often does not end with getting an answer to one question, the scope of search expands, and with it the horizons of the little person expand, his ability to think independently and to navigate in the huge mass of knowledge accumulated by mankind develops.

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Among the arts directed directly to children, literature plays a leading role. It is associated with great opportunities for the development of the emotional sphere of the child's personality, figurative thinking, the formation of the foundations of the worldview and moral ideas in children, and the expansion of their horizons. Literature for children and youth caused a lot of controversy and discussion about whether it can be considered as a department. a kind of art, which is the main thing in works for children - the laws of artistic creation or educational function. Instructiveness, the requirements of comprehensibility and accessibility often determined the relatively low level of works written especially for children against the general literary background. But in the circle of children's reading those works were retained that satisfied the child's needs for a figurative, emotional word, a clear and entertaining depiction of the phenomena of reality.

These criteria were met, first of all, by some folklore works (fairy tales, parables, ritual poetry) and classical literature. The tasks of introducing the young reader to high art in those forms that correspond to the peculiarities of his perception of the world and spiritual formation, the need for age differentiation determine the specifics of literature for children and adolescents.

The formation of children's literature is associated with the appearance of educational books. Their authors considered the literary word, placed next to the teaching material, as an incentive to learn and master everyday rules.

The history of developmentscientific and educational literaturefor younger students

It is customary to present all books and works that make up this part of the children's reading circle in the form of two parts that are inextricably linked with the formation of a young reader: part one - scientific and artistic literature; part two - literature proper cognitive, or popular science.

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Non-fiction is defined as a special kind of literature, directed primarily to the human aspect of science, to the spiritual image of its creators, to the psychology of scientific creativity, to the "drama of ideas" in science, to the philosophical origins and consequences of scientific discoveries. Combines "general interest" with scientific reliability, narrative imagery with documentary accuracy. Born at the intersection of fiction, documentary-journalistic and popular science literature.

Let's define the differences between scientific and fiction and fiction literature. We will rely on the research of N.M. Druzhinina.

1. In a scientific and artistic work, there are always causal relationships of a scientific nature. In the absence of these connections, it cannot carry out the task of introducing the reader to the elements of scientific thinking.

2.For a fiction book, a brightly written character is characteristic - a person. In a scientific and artistic work, a person as a hero of events is in the background.

3. The difference in the use of the landscape by the authors of artistic and scientific-artistic works is essential. In a work of art, the landscape emphasizes the state of mind of the hero and is associated with him. In a scientific and artistic work, a landscape always works on the cognitive theme of the work. For example, the winter landscape in V. Bianchi's story is associated with the problem of identifying and finding animals in their tracks, and in A. Tolstoy's story "Nikita's Childhood" - with the creation of a certain emotional mood in the reader, with the disclosure of the internal state of the protagonist of the story - a constant feeling of happiness ...

4. The main content of a scientific and artistic work is searching, discovering, researching, or simply communicating any knowledge. Question: "What is this book about?" - allows you to determine whether it belongs to scientific and fiction or to fiction.

5. The elements of cognitive knowledge included in a work of art do not imply their application. The task of the author of a scientific and educational story is to show how cognitive content can be used. It becomes an instruction for work.

Fictional literature includes biographies of scientists and historical figures, works about nature, in which scientific information is presented in a figurative form. Scientific and fictional literature has not only intellectual and cognitive, but also aesthetic value. Some genres of didactic literature can be considered early examples of non-fiction literature: "Works and Days" by Hesiod, "The Visible World in Pictures" by Jan Amos Komensky, "Worm" by VF Odoevsky. Scientific and artistic works of domestic and foreign authors M. Prishvin, V. Bianki, I. Akimushkin, N. Sladkov, G. Skrebitsky, E. Shim, A. Bram, E. Seton-Thompson, D. Kerwood have become widespread in Russia. , Gray Owl, etc. Basically, children in literary reading lessons get acquainted with scientific and artistic works.

The initial stage in the development of children's literature in Russia is associated with the appearance of works of teaching literature, the first primers and alphabet books (16-17 centuries). Placing appeals to the student, verses, sermons on the pages of educational books, the authors tried to meet the needs of children. Karion Istomin is considered the first Russian children's writer. His "Facial Primer" (1694) discovered one of the most important features of literature for children and youth: the principle of visualization is the basis of not only educational books, but also fiction books. From letter to letter, a whole journey took place in it, as a result of which the student learned the alphabet, a lot of moral concepts and cognitive information.

In its main features, literature for children took shape from the second half of the 18th century. under the influence of the increased interest in education, the achievements of pedagogical thought during the Enlightenment.

Already in the 17th century. translated works for children entered the world of Russian books: Aesop's fables, stories about Bova Korolevich, Eruslan Lazarevich, and others. M. Cervantes's novel "Don Quixote" was published in the retelling.

Since 1768, the tales of C. Perrault, who for the first time made this folklore genre the property of children's literature, have been translated. "Gulliver's Travels" by J. Swift in Russian adaptation for children preserved only a fairy-tale adventure outline.

The desire to enrich and broaden the horizons of the child was promoted by the 18th-century literature for children in the world. form of edifying conversation (mentor with a student, father with children, etc.). The dialogue form, which was absent in the original, was given to the novel by D. Defoe "Robinson Crusoe" in a retelling for children by the German teacher J. G. Kampe. The beginning of this tradition in Russian literature was laid by VK Trediakovsky's translation of the political and moralizing novel by F. Fenelon "The Adventures of Telemachus, the son of Ulysses." The wanderings of Telemach and his elder friend and mentor Mentor (this name has become a household name) and their conversations gave the author the opportunity to convey to readers a lot of information. The translation was followed by numerous "Conversations of a prudent mentor with well-bred pupils", "Letters from a mother to her son about righteous honor and to her daughter about virtues that are decent for the female sex" and others. Educational ideas in these works often took the form of moralizing. Along with the "mentor" who addressed the "well-behaved children", an obedient child-reasoner appeared as a hero.

Genuine educational pathos sounded distinctly in the odes of M. V. Lomonosov, A. P. Sumarokov ("Letter to the girls of Nelidova and town Borshchova"), Ya. B. Knyazhnin ("Message to Russian pupils of free arts"), MH Muravyova. Addressing future citizens, the authors of the odes affirmed the power and benefits of enlightenment, modesty and work, the height of spiritual perfection. In his poems MM Kheraskov ("To the child"), G. A. Khovansky ("Message to the children Nikolushka and Grushinka"), P. baby "), drawing early childhood as the happiest period in life, a time of innocent pranks, spiritual purity, they wanted to prepare a person for future everyday adversities and temptations.

A. Bolotov strove to help children understand the structure of the universe, in terms of the goals and meaning of human activity, in his book "Children's Philosophy, or Moral Conversations Between One Lady and Her Children." Written clearly and vividly, the book taught to recognize and love nature, introduced children to the main provisions of the Copernican system. Bolotov's play "Unhappy Orphans", which laid the foundation for children's drama, was also very popular. The handbook of all reading Russia became "The Writer" by N. G. Kurganov (the most complete - 4th ed., 1790).

18th century was marked by the appearance of the first Russian magazine for children "Children's reading for the heart and mind" (1785-89), on which several generations were brought up. Its publisher NI Novikov saw the purpose and purpose of the magazine in promoting the education of good citizens, helping the development of those feelings without which "a person in life cannot be happy and happy." In accordance with this program, noble ideals were instilled in the works of Russian and translated literature, placed on the pages of the magazine: a person was valued only because of his personal merits, any violence was condemned (Damon and Pythias, Generosity in a low state, Correspondence father and son about village life "," About imitation of parents ", etc.).

H. M. Karamzin took an active part in the publication of the magazine (the story "Eugene and Julia", translations, poems). At the beginning of the 19th century. the children's reading circle included his works "Poor Liza", "Raisa", historical stories "Natalia, the boyar's daughter" and "Bornholm Island". The so-called. sentimental education - awakening touching sympathy for someone else's fate, deep penetration into the world of one's own soul, unity with nature. The activity of AS Shishkov, who selectively translated and revised about a third of the "plays" from Kampé's "Children's Library", became fruitful for children's literature (the Russian version withstood 10 editions). In the poems "Song for Bathing", "Nikolashin's Praise to Winter Joys" and others, Shishkov revealed himself as a subtle and kind connoisseur of children's life. The world of the child in his activities, games, feelings, relationships with parents found an original reflection in the poems of A. F. Merzlyakov ("Chorus of children to little Natasha", etc.).

The Patriotic War of 1812 heightened interest in history. The reader enjoyed the works of P. Blanchard (translated by F. Glinka, S. Nemirov) "Plutarch for youth" and "Plutarch for young girls". In editions that came out after 1812, new chapters appeared on the biography of "the most famous Russians." In the 1823 edition, the book presented a kind of course in Russian history from Olga, Svyatoslav and Vladimir to Kutuzov and Bagration. AO Ishimova's books "The History of Russia in Stories for Children" were distinguished by a masterful arrangement of historical works (including Karamzin). Ishimova and A.P. Sontag ("Sacred history for children ...", parts 1-2, 1837) are associated with the work of Ishimova and the educational direction in children's literature.

The tradition of depicting the inner world of a child, outlined in the literature of the late 18th century, was developed in a number of works of the 19th century, the hero of which was the reader's peer ("The Gray Armyak" by V.V. Lvov, "The Black Hen, or Underground Dwellers" by A. A Pogorelsky, "The Tales of Grandfather Irenaeus" by V. F. Odoevsky).

The work of A.S. Pushkin played a special role in the development of children's literature. Pushkin himself did not intend any of his works especially for children's reading. But, as V.G.Belinsky wrote, “... no one, absolutely no Russian poets have acquired such an indisputable right to be an educator of both young and mature and even old ... readers like Pushkin, because we do not know in Russia it is more moral, with the great talent, the poet ... ". "Fairy Tales", an introduction to "Ruslan and Lyudmila", the poet's lyric poems enter the literary world of the child early on in our days. According to A. A. Akhmatova, "by the will of fate, these works were destined to play the role of a bridge between the greatest genius of Russia and children."

However, in the 19th century. works for children of a low artistic level were also disseminated. Poetry and prose, scientific, educational and historical books by B. Fedorov, V. Buryanov, P. Furman were distinguished by utilitarian moralizing, unreliability and compilation, a conservative view of history. This kind of children's literature was opposed by democratic criticism, which formulated the aesthetic requirements for children's literature and the tasks of its pedagogical influence. Criticizing the books, which were "badly glued" stories interspersed with maxims, Belinsky emphasized the value of literature, addressed primarily to the feelings of a child, where images, colors, and sounds would dominate instead of abstract ideas and edifying conclusions. Pointing to the need for the development of the child's imagination and fantasy by artistic means, A.I. Herzen, N.G. Chernyshevsky, N.A. Dobrolyubov recommended the fables of I.A.Krylov, poetry and prose of V.A. M. Yu. Lermontov, N. V. Gogol, the fairy tale "The Little Humpbacked Horse" by P. P. Ershov. Children's reading circle in the 19th century. expanded due to translations of products. R. E. Raspe, the Brothers Grimm, E. T. A. Hoffmann, H. K. Andersen, C. Dickens, W. Scott, F. Cooper, J. Sand, W. Hugo and others.

Since the end of the 40s. poems that readers loved for a long time began to appear on the pages of children's magazines. These works met the child's need to hear and say about himself, were easy to remember ("The Orphan" by K. A. Peterson, "One, two, three, four, five ...." by F.B. Miller, " , wait ... "A. Pchelnikova). The poems were transformed into music, they turned into a child's play.

In Russian poetry for children, a fundamentally new stage was opened by the work of N.A.Nekrasov. The poet continued the traditional form of conversation between an adult and a child, but filled it with dramatic life content ("Railroad"). In Nekrasov's poems, for the first time, a peasant child appeared as a lyrical hero, full of charm, a way of his life opposed to an idle existence. The circle of children's reading includes many of the poet's works. The motives of native nature, peasant labor are also characteristic of the children's poetry of I. S. Nikitin, I. Z. Surikov, A. N. Plescheev, Ya. P. Polonsky. In the poems of A. A. Fet ("The cat sings, squinting eyes", "Mom! Look from the window ..."), A. N. Maikov ("Haymaking", "Lullaby"), adults were personified, began to be portrayed not as "elders", "parents" whom children feared and revered, but as close people, evoking feelings of love and affection. The objects and toys surrounding the child came to life, laughter sounded, children's sorrows and joys were revealed.

Leo Tolstoy's pedagogical activity became a significant factor in the history of children's literature. In his "Novaya Azbuka" he set out to create a type of children's book that could become a source of moral and aesthetic education, to introduce a child to the miracle of "infection" by the art of words. Drawing on the experience of world literature, he strove to develop a figurative and simple storytelling style accessible to children. For the "Alphabet" Tolstoy wrote the tale "Three Bears", the stories "Filippok", "The bone" and others, the story "Prisoner of the Caucasus".

The instructive stories of KD Ushinsky ("Four desires", Children in the grove ", etc.) gained popularity. He invited L. N. Modzalevsky, whose poems "An invitation to school" ("Children! Get ready for school!") Was a particular success among readers. the relationship of mind and feelings in the human soul.

Writers who came to children's literature at the end. 19 - early. 20 centuries, expanded the range of its problems, created new genre forms. In the works of D. N. Mamin-Sibiryak, pictures of the life of the Urals were depicted, the hard work of adults and children, the harsh beauty of the taiga and the depth of human relations were revealed ("Alyonushka's Tales", etc.). In "The Frog the Traveler" and other fairy tales by VM Garshin, fantastic fiction and reality close to the little reader rightfully coexisted.

With Tolstoy's trilogy "Childhood", "Adolescence", "Youth", with S. T. Aksakov's story "The Childhood of Bagrov the Grandson", the child hero entered children's literature as an independent personality with his own individual character traits. In these works, childhood was presented as the richest world of feelings, thoughts, interests. The theme of literary works was largely determined by questions about how the fate and character of a person depends on the social structure of society, when the child begins to get acquainted with life, how the world of children and the world of adults relate to each other.

In the works of A. P. Chekhov, V. G. Korolenko, A. I. Kuprin, K. M. Stanyukovich, children most often share the fate of the "humiliated and insulted." Society condemns them to backbreaking work ("Vanka Zhukov" and "I Want to Sleep" by Chekhov, "Petka in the Countryside" by L. N. Andreev), they are absolutely defenseless and powerless. Tragic is the fate of the gifted Tema Kartashev, whose bright aspirations are crushed by the atmosphere of the gymnasium, where hypocrisy, denunciation and cruelty prevail ("The Childhood of Tema", "High School Students" by N. G. Garin-Mikhailovsky). The world of children's consciousness - poetic, joyful, immediate - is contrasted with the consciousness of adults prone to any compromise; through a naive and pure perception of the child, events and people receive the most correct assessment ("In a bad society" by Korolenko, "Nurse" by Stanyukovich). A child with his special, often difficult fate, becomes the hero of such works as "Children", "Boys" by Chekhov, "White Poodle", "Elephant" by Kuprin, "In a Storm", "Snake Puddle", "Seryozha" "Three Friends "," Nikita "by A. Serafimovich," The Sevastopol Boy "by Stanyukovich.

In Russian children's literature, translations included production. world literature: books by J. Verne, T. M. Reed (T. Mine-Read), G. Emard, A. Dode, G. Beecher Stowe, R. L. Stevenson, Mark Twain, A. Conan-Doyle, J. London. The adolescents were attracted to them by the brightness of the ethnographic color, the beauty of the descriptions of nature, the amusing plot, the reliability in the depiction of characters. The romantic books “Spartacus” by R. Giovagnoli, “The Gadfly” by E. L. Voynich gained great popularity. The works that were directly addressed to them (especially in the publication of the "Golden Library" by M.O. "(" Sarah Crewe ") F. E. Burnett," Silver Skates "MM Dodge," Without a Family "G. Malo," Heart "(in Russian translation" Notes of a Schoolchild ") E. De Amicis," Barefoot " B. Auerbach, "Blue Heron" S. Jamison, "The Elders of the Vilbai School" by Reed. Young heroes of these works in the most difficult and sometimes tragic circumstances retain their dignity, courage, and a kind attitude towards people. Popular and literary tales enjoyed constant success with the reader, including Niels Holgerson's Wonderful Journey with Wild Geese in Sweden by S. Lagerlöf, Alice in Wonderland by L. Carroll, stories and tales by R. Kipling, stories about animals E. Seton-Thompson and others.

In 1901-17 at different times there were about 70 magazines for children of all ages, in which many works were published for the first time that received recognition: "Ryzhik" by A. I. Svirsky, poems by I. A. Bunin, K. D. Balmont, S. M. Gorodetsky, A. A. Blok, R. A. Kudasheva ("A Christmas tree was born in the forest"), S. A. Yesenin, Sasha Cherny. Young readers were fond of the novels of L. A. Charskaya; the best of them - "Princess Javakh", "Brave Life" (about N. Durova) - found artistic expression of the idea of friendship, selflessness, compassion. However, during this period, a lot of "light" essays (for example, serials about the detective Nat Pinkerton) were in demand from readers.

In the end. 19 - early. 20th centuries serious scientific, artistic and popular science books for children and youth were created, in the work on which prominent scientists A.N.Beketov, A.A.Kizevetter, M.N. Bogdanov, P.N. Sakulin and others participated. D. N. Kaigorodova, A. A. Cheglok, J. Tsinger have withstood multiple reprints. The topic of science and technology was presented in the works of N. A. Rubakin, V. Lunkevich, V. Ryumin, Ya. I. Perelman, who created the series of books "Entertaining Sciences" (continued by V. A. Obruchev). Recommended reading for grammar schools was the entertaining biographies of the classic writers P.V. Avenarius ("The Adolescent Years of Pushkin", "The Adolescent Years of Pushkin", "The Apprentice Years of Gogol", etc.).

The first two decades of Soviet power were marked by an intense search for ways of developing children's literature, solving the questions: how and what to write about for the new generation of the Soviet country, does a proletarian child need a fairy tale? In heated discussions, the officially supported point of view prevailed that a fairy tale using conditional literary techniques can have a negative impact on the child's realistic perception of the world, hinder the upbringing of an active person. There were also suggestions that the "new" child does not need a funny, entertaining book, but a business, informational one. Books appeared, on the pages of which children talked about the problems of adults, using the language of newspaper editorials. The works of K.I. Chukovsky, the play verses of S. Ya. Marshak, and the fairy tales of V.V.Bianki were questioned.

A. V. Lunacharsky became the opponent of the "harsh pedants of realism". Outlining the prospects for the development of children's literature, he pointed to talented writers (S. T. Grigoriev, Bianki, Marshak, D. I. Kharms, Yu. K. Olesha), capable of writing in a new way for children.

A significant role in the course of these discussions was played by the articles by M. Gorky "A man whose ears are plugged with cotton wool", "On irresponsible people and a children's book of our days", "On fairy tales." He defended the child's right to a fairy tale, convinced of its beneficial effect on human upbringing. Drawing the attention of writers to contemporary material, he argued that a book would be able to influence a child if she spoke to him "talentedly, skillfully, in easily digestible forms."

The founders of Soviet poetry for children were K.I. Chukovsky, V.V. Mayakovsky, S. Ya. Marshak. For Chukovsky, an important task of poetry is to help affirm children's optimism. Cheerful, action-packed, dynamic poetic tales of Chukovsky ("Crocodile", "Moidodyr", "Fly-Tsokotukha", "Cockroach", "Miracle Tree", "Barmaley") the boundaries of children's literature.

Poetry of the 20-30s experienced a strong influence of the social order - to instill in children new concepts of morality, work, the meaning of social struggle. This is reflected in the poetry of Mayakovsky. The poet continued the tradition of the conversation between the elder and the younger ("What is good and what is bad", "Walking", "Horse-fire", "Who to be?"). In an effort to give children basic ideas about the life of society, Mayakovsky was looking for non-traditional ways of their artistic embodiment. He created an acutely social fairy tale-poster ("The Tale of Peter, a Fat Child, and About Sim, Who Is Thin"), a picture book ("Every page is an elephant, then a lioness", "This is my little book about the seas and about the lighthouse" ), "May Song", "Song of Lightning".

Marshak was the creator of the cheerful, laconic and accurate "childish" verse. His poems are aphoristic, full of humor, close to folk speech. The past and the present, the joy of work, nobility and courage, the amazing properties of things, people of difficult, tempting professions, the games and deeds of children are the main themes of Marshak's poems ("Yesterday and Today", "Fire", "Mail", "The Story of an Unknown Hero " and etc.).

Overcoming schematic ideas about the child, children's literature became more attentive to him and, therefore, more diverse both in thematic and artistic terms. The ability to look closely at the life of a growing person, starting from his first step, the first toys and the first psychological problems, distinguishes the poetry of A. L. Barto. In a lyrical manner, EA Blaginina painted childhood life: in her poems, the feelings, actions, deeds of the child are full of meaning, children are connected with their elders by deep affection ("This is the kind of mother", "Let's sit in silence"). The image of a little man, mastering the world as a kind of miracle, became the main one in the cheerful lyric verses of Hebrews. poet L. M. Kvitko (included in Russian poetry in the translations of Marshak, S. V. Mikhalkov, M. A. Svetlov, Blaginina, etc.).

A penchant for eccentric jokes, improbabilities, and shape-shifting were characteristic of the authors of the journals. "Hedgehog" and "Siskin" by D. Kharms ("Detachment", "Liar", "Game", "Ivan Ivanich Samovar"), Yu. D. Vladimirova ("Freaks", "Orchestra", "Evsey"), N A. Zabolotsky ("How mice fought with a cat", "The Tale of the Crooked Man"). AI Vvedensky, the author of publicistic poems for older children, poetry stories, lyric miniatures for kids (collections "On the River", "Journey to Crimea", "Summer", a poem with an instructive basis " Who?"). New paths in poetry for children were opened by the work of S. V. Mikhalkov, who combined the humorous beginning with the lyrical and journalistic ("Uncle Stepa", "What do you have?", "We are with a friend").

Children's prose of the 1920s and 1930s went a long way. The search for ways of covering the events of the revolution and the civil war in children's literature turned out to be difficult. Attempts have failed to give an idea of revolutionary events for younger readers through the toy world ("Riot of the Dolls" by Gorodetsky, "War of Toys" by N. Ya. Agnivtsev), for teenagers - through the incredible adventures of children's heroes ("Vanka Ognev and his dog Partizan "F.G. Kamanin," The Secret of Ani Gai "by S.T. 20th century, - preserved in the circle of children's reading. The first books that combined a plausible depiction of events with an entertaining, adventure plot were the stories "Tashkent - the city of bread" by A. N. Neverov, "R. V. S.", "School" by A. P. Gaidar, stories and stories by Grigoriev. With a sack for death "," Red buoy "," ET-5324 steam locomotive ". The works of S. G. Rozanov ("The Adventures of Grass"), B. S. Zhitkov ("What Happened", "What I Saw") answered many of the questions of a child who was mastering the world in a new way. Zhitkov's heroes - sailors, workers, hunters - constantly take an examination for courage, comradeship, honor; in difficult trials, the true face of a person is revealed. Together with the characters of the books N. Ognev ("Diary of Kostya Ryabtsev"), L. A. Kassil ("Conduit" and "Schwambrania"), N. G. Smirnova ("Jack Vosmyorkin - American"), L. Budogoskoy ("The Tale about a red-haired girl "and" The Tale of a Lantern "), the young reader wondered what a new life should be like. From the book "Republic Shkid" by G. Belykh and L. Panteleev, "Clock" by Panteleev, "Salazhonok" by S. A. Kolbasyev, "Ten Carriages" by B. M. Levin, stories by A. V. Kozhevnikov, he learned how he went to the past is the old world, as former street children became full citizens. The "Pedagogical Poem" by A. S. Makarenko, written for adults, but included in the reading circle of adolescents, had a strong influence on the minds.

The readers especially loved the literary tale, a genre that was less influenced by ideological stereotypes than others. A wealth of fiction, a fascinating plot, a hero who is close to the reader - the main features of the fairy tales "Three Fat Men" by Olesha, "The Golden Key, or The Adventures of Buratino" by AN Tolstoy, the plays "Little Red Riding Hood" and "The Snow Queen" by Ye. L. Schwartz, "The Wizard of the Emerald City" by A. M. Volkov. The story-fairy tale "The Old Man Hottabych" by L. I. Lagin and the humorous "Adventures of Captain Vrungel" by A. S. Nekrasov were very popular.

The most important issues of ethics and morality became the basis of children's stories by M. M. Zoshchenko ("The Most Important", "Stories about Lelya and Minka"). The anxieties of youth, its need to love, the thirst for genuine human relationships found expression in the book by RI Fraerman "The Wild Dog Dingo, or the Story of First Love". The young reader of the book "Two Captains" by V.A. The artistic world of Gaidar, which is characterized by such a combination of genres, has not easily won its place in children's literature. Controversies arose around his books: the writer was accused of a mood of sacrifice, of using the means of "cordiality" that were outdated for educational influence (discussion of "Military Secret", 1935).

In the 2nd half of the 30s. in the official educational policy, a serious role was assigned to the heroic example, which led to the spread of biography and genre. Works of Leniniana (stories by Zoshchenko, A.T. Kononov), which received special development in the postwar years, books about party leaders ("Iron Felix" by Yu. P. German, "Rook - a spring bird" by SD Mstislavsky, "Boy from Urzhum "A. G. Golubeva and others). An extensive library was made up of historical books for children and youth (Al.Altayev, Yu.N. Tynyanov, V. B. Shklovsky, T. A. Bogdanovich, S. P. Zlobin, V. Yan, E. I. Vygodskaya, V.P.Belyaev, 3.K. Shishova, Grigoriev).

The books by N.I. Plavil'shchikov, Bianki, E.I. These writers created the genre of scientific and fiction books in Soviet children's literature, which developed in the 60-80s. The beginning of scientific journalism was laid by the book. M. Ya. Ilyina ("Story of the Great Plan", "Stories about Things", "How Man Became a Giant"), Zhitkov ("Telegram", "Grivennik", "Steamship"); Paustovsky in "Kara-Bugaz" and "Colchis" combined the traditions of fiction and journalism.

This means that a role in the development of Soviet literature for children and youth and in the unification of children's writers was played by the magazines for children "Murzilka", "Pioneer", "Friendly guys", "Koster", etc., in which many prominent children's writers collaborated - Marshak, Zhitkov, B. Ivanter, N. Oleinikov, Schwartz and others. In the journal. "Children's Literature" (1932-41) systematically evaluated and analyzed the novelties of children's books. The creation of the Children's Literature publishing house was of great importance.

One of the most significant in literature is the theme of the Great Patriotic War of 1941-1945. From fiction-documentary books the reader learned about his peers, participants and heroes of the war ("The Fourth Height" by E. Ya. Ilyina, "The Tale of Zoya and Shura" by L. T. Kosmodemyanskaya, "Partizan Lyonya Golikov" by Yu. M. Korolkov, "Street of the Youngest Son" by Kassil and ML Polyanovsky, etc.). Much attention in these books was paid to the pre-war time, to the story of how the character and spiritual appearance of the hero took shape.

The writers strove to convey to the young reader the harsh truth of people's lives in the war and in the rear (the book "Son of the Regiment" by V.P. O. Bogomolova).

In the literature for children and adolescents of the post-war period, there were conflicting tendencies. Like all art, children's literature of the 40s - 1st floor. 50s went through a period of non-conflict and falsification of reality. The indispensable features of many works on the military-patriotic theme were pioneer romance, poster imagery and sentimentality. The so-called. school stories, where the life of children appeared to be extremely embellished, and artistic tasks were supplanted by primitive didactics. However, at the same time, works of a different orientation were created, more in line with the reality and needs of the young reader. In this sense, the official pedagogical orientation towards the formation of a harmonious, highly moral personality oriented children's literature towards general humanistic values, the development of curiosity and the broadening of the horizons of youth. Democratic changes in the social life of the country in the mid-50s and 60s. opened up new creative opportunities for writers. Many writers have turned to the experience of Russian classics and folklore. Reflecting in the books the difficulties and contradictions of their time, they strove to penetrate into the inner world of the child, to understand his true needs, joys, and griefs. The external, event plot either lost its meaning altogether, or became a means of revealing spiritual conflicts in everyday life. The unusual art form seemed psychologically too difficult for the perception of a child or adolescent to the literary and pedagogical criticism. But the works of F. A. Vigdorova, V. V. Golyavkin, M. S. Bremener, V. K. Arro, S. M. Georgievskaya, A. I. Musatov were designed for the reader, ready for the effort of thought and tension of feelings. They helped him grow up. NI Dubov (Boy by the Sea, Orphan, Woe to One, Fugitive) assessed contemporary reality with an uncompromising glance in his books. His young heroes go through a difficult path of formation, but they are not alone, next to them are the elders, living according to the laws of conscience, ready to help in word and deed. In a different manner - funny about the serious - wrote their books HH Nosov ("Vitya Maleev at school and at home", "The Adventures of Dunno and His Friends", etc.), Yu. V. Sotnik ("The White Rat", "About our affairs "), Yu. Khazanov (" My marathon "), V. Medvedev (" Barankin, be a man! "), V. Yu. Dragunsky (" Deniskin's stories "). The humor of the situation did not become an end in itself here, but helped to explore the diversity of life, to reveal the character of the hero.

As the successors of the traditions of Russian prose, bringing into books for children and adolescents its characteristic attention to the problems of conscience, psychologism, and the accuracy of the realistic literary word, A. Ya. In the meantime, somewhere ... "," Late child "," My brother plays the clarinet "," Mad Evdokia "," Division of property "," Signalers and buglers "), A. A. Likhanov, R. M Dostyan, Yu. Ya. Yakovlev. A notable phenomenon in children's literature in the 80s. was the story of VK Zheleznikov "Scarecrow", challenging the ingrained point of view, according to which the collective is always right. Here, the truth is on the side of the girl, who opposed her moral attitude towards life to the cruelty and soullessness of her peers.

Many writers have turned to original genre forms. On the basis of the Eastern literary tradition, L. Solovyov created "The Tale of Khoja Nasreddin", which was beloved by readers of different ages. The masterful use of the techniques of modernist prose distinguishes the story about the post-war childhood of E. Dubrovin "Waiting for a goat". Estonian prose writer J. Rannap has constructed a caustic and funny satirical story about the school "Agu Sikhvka Tells the Truth" in the form of a series of explanatory notes, where a young mischievous man sarcastically imitates the stereotypes of speech and thinking of adults.

At the same time, the manner of a lifted romantic depiction of reality developed (A.A. Kuznetsov, Yu. I. Korinfts, R. P. Pogodin, Yu. I. Koval, the Estonian writer H. Vyali). The works of V. Mukhina-Petrinskaya, Z. Zhuravleva, V. P. Krapivin, and the Ukrainian prose writer V. Bliznets convey that naturally festive, poetic experience of being, which is characteristic of many impressionable natures in childhood and adolescence. A romantic touch is also present in the historical works of Al. Altayev and Shishova.

Significant influence on children's literature 50-70s. provided adventure novels and stories, literary tales, including translated ones. Children's prose of this period includes stories of teenage robinsonades, childish adventures in the spirit of Tom Sawyer and Huck Finn, created in various languages of the multinational country, as a result of which children expose criminals. Among the works of this genre, readers fell in love with the masterfully written novels by A. N. Rybakov "Dagger" and "Bronze Bird", the poetics of which goes back to "The Fate of the Drummer" by Gaidar.

The atmosphere of the game, often associated with the violation of traditional genre canons, is inherent in fairy tales, fairy tales and parables, to which children's writers readily turned in the 60s and 80s. Such are the semi-parody theatrical tales of E. N. Uspensky, the tales of T. Alexandrova, combining folk and modern motives, romantic fairy-tale adventure productions. F. Knorre, S. L. Prokofieva and Krapivin; fantastic stories by V. Alekseev, philosophical fairy tales by R. Pogodin, fairy tales-parables by R. Hovsepyan (Armenia), stories-fairy tales by K. Say (Lithuania) and S. Vangeli (Moldova), built of poetry and prose, magical stories and moral-descriptive studies , mosaic compositions 3. Khalila (Azerbaijan), picturesque rhythmized fairy tales-miniatures by I. Ziedonas (Latvia).

60-80s were marked by a keen interest in science fiction. Teenagers were fond of books by R. Bradbury, K. Simak, R. Sheckley, but their enormous popularity was not inferior to the success of Russian novels and stories. Books of the 1920s and 1930s are also of constant interest. "Aelita" and "Hyperboloid of Engineer Garin" by A. N. Tolstoy, "Head of Professor Dowell" and "Amphibian Man" by A. R. Belyaev, "Burning Island" by A. P. Kazantsev, as well as later published "The Andromeda Nebula" I. A. Efremov, works by G. S. Martynov, I. I. Varshavsky, G. I. Gurevich, A. P. Dneprov, A. N. and B. N. Strugatskikh, A. I. Shalimov, A. A. Shcherbakov, A. and S. Abramovs, K. Bulychev, D. A. Bilenkina, E. I. Parnova and others. Sharp, saturated with modern problems, they excited the audacity of thought, the sensitivity of the authors to the demands of the day (in this connection some works of this genre - the novel "The Hour of the Bull" by Efremov, the story "The Ugly Swans" by the Strugatskys, later published under the title "Time of Rain", were subject to a political ban).

In children's literature 60-70s. a kind of "diffusion" of genres was outlined. The clear boundaries between fiction and science-fiction, popular science literature were erased. The works of I. Andronikov, N. Ya. Eidelman, in an entertaining form introducing schoolchildren to literary criticism and history, can serve as examples of good Russian prose. "Legends about the Titans" by Ya. E. Golosovker, giving adolescents an idea of ancient mythology, are imbued with the poetry of ancient legends and the tragic attitude of the twentieth century. Books about wildlife by V. Chaplina, G. A. Skrebitsky, N. Ya. Sladkov, G. Ya. Snegirev, I. I. Akimushkin are read as full-fledged works of art, distinguished by the spirit of humanity, a sense of human responsibility for all living things. D.S.Danin, about wild and domestic plants - N.L.Dilaktorskaya and H.M. Verzilin, about minerals - A.E. Fersman, about crafts - Yu.A. Arbat, about painting - L. N. Volynsky.

In the genre of scientific journalism in the 80s. worked writers A. Markush, R. K. Balandin, G. I. Kublitsky. The biographical theme of the life of famous scientists (L.E. Razgon's books about the physicist P.N. Lebedev, about the astronomer P.K.Sternberg) is of great importance in children's fictional literature. Far from humanitarian problems at first glance, popular science books for young people help the reader to feel how diverse and complex reality is, thereby laying the foundations of the modern worldview. In the 2nd floor. 70s children's journalism reached a high level (E. Bogat, L. Zhukhovitsky, L. Krelin, etc.), which spoke with the reader mainly on humanitarian topics - about conscience, dignity of reason, feelings, human personality. For the 60-70s. the flowering of poetry, from early childhood, brought up a sense of the word in readers. In the works of I. P. Tokmakova, V. V. Berestov, B. V. Zakhoder, J. L. Akim, E. E. Moshkovskaya, Yu. P. Moritz, G. V. Sapgir, A. M. Kushner, L. Mezinova, V. Levin, Y. Kushak, R. Sefa, V. Lunin, O. Driza have fantasy and humor, genuine feeling, subtle lyricism, mischief. At this time, poets of the older generation also continued to work - Barto, Blaginina, Mikhalkov.

In children's literature, the 2nd floor. 80s-early. 90s a significant event was the publication of the prose collection "Aboriginal", "Catching butterflies and an abandoned friend", "I fly in a dream", telling about the problems of everyday life, the state of the family and school, the spiritual image of a modern teenager. Among the works included in these collections, the most interesting from an artistic point of view were things truly tragic, such as the stories "The Humpbacked" by N. Solomko, "Crooked Thursday" by L. Sinitsyna, "Aboriginal" by Y. Korotkov, "Shokhin's Cassettes" by S. Vinokurova, telling about difficult, often tragic teenage dramas. The novels "From the Life of Kondrashek" by I. Chudovskaya, "Little Night Serenade" by V. Romanov are distinguished by their lyrical mood. An entertaining narration, well-aimed psychological observations are characteristic of L. Evgenieva's stories and stories (collection "The Frog"). Some works that were not admitted for publication at one time were released, in particular, the novel "The Iron" by B. Zhitkov and "The Flight" by Y. Daniel.

The Children's Fund publishes the magazines "Tram" for young children and "We" for teenagers, which attracted the reader with their brightness and originality. The literary almanacs "Boy" and "Girl" are popular, the creators of which set themselves the task of helping the moral formation of growing men and women, to form their good aesthetic taste.

In the 50-70s. there were new translations and retellings for children of works of world children's literature, folk tales. The circle of children's poetry includes the ballads of E. Lear, comic poems by A. Milne. In many translated works loved by children, childhood appears as a kind of autonomous country, the laws of which adults cannot understand ("King Matt the First" by J. Korczak, "The Little Prince" by A. de Saint-Exupery). Characters in the books by J. Barry (Peter Pan and Bendy), Milna (Winnie the Pooh and All, All, All), P. Travers (Mary Poppins) find themselves in an imaginary world where they live a fascinating, active life. Young readers enjoy the playful side of these fairy tales; for adults, they discover a lot in the complex world of a child.

The books by the Swedish writer A. Lindgren "The Kid and Carlson Who Lives on the Roof", "Pippi Longstocking", "Mio, my Mio!" Are very popular. The funny adventures of the heroes, the soft humor of Lindgren's works reveal the fullness of life, create instructive characters.

The Polish poet Julian Tuwim accurately expressed the universal nature of children's literature, saying that if laziness, boasting, talkativeness, arrogance come under fire, if good laughter, joke, play, fun reign in poetry, then this is for all children. Books by E. Kestner and J. Kruss (Germany), A. Marshall (Great Britain), J. Rodari (Italy), writers from the East. Europe A. Boseva, D. Gabe, M. Alechkovich, V. Nezval, F. Grubek, A. Sekora. A high professional level is distinguished by the translations and retellings of the works of foreign writers into Russian by T.G. Gabbe, A.I. Lyubarskaya, Zakhoder, Tokmakova, Korinets, Berestov, V. Orel, Yu.

The works of the world children's classics of the 2nd floor have become an organic part of Russian children's literature. 20th century - the philosophical tales "The Lord of the Rings" by J.R. Tolkien, "The Threshold" and "The Magician of the Earthsea" by W. Le Guin, books by T. Janson and others.

References

fiction children's educational

1. Analysis of a work of art: Works of art in the context of the writer's creativity / Ed. M.L. Semanova. - M., 1987.

2. Bogdanova O.Yu. The development of the thinking of high school students in literature lessons: A manual for a special course. - M., 1979.

3. Education of a creative reader: Problems of extracurricular and extracurricular work in literature / Ed. S.V. Mikhalkova, T. D. Polozova. - M., 1981.

4. Golubkov V.V. The problem of psychological justification for the study of literature in school // Literature i mova in shkoli: Uchenye zapiski. - Kiev, 1963. - T. XXIV.

5. Gurevich S.A. Organization of reading for senior students. - M., 1984.

6. Demidova N.A. The perception of the tenth graders of the novel by A.N. Tolstoy's "Peter the First" and the Problems of His Analysis at School // Students' Perception of a Literary Work and the Methodology of School Analysis. - L., 1972.

7. Kachurin M.G. The influence of analysis on the perception of works of art by students in grade 4 // Pupils' perception of a literary work and the methodology of school analysis. - L., 1972.

8. Korst N.O. Perception of a literary work and its analysis at school // Questions of the analysis of literary works. - M., 1969.

9. Kudryashev N.I. On the process of guiding the perception of a literary work by high school students // Art of analysis of a work of art. - M., 1971.

12. Leontiev A.N. Activity, consciousness, personality. - M., 1975.

13. Marantzman V.G. Analysis of a literary work and the reader's perception of schoolchildren. - L., 1974.

14. Moldavskaya N.D. Literary development of junior schoolchildren in the learning process. - M., 1976.

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Stephen Fry. "The Book of Common Delusions"

Stephen Fry about his "Book of General Delusions": "If we liken all the knowledge accumulated by mankind to sand, then even the most brilliant intellectual will be like a person to whom one or two grains of sand have accidentally stuck."

Annotation. The Book of Common Misconceptions is a collection of 230 questions and answers. Stephen Fry helps the reader to get rid of common pseudoscientific prejudices, myths, false facts through a chain of reasoning and real evidence. The reader will find in the book answers to completely different questions: what color Mars really is, where is the driest place on Earth, who invented penicillin, and more. All of this is written in typical Stephen Fry fashion - witty and captivating. Critic Jennifer Kay argues that The Book of Common Misconceptions doesn't make us feel stupid, but makes us more curious.

Richard Dawkins. The Greatest Show on Earth: Evidence for Evolution

Comments by Neil Shubin, like-minded Richard Dawkins and author of the bestselling Inner Fish: “To call this book an apology for evolution would be missing the point. "The Greatest Show on Earth" is a celebration of one of the most significant ideas ... Reading Dawkins, you are in awe of the beauty of this theory and admire the ability of science to answer some of life's greatest mysteries. "

Annotation. The world famous biologist Richard Dawkins considers evolution to be the only possible theory of the origin of all living things and supports his point of view with evidence. The book "The Greatest Show on Earth: Evidence for Evolution" explains the laws by which nature functions and how certain species of animals, including humans, appeared on Earth. After reading his book, even an adherent of the divine theory will not find arguments against evolution. Dawkins' bestseller was published for the 200th anniversary of Darwin and the 150th anniversary of his Origin of Species.

Stephen Hawking. "A Brief History of Time"

Stephen Hawking on his book A Brief History of Time: “All my life I have been amazed at the main questions we have to face and have tried to find a scientific answer for them. Maybe that's why I sold more physics books than Madonna about sex. "

Annotation. In his youth, Stephen Hawking was permanently paralyzed by atrophying sclerosis, only the fingers of his right hand remained mobile, he controls his chair and his voice computer. In 40 years of activity, Stephen Hawking has done more for science than a whole generation of healthy scientists has done. In the book "A Brief History of Time" the famous English physicist tries to find answers to eternal questions about the origin of our Universe. Every person at least once thought about where the Universe began, whether it is immortal, whether it is infinite, why is there a person in it and what the future awaits us. The author took into account that the general reader needs fewer formulas and more clarity. The book was published back in 1988 and, like any work by Hawking, was ahead of its time, so it is a bestseller to this day.

David Bodanis. "E = mc2. Biography of the world's most famous equation "

Annotation. David Bodanis teaches at European universities, writes brilliant popular science books and popularizes technical sciences in every possible way. Inspired by the revolutionary discovery of Albert Einstein in 1905, the equation E = mc2, David Bodanis opened new ways to understand the universe. He decided to write a simple book about complex, likening it to an exciting detective story. The heroes in it are outstanding physicists and thinkers such as Faraday, Rutherford, Heisenberg, Einstein.

David Matsumoto. “Man, culture, psychology. Amazing mysteries, research and discoveries "

David Matsumoto on the book: "When cultural differences emerge in the study of culture and psychology, natural questions arise about how they came about and what makes people so different."

Annotation. Professor of Psychology and Ph.D. David Matsumoto has made major contributions to both the practice of psychology and intercultural relations and the world of martial arts. In all his writings, Matsumoto addresses the diversity of human ties, and in the new book he is looking for answers to strange questions, for example, about the incompatibility of Americans and Arabs, about the ratio of GDP and emotionality, about the everyday thoughts of people ... Despite the easy presentation, the book is scientific labor, and not a collection of conjectures. “Man, culture, psychology. Amazing riddles, research and discoveries ”is not a scientific work, but rather an adventure novel. Both scientists and ordinary readers will find food for thought in it.

Frans de Waal. “The origins of morality. In search of the human in primates "

Frans de Waal on his "Sources of Morality": "Morality is not a purely human property, and its origins must be sought in animals. Empathy and other manifestations of a kind of morality are inherent in monkeys, and dogs, and elephants, and even reptiles. "

Annotation. Over the years, world renowned biologist Frans de Waal has studied the life of chimpanzees and bonobos. After researching the animal world, the scientist dawned on the idea that morality is inherent not only in humans. The scientist has studied the life of great apes for many years and found real emotions in them, such as grief, joy and sadness, then he found the same in other species of animals. Frans de Waal touched upon questions of morality, philosophy, religion in the book.

Armand Marie Leroy. "Mutants"

Armand Marie Leroy on Mutants: “This book tells about how the human body is created. About the techniques that allow a single cell, immersed in the dark nooks of the womb, to become an embryo, fetus, child and finally an adult. It gives an answer, albeit preliminary and incomplete, but nevertheless clear in its essence, to the question of how we become what we are. "

Annotation. Armand Marie Leroy traveled from early childhood to become a renowned evolutionary biologist, Ph.D. and teacher. In Mutants, biologist Armand Marie Leroy explores the body through shocking mutant stories. Siamese twins, hermaphrodites, fused limbs ... Once Cleopatra, being interested in human anatomy, ordered to rip up the stomachs of pregnant slaves ... Now such barbaric methods are in the past and science is developing with the help of humane research. The formation of the human body is still not fully understood, and Armand Marie Leroy shows how human anatomy remains stable despite genetic diversity.

Jonah Lehrer. "How we make decisions"

Foreword by Jonah Lehrer to her book: "Each of us is capable of arriving at a successful decision."

Annotation. World renowned science popularizer John Lehrer has built a reputation as a psychology scholar and talented journalist. He is interested in neuroscience and psychology. In her book How We Make Decisions, John Lehrer describes the mechanisms for making decisions. He explains in all details why a person chooses what he chooses, when to indulge intuition, how to make the right choice. The book helps to better understand yourself and the choice of other people.

Frith Chris. “Brain and Soul. How nervous activity shapes our inner world "

Frith Chris on the book “Brain and Soul”: “We need to take a little closer look at the connection between our psyche and the brain. This connection must be close ... This connection between the brain and the psyche is imperfect. "

Annotation. The famous English neuroscientist and neuropsychologist Frith Chris studies the structure of the human brain. He wrote 400 publications on this topic. In the book "Brain and Soul" he talks about where the images and ideas about the world around come from in the head, as well as how real these images are. If a person thinks that he sees the world as it is in reality, then he is greatly mistaken. The inner world, according to Frith, is almost richer than the outer world, since our mind itself conjectures the past, present and future.

Michio Kaku. "Physics of the Impossible"

Michio Kaku's quote from the book "Physics of the Impossible": “I have been told more than once that in real life I have to give up the impossible and be content with the real. In my short life, I have seen more than once how what was previously considered impossible turns into an established scientific fact. "

Annotation. Michio Kaku is Japanese by birth and American by citizenship, is one of the authors of string theory, professor, popularizer of science and technology. Most of his books are recognized as world bestsellers. In the book "Physics of the Impossible" he talks about the incredible phenomena and laws of the Universe. From this book, the reader will learn what will become possible in the near future: force fields, invisibility, mind reading, communication with extraterrestrial civilizations and space travel.

Stephen Levitt and Stephen Dubner. "Freakonomics"

“Stephen Levitt has a tendency to see a lot of things in a very different way from any other average person. His point of view is not like the usual thoughts of the average economist. It can be great or terrible, depending on how you think about economists in general, ”- New York Times.

Annotation. The authors seriously analyze the economic underpinnings of everyday things. A non-standard explanation of such strange economic issues as quackery, prostitution and others. Topics shocking, unexpected, even provocative are considered through logical economic laws. Stephen Levitt and Stephen Dubner have worked to spark a zest for life and have received many accolades as they deserve. Freakonomics was written not by ordinary economists, but by real creatives. She was even included in the list of the best books of the decade according to the Russian Reporter.

Content

Introduction

Chapter II. Methodological foundations of working with a scientific and educational book for older preschool children

§ 1. How to form the skills of working with a scientific and cognitive text

1.1 Requirements for the organization of work with a scientific and educational book as a type of fiction

§ 2. Possible forms of work with a scientific and educational book for older preschool children

Conclusion

Bibliography

Applications

Introduction

"A child by nature is an inquisitive explorer, a discoverer of the world. So let a wonderful world open up in front of him in living colors, bright and vibrant sounds, in a fairy tale, in a game." (V.A. Sukhomlinsky).

We know from school that literature is an academic subject, the content of which is the study of a certain range of works. Relentless time changes us, many foundations lose their steadfastness. And now the unified state program of education and training in kindergarten has become a thing of the past. Children's institutions have acquired independence in the choice of content and methods of working with children. One of the generally accepted principles of education and training has become integral - this is the transition to a humanistic understanding of childhood. The idea of the intrinsic value of childhood, the need to ensure its full-fledged living, is brought to the fore.

The self-worth setting implies the absence of any kind of violence against the child, but in no way excludes all learning. In Russian psychology, thanks to the works of L.S. Vygotsky and D.B. Elkonin, the idea of the importance of childhood, as the period of the formation of universal human mental qualities, was firmly rooted. Children are inquisitive explorers of the world. This feature is inherent in them by nature. The search for knowledge, the inquisitiveness of the mind is revealed more fully when this or that phenomenon awakens interest, nourishes feelings. Every year the field of cognizable objects and phenomena is expanding in children, it becomes necessary to constantly involve the child in cognitive activity, pushing him with questions, a problem so that he himself wants to learn as much interesting and necessary as possible. One of the possible means of educating cognitive activity is to familiarize children with scientific and educational literature. It is scientific and educational literature that is able to penetrate into the surrounding world, nature, into life that boils around a person, regardless of him.

N.M. Druzhinina believes that all children's literature consists of works of fiction and scientific and educational, written for children. She highlights the main the purpose of the scientific and educational bookis to educate the mental activity of your reader, to introduce him to the great world of science (1). In the years after the revolutionary years, through the efforts of scientists and popularizers, many children's books of a cognitive nature were created. Their authors relied on the experience accumulated by pre-revolutionary popularizers of scientific knowledge, such as D. Kaigorodov, Ya. Perelman, A. Cheglok, N. Rubakin. In 1919, the popular science journal "In the workshop of nature" was founded, with the goal of "fostering the spirit of curiosity, arousing interest in the active study of nature." In 1924, the magazine "Sparrow" (later - "New Robinson") published the first works of B. Zhitkov, V. Bianchi, M. Ilyin.

The path to children's scientific and educational literature of M. Ilyin (real name - Ilya Yakovlevich Marshak; 1895-1953) was very characteristic of that time. During these years and later N. Sladkov, S. Sakharnov, G. Snegirev and others actively published their works for children. Scientist A. Formozov "Six days in the woods", V. Durov "Beasts of grandfather Durov" and a number of other authors ... The spirit of "struggle with nature" permeated all literature at that time; it was not only besieged by the official authorities, but also quite sincerely supported by many writers. In scientific and educational children's literature, this "spirit of struggle" was embodied in the idea of the indispensable conquest of nature by man (recall the famous poems of S. Marshak: "A man said to the Dnieper: - I will lock you up with a wall." Books that taught young readers to overcome difficulties in comprehending secrets of nature, which is characteristic of science. A child's way of getting to know the natural world should be simple.: you need to tell the kid about what surrounds him, about the most ordinary and everyday.

V.G. Belinsky has repeatedly pointed out what a children's natural history book should be: it is a "picture book" with "a simple explanatory text about how beautiful nature is", a text that presents "the scientific systematization of what is presented."

Note that in the 40s of the XIX century - the time of active development of children's literature - they talk about a scientific and educational book. There is no talk of a fiction book. In the 60s of the 19th century, there were so many popular science and scientific and educational books that D.N. Mamin - Sibiryak testifies to them as "a bright sign of the times". Since the works were mostly created as educational, the authors did not forget about informing children of new knowledge, useful information that is useful in real life. During this period, scientific and educational books containing natural history works were actively demanded by both readers and compilers of anthologies.

Teachers and methodologists say that teaching a child should begin with stories about the seasons, the person himself, domestic and wild animals, etc. Modern living conditions, the demands of society that they form, determine the relevance and importance of finding the most effective methods for developing speech, teaching reading. And it is already indisputable that these tasks should be successfully solved in the conditions of home education. And it doesn't matter if the child is attending any educational institution. The family plays the main role in the development of speech and the formation of the skills of reading fiction. the conditions in which the personality of the child is formed. A great contribution to modern methodological science was made by N.N. Svetlovskaya, T.S. Piche-ool, N.A. Vinogradova, L.I. Kozlova, Z.A. Gritsenko, N.M. Druzhinina, I.N. Timofeeva.

A children's book of whatever nature it is, it is good and useful when it is equally interesting for both the child and the adult: "Good and useful is only an essay for children that can occupy adults and they like not as a children's essay, but as a literary work written for everyone ".

Problem of our thesis research: how, in modern conditions, to organize the work of senior preschool children with a scientific and educational book.

Object of study : scientific and educational book for preschool children.

Subject of study : methodological foundations of working with a scientific and educational book for older preschool children.

Purpose of the study : to reveal the work of children's libraries in attracting children to reading scientific and educational literature.

Achieving this goal involves solving the following tasks:

To study scientific and educational literature for older preschool children from the point of view of the topic.

To study the methodological foundations of working with a scientific and educational book.

Analyze the circle of children's reading in the aspect of the topic.

Make an analysis of the programs of modern education and training in preschool educational institutions.

To identify possible forms of work with a scientific and educational book for older preschool children.

The purpose of the study is implemented using research methods:

1.Method of indirect and direct observation.

2.A method for diagnosing the organization of reading.

Chapter I. Scientific and educational book for older preschool children

§ 1. The history of the emergence and development of scientific and educational literature for children and youth

Scientific and educational literature for children and youth in the circle of children's reading and the context of literary education (XV - XX centuries)

Scientific and educational literature for children appeared on the territory of present-day Russia already in the 15th century, tk. " ... the first works for children ... were created to popularize grammatical information as the main science of that time ... "(F.I.Setin).

Textbooks in Russia in the 15th - 17th centuries. v. were an organic combination of elements of a textbook and books for reading, both cognitive and artistic.

History of origin and development:

Domestic children's fictionon the territory of Russia arose on the basis of educational literature already in the 16th - 17th centuries. And at that time she dissociated herself from it, becoming an independent field of the art of word.

Domestic educational literatureuntil the 17th century. It was either scattered, single editions (often translated from German or French), or fragmentary information in textbooks on Russian literature or in reference publications.

The history of development : "... one feature that is directly related to the literary meaning of the cognitive works of Ancient Russia: entertaining.Science and knowledge were not limited in the Middle Ages to what we call erudition, or that direct benefit that knowledge could bring in practical activity. Knowledge must necessarily be interesting and morally valuable"(D.S. Likhachev) (52).

Inceptiondomestic how a specific type of literature in the context of the entire cultural process began under the influence of Peter's reforms, when they began to publish " ... books on mechanics, geodesy, mathematics and other applied sciences, not only for adults, but also for youth and children "(F.I. Setin).

XVIII century

Under the patronage of Peter I and mainly by the "Scientific squad" (Feofan Prokopovich, VN Tatishchev, AD Kantemir), textbooks, teachings, instructions, translations of foreign literature were created, designed for the perception of children and youth. In the period from the end of the 17th to the middle of the 18th centuries. also widely published primers and "business books": "A Brief and Useful Guide to Arithmetic" (1669), "Slovenian Primer" by Feofan Prokopovich (1724), "Atlas Composed for the Use and Use of Youth" (1737), "A Brief Guide to mathematical and natural geography "(1739) and others.

Scientific - educational and scientific - educational books of the XVIII century. Featured " harmony, clarity and consistency of presentation of the material ".

Scientific - cognitive literature gave readers a clear idea of the world, of a particular science, of the system of scientific knowledge, while there was " an attempt ... to reconcile science and religion with a clear preference for science "(A.P. Babushkin) (53).

In order to popularize new knowledge, authors and translators scientific and educational literature(at that time for all age categories) often used the methods of journalism in their scientific - educational and scientific - educational books, resorted to the methods of figurative literature of fiction. That is why the scientific and educational literature of the beginning and the middle of the 18th century did not yet have its "canonical" form, its specific methods of presenting material, but at the same time it sharply differed from the encyclopedic literature. The only thing that can already be noted in this period is the division of scientific and educational books and scientific and educational (educational and cognitive - in the terminology of I.G. Mineralova). (41)

The mutual influence and interpenetration of traditions created the domestic scientific and educational (educational and cognitive) book and the traditions of structuring scientific literature of foreign origin, as well as its content subsequently gave rise to the original scientific and educational literature of the Russian Empire.

Composition of children's literature of the 18th century:

Moral literature;

Scientific and educational literature;

Scientific and educational literature.

Results of the XVIII century - can be distinguished " two lines outlined in children's literature in the second half of the 18th century:

a) the line of scientific - educational and truly - fictional literature, created by educators and progressive figures;

b) the line of moral teachers of literature, implanted by the educators of the children of the aristocracy.

Penetration of elements of moralizing literature into progressive children's literature "(AP Babushkina).

Composition of children's literature of the 19th century:

Children's fiction;

Moral literature;

Scientific and educational literature;

Mass literature.

The emergence of the functional directions of domestic children's literature: I.N. Arzamastsev and S.A. Nikolaev is distinguished from the middle of the XIX century, the following functional types of children's literature: "includes school textbooks and manuals, dictionaries, reference books, encyclopedias, etc. So-calledethical literature - stories, stories, poems, poems that affirm the system of moral values. She, in turn, is divided into fabulous - fantastic, adventure, artistic - historical, journalistic literature, as well as their derivatives. In addition, there is purelyentertainment literature ... Entertaining literature is in opposition to other types of children's literature and is closest to children's folklore. "(4)

In the middle - end of the 19th century, in connection with the development of science and social relations in Europe and North America, a need arose for a purely cognitive literaturefor kids. And then the question arose: In what form to present scientific and historical facts in such a way that it would be really interesting for children of different ages?

The question did not remain unanswered: many foreign and Russian scientists specializing in various fields of scientific knowledge, teachers and writers began to create new literature for children that is in demand by the time - scientific and educational literature... And now, for almost two centuries, it, along with fiction literature, has helped children learn and understand the world around them (52).

The works of M. Ilyin, B. Zhitkov, V. Bianchi, K. Paustovsky, D.S. Dolina, O. N. Pisarzhevsky, J.K. Golovanov, V.L. Levy. Since 1960, the collections "Paths to the Unknown" have been published annually. (38).

1.1 Scientific and educational book: concept, specificity

A scientific and educational children's book is a book that draws the child's attention to real phenomena, processes, secrets and riddles of the surrounding world, i.e. tells the child about what he does not notice or does not know about animals, plants, birds, insects; about metal, fire, water; about professions related to the knowledge and transformation of the world.

Encyclopedic literary dictionary: scientific and educational literature is a special kind of literature, addressed mainly to the human aspect of science, to the spiritual image of its creators, to the philosophical origins and consequences of scientific discoveries.

Scientific and educational literature of the 18th century. - gave readers a clear idea of the world, of this or that science, of the system of scientific knowledge, while it was obvious " an attempt ... to reconcile science and religion, with a clear preference for the former "(A.P. Babushkina).

Specificity of scientific and educational literature of the 18th century:

Scientific and educational book- a book, with content and illustrative material, revealing to the reader in an accessible form the depths of a particular area of scientific knowledge. The main purposescientific - cognitive book is the formation and development of the cognitive activity of the reader (N.E. Kuteinikova).

Composition of scientific and educational literature of the 18th - 19th centuries. v.:

Scientific and educational literature;

Encyclopedic literature

Scientific - educational literature of the XIX century. - a specific area of the art of words, striving in an accessible and figurative form to reflect certain facts of science, history, the development of society and human thought and, on the basis of this, expanding the horizons of the reader.

Specificity of scientific and educational literature of the XIX century:

Scientific and educational literaturedoes not provide information - it broadens the horizons of the reader, carries him into a certain area of knowledge, and "carries him along" both with the help of fiction literature, and thanks to a detailed story about scientific facts, and using a number of popularizing techniques, methods and elements that are more characteristic of mass literature. ...

The main purposescientific - cognitive book is the formation and development of the cognitive activity of the reader;

Its tasks include:

§ popularization of scientific knowledge and scientific thinking;

§ deepening the already existing knowledge of the student's reader;

§ broadening the horizons of young and adult readers.

§ scientific and educational literature:

This literature purposefully implements mainly one function of art and, accordingly, of universal literature- cognitive.

However, certain groups of readers, when reading this kind of literature, get real pleasure, bordering on pleasure, and when reading its variety - fiction literature- aesthetic pleasure (hedonistic function).

It is forbiddenin addition, to exclude the educational function of cognitive literature: scientific and artistic, popular science and encyclopedic publications are laid in the soul of a young reader and the type of behavior in society, and the system of moral and aesthetic assessments, and even a view of a particular religion, sometimes - the arrival to this or that belief. (68) internet

Specificity of scientific - cognitive and educational literature

Scientific and educational literature- this is:

.a certain direction of development of all literature (both children and adults)

2.functional direction;

.a specific area of the art of words, i.e. Literature with a capital letter.

scientific cognitive book preschool

Educational literaturecreated for a specific discipline, taking into account the basic knowledge of students (if any).

the main goal- to provide basic information on this scientific discipline, to lay the foundations for further education, to form specific skills and abilities.

The composition of scientific and educational literature of the XX century.

Scientific - fiction literature;

Popular science literature;

Encyclopedic literature.

Specificity of scientific and educational literature of the XX century.

It must satisfy the following needs of people: the desire of readers who are completely different both in education and in the perception of the world in an accessible form to expand their horizons, to acquire scientific knowledge not from special literature, to read and study of which they, as a rule, are not yet ready, but from books that are understandable and accessible to a person with basic knowledge in a particular field of science. The child most often looks for answers to his numerous questions in this kind of literature, the reader - the student - additional material to what was studied at school, to a report or message. At the same time, according to the doctor of physical and mathematical sciences A. Kitaygorodsky, both in reality and in scientific and educational literature " there is no rivalry between science and art, since their goal is the same - to make people happy. "(68)

1.2 Functions of scientific and educational literature

Scientific and educational literature- a special phenomenon, and some researchers do not even consider it in the general context of children's literature, explaining this by the fact that it is devoid of an aesthetic principle, performs only a teaching function and is addressed only to the child's mind, and not to his integral personality. Nevertheless, such literature occupies a significant place in the circle of children's reading and coexists in it on an equal footing with works of art. Throughout his development and growing up, a child needs a wide variety of information about the world around him, and his interest in different areas of knowledge is largely satisfied by scientific and educational literature. It really solves, first of all, an educational problem, adjoining educational literature, and does not have many of the characteristic features of works of art. However, scientific and educational literature has its own goals, its own means of achieving them, its own language of communication with the reader. Not being in the full sense of the word neither educational texts nor works of art, scientific and educational publications occupy an intermediate position and perform several functions: on the one hand, they provide the reader with the necessary knowledge about the world and organize this knowledge, on the other hand, they do it in an accessible form, making it easier to understand complex phenomena and patterns. Such literature primarily develops the logical thinking of the young reader, helps him to understand the connections between objects and events.

In addition, such publications contain not only theoretical information, but also descriptions of all kinds of experiments and experiments, thereby stimulating an active cognition of reality. Of course, scientific and educational literature is not addressed to the feelings of a child, however, it also performs a pedagogical function, namely, it educates the way of thinking, teaches the reader to set certain tasks for himself and solve them.

Depending on the specific goals that a particular scientific and educational publication sets for itself, they can be divided into popular scientific, reference and encyclopedic ones. (46)

§ 2. Scientific and educational book in preschool upbringing and education

2.2 Scientific and educational and scientific and artistic book

Of these two parts, the most studied scientific - fiction book. This is how this part of the children's reading circle is defined in the "Literary Encyclopedic Dictionary" (38) where this definition applies equally to literary works for children and adults. "Scientific literature is a special kind of literature, directed mainly to the human aspect of science, to the spiritual image of its creators, the psychology of scientific creativity, to the" drama of ideas "in science, to the philosophical origins and consequences of scientific discoveries.

Combines "general interest" with scientific credibility, narrative imagery with documentary accuracy. Born at the intersection of fiction, documentary - journalistic and popular science literature. "

At the same time, she immediately warns that "this characteristic refers precisely to the main goal, because elements of scientific knowledge can be included in any children's fiction book. On the other hand, a good scientific and educational book is impossible without a clear moral orientation, and the assimilation of new knowledge is always associated with educating the reader of certain points of view and human qualities. " M. Druzhinin, without offering, however, like all other researchers, at least a descriptive definition of actually popular science literature for children and books, gives us a number of signs, being guided by which we can practically delimit the works of children's literature into the two above-mentioned sections. These signs mainly relate to the form and volume of scientific and educational information offered to children 6-9 years old, namely: in a scientific and artistic children's book, the child's attention is drawn to a separate fact or a rather narrow field of human knowledge; it is this fact or this area, presented as a special world by the artistic word, and must be assimilated by the child. (1)

In a popular science book, the child will be presented either with the entire volume of knowledge on this issue (of course, in general, in general), or the entire process of discovering the knowledge of interest to the child - from beginning to end. Thus, a scientific and fiction book is designed to form curiosity in a young reader as a personality trait, teach him the accuracy of thinking and acquaint him in a descriptive form with the scientific knowledge that mankind possesses.

And popular science books are designed to inform children of the knowledge itself that humanity has thought of, to teach them to use reference literature, where this knowledge is set out, and to communicate the concepts and terms used by specialists in the area of knowledge that interests the child.

The world of scientific and educational children's books can be represented as a circle in which approximately the following parts or sectors will be distinguished: scientific and artistic books about nature; historical and heroic-patriotic literature for children; books about cars; things; professions; reference books and, finally, applied books of the "know and be able" type. In addition, from the point of view of the ratio of artistry and reliability of the content presented in them, all books conditionally included in each named sector will turn out to be very heterogeneous, because, depending on the level of the child's reading readiness to perceive scientific knowledge, which is not very fair, but still traditionally publishers associate with the age of the child, the artistry in them will gradually change its character and decrease, and the reliability and detail of scientific information will increase. Moreover, this will apply to both text and illustrations. It will be much more difficult to notice these changes in the text than in the illustrations, because the visual range is clearly changing: "pictures" will increasingly be replaced by diagrams and photographs.

In terms of volume, children's scientific and art books in the period of the 50-80s of the XX century in Russia were also heterogeneous: from picture books of 18 pages, to the "Book of future commanders" by A. Mityaev with more than 300 pages, "Lesnaya Gazeta" Bianchi approximately 500 pages. Exactly the same variety was noted with regard to the format of the publication: these were both large-format and non-standard books, and books - toys with cut-outs along the contour, and the so-called square books, etc. And all this wealth was divided into series, branches of knowledge and the nature of the relationship between illustrations and text. So, from fairy tales - not tales of V. Bianchi, E. Shim, N. Sladkov, which are, as it were, on the border of fiction and scientific - cognitive literature - to books about man and nature, starting from small encyclopedic dictionaries such as "In the water and by the water "N. Osipova, or" The Sea of the Devil "V. Malt," Who lives in the forest and what grows in the forest "by Yu. Dmitriev (all these books include, as a rule, about 100 articles, together with illustrations, occupying a third of a large page , and the total number of pages in the books of this series is no more than 65 together with illustrations) - up to the two-volume book "Man and Animals", where Yu. Dmitriev talks about the relationship between people and animals, wild and domestic, throughout the history of mankind, and even before his own five-volume "Neighbors on the planet" (Insects. M., 1977; Amphibians and reptiles. M., 1978; Mammals - M. 1981; Birds - M., 1984; Domestic animals: cats, dogs, horses, cows - M., 1990). This could be the case for a child interested in natural history.

The choice of the types of books and the way of accumulating experience: from the conditional knowledge about the world to the unconditional, i.e. from the perception of the world and its inhabitants, about the phenomena of the environment, responding to the principles - from close to distant, from simple to complex, from particular to general.

In a scientific and artistic bookwe are talking about specific heroes and events, it is characterized by the artistic image of the hero (the tales of V. Bianchi). It helps to instill in children the skills of scientific thinking, develops cognitive interest.

Science and fiction and popular science books should not be considered as two parallel types of children's literature, separated by a partition. The border that separates them is highly fluid, easily passes to one side or the other in any work.

A child of 5-7 years old can easily deal with the information received from a popular science book, and not be aware of the important in a scientific and artistic one, easily leaving behind the plot, directing his attention to the event side of the content (1).

A scientific and educational book gives children the maximum of material that interests them. This is accessible and captivating information about an event and phenomenon. It helps to instill in children the skill and desire to use the available reference literature (encyclopedia "What is? Who is?"). A scientific and educational book avoids terms, uses names. The main goal of a scientific and educational book is to give certain ideas to children, open the world to them, bring up mental activity, and introduce a small person to the big world (1).

In books "about everything", as in an applied book like "Know and be able", the reliability of scientific information comes to the fore. And for a small reader with a very limited experience of representations and experiences, this information turns out to be feasible only when he has accumulated the necessary experience of sensory perceptions and emotions, filling with himself the "dry" facts and supporting, and often developing a cognitive interest in what the child turned his Attention.

The trouble with modern editions of a scientific - informative book for children is precisely that publishers, offering an unprepared reader a popular science book "ABOUT EVERYTHING", do not form, but kill in it the emerging cognitive interests with the very abundance of "colorless", i.e. not filled with sensory experience and personal attitude, overwhelming information. And no "pedagogical tricks", as A.S. Makarenko, even if only in the form of games "Where? What? Why?" commercial approach to bottom policy, i.e. will not observe the elementary pedagogical requirements of familiarizing the child with new knowledge of the reprint of children's scientific and educational books.

How to distinguish a scientific and educational story from a work of fiction?Knowing the peculiarities of working with fiction and popular science text, the student must first of all be able to see their differences. The most rational method for the formation of this skill is a comparison of two types of texts: scientific - cognitive and artistic (they can be taken from a textbook or suggested new ones on cards). We compared works on the theme of "The Coming of Spring".

The sun is shining brighter and brighter

The sun is shining brighter and brighter over the fields and forest. Darkened in the fields of the road, the ice turned blue on the river. White-nosed rooks have arrived, in a hurry to fix their old disheveled nests. Streams rang along the slopes. Resinous odorous buds pouted on the trees.

I. Sokolov - Mikitov describes the signs of spring: the sun shines brighter and brighter; the roads darkened, the ice turned blue; birds have arrived; streams rang, buds swelled in the trees.

When analyzing the text, one should pay attention to the fact that the message is calm, the author does not show any feelings and does not seek to evoke them in us. This is a neutral message. The writer also does not paint pictures with the help of "figurative" means. It is advisable that the following story be read aloud to the children.

I. Sokolov-Mikitov

Artist - Spring (excerpt from the book "Four Artists")

... Another artist started to work - Vesna - Krasna. She did not immediately get down to business. At first I thought: what picture would she draw? There is a forest in front of her - gloomy, dull. "Let me color it in my own way, in a spring way." She took thin, delicate tassels. She slightly touched the birch branches with the greenery, and hung long pink and silver earrings on the aspens and poplars. Day after day, Spring is painting her picture more and more elegantly. In a wide forest glade, she painted a large spring puddle with blue paint. And around her scattered the first flowers of snowdrop, lungwort. Everything draws the day and the other. Here on the slope of the ravine there are bird cherry bushes, their branches are covered by Spring with shaggy bunches of white flowers. And on the forest edge there are also white, as if in the snow, wild apple trees, pears ...

G. Skrebitsky

Together with the children, it turns out: what does the writer call Vesna? Why? What colors did Spring use? Underline these words.

To activate the creative imagination of children, you can suggest an Educator - teacher. Let's go with the artist - in the spring we will enter the forest and see what colors she took with her and what pictures she painted. Consider the first picture. Find her description. (Children are reading). What did Spring do?

The child is the student. She took thin, delicate tassels, a little

Teacher underline the words that represent these colors (name if there is no text). Try to imagine this picture. What do we see?

Student. I see Spring walking through the forest and with a thin brush gently touches the trees. And immediately the branches of the birch trees became tender green, and long pink and silver earrings hung very beautifully on the aspens.

Teacher. Do you like this picture?

Student. Yes, it became very beautiful in the forest, the dark trees became light, it became more fun in the forest.

In the same way, another picture is considered - a spring puddle surrounded by snowdrops, then a blooming bird cherry is depicted.

Teacher. What did Spring do? See what words the author chose to describe her actions.

Student. Decorated, touched, hung, brought out, scattered, draws, covered.

Teacher. What are they telling us?

Student. Spring is like a real artist: at first I thought what to draw for her, then she took paints and began to paint very beautiful pictures... Teacher. Once again read silently (to yourself) these stories and tell me why we call the first description a scientific - informative article, and the second a fictional story.

Student. In a scientific and educational article (story), the signs of the coming spring are only named. The story describes pictures, images of spring that can be imagined.

It is necessary to focus on the fact that these pictures are figurative, created with the help of artistic means. The author depicts spring as a living creature and uses words that help us present an artistic image, and not just convey a fact. In addition, this work evokes certain feelings in us: we like spring, it is very beautiful, and when we read a scientific and educational article, we highlight signs, facts, identify the most important things and draw a conclusion. (45)

2.3 Analysis of the circle of children's reading. The principles of its formation

The formation of the CDC as a problem has existed for a long time... Even in the ancient era of his development, man cared about what children could and should not read. The subject of attention of adults was primarily the content of books read by the younger generation. Even then, there was a stable idea that children and adults have different reading circles. At all times of its existence, mankind has shown attention to the moral problems of works for children, considering them the fundamental principle of the formation of a person in a child. Historical reading was a special concern of adults, since without knowledge of the history of the country one cannot become a worthy citizen. There were constant debates about what should be considered a children's work, what criteria it should meet.

In Russia, the issues of the CDC 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 multidimensionality:a person involved in children's reading should have an equally deep and versatile knowledge in the field of Russian and foreign folklore, Russian and foreign children's literature and children's reading.

One can hope for an effective result only in the case of joint efforts, purposeful actions from three sides: family, teacher, library.

V.G. Belinsky, who was the first to undertake a comprehensive study of this problem, was a philologist, therefore, first of all, he demanded from children's writers a high-quality literary text, which should not be sacrificed to didactics. But it was V. Belinsky who was one of the first to understand that children have a special perception of a work, thus pointing out the psychological side of the problem of the formation of the CDC. He talked about the role of books in the upbringing of a child and emphasized the dependence of bad upbringing, "moral ugliness" of a person on the selection of books for children to read. Keeping the position of V.G. Belinsky, it is important to understand: the process of forming the CDC is complex, in which philologists, teachers, psychologists should participate. Based on the definition of the principle given by S.I. Ozhegov, - "the basic, starting position of some theory, doctrine, science", let us consider the principles of the formation of the KSC. (6)

Remember:the circle of children's reading is the circle of those works that children read (listen to reading) and perceive. These works were both specially written for them and passed from adults, were accepted and understood by children. The CDC includesfolklore, children's literature, scientific and educational books that have passed into children's reading, children's creativity, periodicals (children's newspapers and magazines). Until recently, the creativity of the children themselves was not included in the KSC; for the first time, I.N. Arzamastsev and S.A. Nikolaev (1). Subsequently, the legitimacy of the existence of this section in the KDC was confirmed by the publishing attention to what children create (To Russia: Book of Poems and Graphics. - M .: RIF-ROY, 2000; Vayman G. Dunno in the stone city. - M .: Publishing house "Justicinform", 2000; etc.).

Psychological, pedagogical, literary, historical and literary approaches or principles are the starting points for the formation of the CDC.

Psychological principles:

taking into account the age characteristics of children;
taking into account the peculiarities of the perception of children.

1. While reading, one should pay attention to the child's rapid fatigability during a long, monotonous lesson, poor concentration of attention and its switching, insufficient memory capacity, lack of personal experience, which will not contribute to an independent deep comprehension of the text. One should not forget about such a psychophysiological feature as insufficient development of phonemic hearing.

The perception of a work of art is a deep comprehension of the meaning of the text and its impact on the reader (listener).

A preschool child is a kind of reader, i.e. a child as a listener until he learns to read himself. But, even having mastered the reading technique, he retains the age-related characteristics of perception for a long time. The preschool child perceives the event side of the work more deeply, pays less attention to the descriptions, details of the text. He perceives poetry more lively, more emotionally, prose is more difficult.

Researchers (V. Belinsky, L. Vygotsky, O. Nikiforova and others) distinguish several stages in the process of perception. The first, according to V. Belinsky, is the stage of "delight" - direct, emotional, heartfelt perception of the text. It is followed by the stage of "true pleasure", when the work is perceived rationally, when the analysis and generalization of what has been read takes place, that is, artistic emotions, as L. Vygotsky said, become "smart" emotions. The last is the stage of the influence of the text on the personality, its transformation.

At the first stage of perceiving a work, the leading mental process is imagination. At the stage of pondering perception - thinking. It deepens the initial emotional comprehension of the text, transforms it into an intellectual one. And then these processes seem to merge together: imagining, imagining and pondering what is happening in the book, the reader transforms the text in relation to himself, becomes a co-author, co-creator of the artistic world of the book. An adult who has set himself the goal of educating a literate reader needs to know: literature as an art form is better perceived when a special emotional atmosphere, special attitude of the child to read the book. (12)

There should be a special reading time in your baby's day regimen. You cannot read on the go, while eating, in transport, you cannot read in the name of something. You cannot constantly read the same book, the same genre (for example, fairy tales). You need to read to the child slowly, clearly articulating the sounds of speech, you need to choose those works, the language basis of which will be available to the little listener, and the content will be interesting.

It is forbiddenmake the child listen to reading a book when he is tired, wants to change activities. At night or before an afternoon nap in a preschool institution, you cannot read works that stimulate the psyche of a child.

Pedagogical principles:

1) availability;

) visibility;

) entertaining, dynamic plot;

) educational value of works.

Concept availability is often interpreted one-sidedly: accessible means clear, understandable. But in the modern method of children's reading, such a work is considered accessible as "which creates conditions for the emergence of an active work of the reader-child's thought, intense feelings, emotions, imagination, which leads to the solution of a literary problem - penetration into the writer's plan" 1.

Visibility due to the need to deepen the perception of children who cannot read the text independently.

The requirements for book visibility are clarity, simplicity, expressiveness, lack of details and details that impede perception. Books for preschoolers must be illustrated. Konashevich said, " " that an illustration can act as a "commentator on the text, explaining or supplementing the plot," adding details, etc.

But I.N. Timofeeva observed and described the child's interest in black and white illustrations, after which she concluded: "the color itself, regardless of what is depicted with its help, has a tremendous power of emotional unconscious impact. A color image refers mainly to feeling, and black -white - to reason " 2... Another type of visualization in a children's book is a portrait of a writer or poet. (61)

Amusing plot - one of the essential principles of the selection of books for children's reading, closely related to such a principle as dynamism.He needs a quick change of events that will attract him with their sharpness, unusualness, will occupy his attention with some kind of mystery, the tension of the narrative.

Educational value of works as a principle (in the traditional methodology - a criterion) - this is a question, at the turn of the XX - XXI centuries. not having an unambiguous solution. In traditional methods of speech development and teaching aids for acquainting children with fiction (V. Fedyaevskaya, N. Karpinskaya, V. Gerbova, M. Alekseeva, V. Yashina, etc.), the educational value of works is understood as their ideological orientation, a positive impact on the child in the formation of the moral qualities of the individual, the presence of didactics in the literary text.

In some methods (for example, M. Alekseev, V. Yashin), the ideological orientation of a children's book is the primary criterion for selecting books for children's reading, while the skill of the writer, the artistic value of the work is given the second place. (15)

Literary principles:

availability of all types of literature in the CDC: prose (epic), poetry (lyrics), drama;
the presence of different types of art: folklore (oral art of the word), fiction (written, fixed on paper, in the book, the art of word);
a variety of genres, both folklore (folk tales, lullabies, pestushki, nursery rhymes, chants, sentences, shape-shifting fables, folk children's songs, scary stories), and literary (author's tales, poems and poetic cycles, miniatures, stories, stories, fairy tale novel, encyclopedia and other popular science genres).

Historical and literary principles:

1) an indispensable presence in the CDC works of both Russian literature and the literature of the peoples of the world.It is imperative to pay attention not only to the history of literature, to works that have passed the reader's selection, but also to modern literature, i.e. literature that is being created before the eyes of the current generation;

2) thematic variety of works: A.S. Makarenko spoke about the thematic omnivorousness of children's literature. She has a conversation with the reader about everything, and all topics must be in children's reading: the topic of children's games and toys; the theme of nature, animal world; the topic of relationships between children and adults, relationships in the children's team, the topic of friendship; the theme of family, duty to parents, relatives; the topic of kinship; international theme; childhood theme; the theme of honor and duty; war theme; historical theme; man and the technogenic world, etc. All these and other topics should be presented to the child as eternal, so cutting edge. (44), (66).

Criteria for the selection of books for children:

Criterion- this is a yardstick, a sign. The initial provisions (principles) must be fundamental, the signs can change. At different times, different criteria for evaluating the text have been proposed.

.The gender of the child, the adult should take into account that girls should not forget to read those books that talk about female virtues, about housekeeping, about female destiny (V. Odoevsky "Handmade Song"; B. Potter "Uhti-tukhti"; E. Blaginin, "That's the kind of mother," and others). Boys will be interested in literature about strong, courageous people, about travel, inventions, human behavior in emergency situations, etc. (B. Zhitkov "On the Water"; "Arius Stone" and other works of the sailor and writer S. Sakharnov; N. Suryaninov "Miracles from iron: a work about blacksmithing masters", etc.).

2. For V. Belinsky it is artistry, accessibility, knowledge of child psychology by those who write books for children.

3. For N. Dobrolyubov, this is nationality, realism, deep ideological content, accessibility of artistic form.

K. Ushinsky spoke about the variety of topics.

L. Tolstoy put forward only one criterion - artistry.

V. Fedyaevskaya supplemented the classics, drawing attention to the need to give children works related to their personal experience.

In the methodological manuals created in the XX century, the authors do not distinguish between the principles and criteria for selecting books for children's reading, considering the most important ideological orientation and pedagogical (educational) value of the work.

Important the criterion for the selection of works for reading to children is quality text: content,which reflects universal values human life, and his artistic performance,which testifies to the skill and talent of writers, about understanding of the nature of childhood.

The current state of the methodology of the circle of children's reading - reading to preschoolers at the present stage (80s of the XX century - the beginning of the XXI century) attracts the attention of researchers in various fields of knowledge: teachers, psychologists, specialists in children's literature, library scientists, sociologists, cultural scientists, researchers problems of children's speech. It has never received so much attention, and never has this attention been so versatile as it is now. Children's reading problems now they are an integral part of a complex, broad-based problematic of childhood.

Characteristic featureThis period should be called the study of the nature and image of childhood, manifested at all levels. When addressing the problems of childhood, including children's reading, today you cannot do without knowledge pedagogical anthropology,giving the opportunity not only to get to know the child better, but also to bring up in an adult the need to see in your pet and realize its individuality and intrinsic value (BM Bim-Bad, OE Kosheleva). The material for the study of those who are engaged in pedagogical anthropology are memories, diaries, notes of people in which life is comprehended, including reading experienceperson. The formation of the reader in each individual personality, described in the memoirs, makes it possible not only to understand, but also to feel the process of perception, reflection, the influence of the book on the child, to see how the selection of the literature that later became. A classic, what parameters should it correspond to in order to enter the reading circle of many generations of children, will the artistic skill of the writer always be decisive in this process?

The nature of childhood, the image of childhood and the individual child has always been studied by fiction. The modern world of childhood should be studied by those whose profession is communication with children, therefore psychology as a science and the psychology of childhood presented in fiction are equally important here. 1... Interesting and practically unexplored is the image in children's literature of the perception and influence of the book on the reader (V. Dragunsky "Quiet Ukrainian Night", "No bang, no bang"; Yu. Sotnik "All hope for you"). Over the past twenty years, children's literature has radically changed. New themes, names, genres, new artistic approaches to depicting childhood require reflection not only in terms of history and literature. Children's reading techniques cannot exist outside the modern literary context.

A brief overview of the work of writers who worked in the genre of scientific and educational literature for children.Soviet scientific and educational literature was created, on the one hand, in the struggle against the old (anti-scientific, reactionary and religious book), and on the other hand, in the development of the best traditions of this genre, presented before the revolution by the works of D. Kaigorodov, V. Lunkevich, Ya. Perelman, N. Rubakin and others. Its formation as a genre is associated, first of all, with the works of B. Zhitkov, V. Bianchi, M. Ilyin.

The genre of scientific and educational literature continued to develop. Novels, stories of naturalists, travelers, scientific fairy tales appear. Writes about nature M. Zverev: many works on this topic after the war: "Reserve of the colorful mountains", "Stories about animals and birds", "Who runs faster", etc.

I. Sokolov - Mikitovwrites stories, essays, lyrical notes about nature, the tale "Salt of the Earth", "Stories of a Hunter" (1949), "Spring in the Forest" (1952), etc. G. Skrebitsky wrote his first book for children "In Troubled Days" in 1942 g. and since that time he writes stories, stories, essays about nature: "Wolf", "Crow and Raven", "Bear", "Squirrel", "Amphibians".

Corresponding Member Academician of Pedagogical Sciences of the RSFSR, Doctor of Biological Sciences N. Verzilinin 1943 he wrote for children the book "The Clinic in the Woods", later "In the Footsteps of Robinson", "How to Make a Herbarium", "Plants in Human Life" (1952).

He writes stories and tales about nature N.M. Pavlova"Treasure of January", "Yellow, White, Spruce", etc. The writers set themselves not only cognitive, but also educational tasks, appealing to the reader's mind, feeling and imagination. M. Ilyin's books, telling about science "The sun is on the table", "What time is it", "The story of the great plan" are truly world outlook books. His works are of great ideological - aesthetic and pedagogical significance. "In science there is life and poetry, you just need to be able to see and show them," he said and knew how to do this, was a real poet of science. In natural history literature N. Romanovawrites "about the smallest and smallest species, Yu Linnik- about mimicry, Y. Dmitriev- about those living beings that are close to a person and are his neighbors on the planet. All these are aspects of the same large, modern-sounding theme of nature that a child needs. This literature gives the child knowledge, asserts it in thought: conversations about love for nature in the absence of knowledge about it are empty and meaningless.

For books M. Ilyina, B. Zhitkovacharacterized by great cognitive value, they convey the beating of scientific thought in combination with fascinating, sparkling humor. The work of B. Zhitkovafor 4-year-old citizens "What have I seen", where the author gives answers to the questions of little "why". Introduction to the artistic fabric of works of elementary scientific knowledge is an important, but not the only merit of the book "What I Seen" - not just an encyclopedia, but a story about the life of a small Soviet child, Soviet people. He wrote about nature and drew animals E.I. Charushin.E. Charushin is a writer closest to V. Bianchi and Prishvin. Bianchihe has an interest in the scientific observation of nature and an accurate explanation of the habits of animals. The desire to convey to the little reader the beauty of the surrounding world makes E. Charushin akin to M. Prishvin, who tirelessly preached the idea of the unity of man and nature, the necessary "kindred" human attention to the world around him.

He speaks with short lyrical stories about nature N.I. Sladkov, his collection "Silver Tail", "Bear Hill".

Defining the circle of home reading. Many parents are interested in how to "correctly" choose the time for reading, what the emotional coloring of the work should be and other methodological aspects, but there is no such literature in stores. How do adults cope with the situation?

In children's libraries, leisure activities and meetings with writers (if possible) and other interesting people are often organized, which also makes an important contribution to the development of the child as a future reader. A visit to the library for a little man is always a holiday, because it is a meeting with a huge number of books, a mental meeting with many heroes of his favorite works at once. Once in this magical land of books, the child will probably want to learn to read himself faster, so that he can come here, choose, take a book and read it alone, without dad and mom.

In the 90s, in the town of Sillamäe, Estonia, the director of the city library developed a special program for primary school students. The program was a tremendous success, it also spoke about preschoolers 6-7 years old. However, such recommendations must necessarily go in parallel with the upbringing and education program in a kindergarten, which cannot be done without the help of preschool educational institutions.

Therefore, the senior educator of the preschool educational institution can invite the school library staff to unite with the educators in creative microgroups and develop guidelines for organizing home reading in each age group of preschool educational institutions, and then discuss the experience of work within the framework of continuity.

In determining the range of home reading, educators and parents can be helped by special publications called bibliographic reference books. Here is a short list of them:

. Timofeev I.N.What and how to read to your child from one to ten: An encyclopedia for parents on the guidance of children's reading. SPb .: RNB, 2000.

Writers of our childhood. 100 names: Bibliographic Dictionary. At 3 o'clock / Under the editorship of S.I. Samsonova: Comp. N.P. Ilchuk. M .: Liberia, 1998-2000.

I get to know the world: Det. encyclopedia .: Literature / Ed. comp. N.V. Chudakov. Under total. ed. O.G. Hinn. M .: AST-LTD, 1997.

4. Voyage to Distant Shores: Books for Family Reading / Ed. N.P. Mikhalskaya. M., 1997.

2.4 Scientific and educational book for children and youth

And to a certain extent we will be right if we give such a definition. A scientific and educational children's book is a book that draws the child's attention to real phenomena, processes, secrets and riddles of the surrounding world, i.e. tells the child about what he does not notice or does not know about animals, plants, birds, insects; about metal, fire, water; about professions related to the knowledge and transformation of the world. But only to a certain extent, since in the above, almost exhaustive content of scientific and educational books, descriptively, a very important point is missed in the definition, namely that we are talking about a circle of children's reading, about a scientific and educational children's book, and all children's books , as you know, are written for education (this is the first thing) and are written so that the presentation material is accessible and interesting to the child. And accessibility and interest is already a field of psychology directly and directly related to the formation of the personal properties of a young reader, namely, the orientation towards ensuring that even when reading about the most real and seemingly "boring" objects and matters, do not leave concern for the soul of the reader, those. about the moral and aesthetic formation of his individuality

When it comes to the spiritual formation of a reader - a child (and we already know this), the writer cannot ignore the sensual side of upbringing, which is conveyed by the method of artistic fiction and perception in reality with the help of artistic speech, i.e. creating those representations and images that will certainly evoke a moral and aesthetic reaction and a corresponding emotional assessment in the reader. That is why, although this issue of a scientific and educational children's book is still extremely poorly studied by science, it is customary to present all books and works that make up this part of the children's reading circle in the form of two parts inextricably linked with the formation of a young reader: 1 part - scientific literature. fiction, part 2 - scientific and educational literature, or popular science.

Modern children have an incomparably great interest in scientific and educational books. An atmosphere of abundant information is surprisingly conducive to the rapid awakening of cognitive abilities (24). The child has an unrelenting interest in what came from what, how it appeared, etc.

Thus, the child looks at the root, but looks in his own way. Scientific and educational literature, children's encyclopedias, encyclopedic dictionaries are of great help in this. It is wonderful when in a scientific and educational book the emotional side turns out to be the most important, because, according to A. Sukhomlinsky: "Senior preschool and primary school age is a period of emotional awakening of the mind" (61). After all, the child gets the opportunity not only to cognize, but also to feel the meaning of each phenomenon, his connection with a person, his knowledge receive a moral basis (1). As D.I. Pisarev: "Not only knowledge is ennobled, but love and striving for truth that awaken in a person when he begins to acquire knowledge. In whom feelings have not awakened, neither the university, nor extensive knowledge, nor diplomas will ennoble him" (1).

L.M. Gurovich notes that the problem of selecting books for children’s reading is one of the most important and complex problems of literary criticism. There has long been a debate about what is preferable to read to children. The importance of a thoughtful selection of books for children’s reading is determined by the fact that it inevitably affects the literary development of the child, the formation of his experience, and the fostering of an attitude toward books (15).

The interest in the scientific and educational book that arose in childhood will help him in the future, when he will master various subjects at school and will be happy to overcome difficulties in order to experience the joy of discovering something new. The variety of books for reading allows children to reveal the versatility of the world. Educational books about work, about things, about technology, about nature have entered children's literature and have become an integral part of it. They are interesting for a modern child. In a figurative measure, they show him the essence of phenomena, shape his thinking, prepare a scientific understanding of the world, teach him to take care of things, to love and protect the surrounding nature (43).

Scientific and educational literature is characterized by a significant genre diversity - these are stories, stories, fairy tales and essays.

Fairy tales about the work of E. Permyak "How he married fire to water", "How the samovar was harnessed", "About grandfather Samo" and others. V. Levshin dared cheerfully, with an amusing invention to introduce the young heroes into the wonderful land of mathematics "Travel to Dwarf". E. Veltistov creates a fairy tale "Electronic - a boy from a suitcase", "Gum-Gam" was influenced by contemporary writers.

V. Arseniev "Meetings in the Taiga", stories by G. Skrebitsky. Sakharnov's "Journey on Trigle", the stories of E. Shim, G. Snegirev, N. Sladkov unfold before the readers the pictures of life in different parts of the Earth.

The special nature of children's perception, its orientation towards activity, caused the emergence of a new type of book - the encyclopedia. In this case, we do not mean reference publications, but literary works for children, which are distinguished by a special thematic breadth. One of the first children's encyclopedias is V. Bianchi's Lesnaya Gazeta.

This experience is continued by N. Sladkov "Podvodnaya Gazeta". There are many photographs in it, they provide visual confirmation of the text.

Small alphabetic encyclopedias of the Children's Literature publishing house are being created. Each of them is an independent thematic whole, but consisting of short stories, essays, notes. They cover various fields of knowledge: biology (Yu. Dmitriev "Who lives in the forest and what grows in the forest"), Earth science (B. Dizhur "From the foot to the top"), technology (A. Ivich "70 heroes") and etc. the essay acquired new features from the standpoint of a scientific and educational book. S. Baruzdin's book "The Country Where We Live" is a page of journalism, where the writer helps the reader in knowing the Motherland.

The books "What the Telescope Told About", "To Other Planets" by K. Klumantsev give the first ideas about the Earth and the stars. In the book by E. Mara "The ocean begins with a drop" the reader learns about the many aspects of the concept of "water".

Companion of the curious in 3 volumes "What is? Who is?" - a reference book that explains the terms and at the same time an entertaining book that is useful to read to children, based on their questions - these are, first of all, entertaining stories, skillfully constructed, with clearly expressed educational goals (44). At the end of the 80s, the Malysh publishing house published a series of "Why Muchkin Books", in which the authors - naturalists N. Sladkov, I. Akimushkin, Yu. Arakcheev, A. Tambiliev and others write small but capacious stories about birds and animals, about plants and fish, about beetles and insects.

The multi-volume "Children's Encyclopedia" of the APN, which is based on a systematic principle, is designed for specific interests and needs of the child in a particular area of life. This is a reference scientific and educational book that should be consulted as needed (44).

Thus, we see that the possibilities of a scientific and educational book are great. The competent use of a scientific and educational book gives children:

.New knowledge.

2.Broadens the mind.

.Teaches you to see a smart interlocutor in the book.

.Brings up cognitive abilities.

Here it would be appropriate to quote the words of D.I. Pisarev: he said: "They ennoble not only knowledge, but love and striving for truth, which awakens in a person when he begins to acquire knowledge" (1).

§ 3. Analysis of modern education and training programs for senior preschool children

Program "Childhood" Loginov V.I.

A child in the world of fiction.

L.M. Gurovich, N.A. Kurochkina, A.G. Gogoberidze, G.V. Kurilo

Child and book

Senior preschool age is a qualitatively new stage in the literary development of preschoolers. Unlike the previous period, when the perception of literature was still inseparable from other types of activity, and above all from play, children move on to the stages of their own artistic attitude to art, to literature in particular. This is manifested in the close attention of children to the content of the work, the ability and desire to comprehend its inner meaning. There is a steady interest in books, a gravitation towards constant communication with them, a desire to get acquainted with new works.

Cognitive and speech skills. To establish, when listening to a literary work, diverse connections in the text (the logic of events, the causes and consequences of conflicts, the motives of the characters' behavior, the role of artistic details, etc.). To perceive the literary hero in his various manifestations (appearance, actions, experiences, thoughts), to evaluate the actions and deeds of the heroes.

To show attention to language, to feel and be aware of some means of speech expressiveness (polysemy of a word, comparison, etc.), to be aware of some types of comic in works, to penetrate into a poetic mood, to convey their emotional attitude in expressive reading.

Reading attitude in older preschoolers, it is not as pronounced outwardly as in toddlers, but at the same time it acquires a much greater awareness, depth and stability. The emotional response caused by books Enriches the spiritual world of children, prepares them for real life, increasing the interest in the inner world of people inherent in this age, helping to see the dramatic and comic In life, to relate with humor to Some everyday situations.

Literary experience activelyused by children in their creative speech activities, when creating their own stories, fairy tales, poems, riddles, games.

Use techniques in your own compositions that match the characteristics of the chosen genre:

when composing fairy tales, for example, traditional beginnings, endings, constant characteristics of the characters: "little fox-sister", "good fellow", "frog-frog", etc.

when creating a riddle - comparisons, epithets, metaphors, rhythmic structure of the text, etc.), give your story a comic or dramatic coloring, find an accurate, expressive word.

The program "Childhood" presents levels,its development, with the help of which educators and parents can determine the appropriate for each child:

Short,the child prefers listening to reading other activities. When perceiving a literary work, it establishes connections between individual facts without penetrating into the subtext. Emotional response to what you read is weak. The child is passive when discussing a book, in dramatization and other types of artistic activity. Responds positively to the offer of the educator to listen to reading or storytelling, but does not feel the urge to communicate with the book.

Average.The child is able to establish the most essential connections in texts with dynamic content, has difficulty listening to more complex types of works (informative book, lyric poem, fable, etc.). Pays attention to the actions and deeds of the heroes, but ignores their inner experiences. He willingly takes part in games, dramatizations, literary entertainments as a performer, but does not show creative initiative.

High.The child shows a desire for constant communication with the book, experiences obvious pleasure when listening to literary works. Discovers a selective attitude towards works of a certain subject or genre. Able to establish the most essential connections in a work, to penetrate into its emotional implications. He correctly realizes the motives of the heroes' actions, sees their experiences, thoughts, feelings. Shows attention to the language of a literary work. He actively manifests himself in various types of artistic activity, is creatively active.

The program "Preschool time" Vinogradova N.F.

This position defines two major goals of this comprehensive program:

social purposeensuring the possibility of a single start for six-year-old first graders;

pedagogical goal -development of the personality of a child of senior "school age, the formation of his readiness for systematic education.

In connection with the earlier start of systematic education, special attention needs to be paid to the solution multiple tasks :

organization of the process of teaching, upbringing and development of children at the stage of preschool education, taking into account the needs and capabilities of children of this age;

strengthening;

the development of an emotionally positive attitude of the child towards school, the desire to learn;

the formation of social personality traits of the future schoolchild, necessary for successful adaptation to school.

Thus, the choice of the content, methods and forms of organizing the education of children 5-6 years old should first of all be determined by the fact that they are preschoolers, i.e. just preparing for systematic training.

The authors of the project paid special attention to the development of those personality traits, those features of mental processes and those types of activity that determine the formation of stable cognitive interests of children and their successful teaching at school.

Proceeding from this, the "Preschool Time" program is built not according to areas of knowledge (as is usually accepted in existing preschool program documents) and not on academic subjects (as in school programs), but in accordance with the logic of mental development of preschoolers: thinking, imagination, attention, explanatory speech; arbitrariness of processes; value attitude to the world around and to oneself, etc.

Education and development program for children of the sixth year of lifebuilt on the basis of the following principles:

real consideration of the characteristics and values of the preschool period of development, the relevance of sensory impressions, knowledge, skills, etc .; personal orientation of the learning and upbringing process;

taking into account the needs of a given age, reliance on; play activity - leading for this period of development;

preservation and development of the individuality of each child;

ensuring the required level of formation of the child's mental and social qualities, basic types of activity, readiness to interact with the outside world;

ensuring the progress in the development of the child, his readiness to study at school; to the adoption of new activities; creating conditions for a single start for children in the first grade, providing pedagogical assistance to children withdevelopmental delays;

development of erudition and individual culture of perception and activity of the child, his acquaintance with the accessible areas of culture (art, literature, history, etc.).

To implement the program, manuals from the "Preschool Time" series can be used:

Vinogradova N.F. "Riddle stories about nature ": Salmina N.G., Glebova A.O. "Learning to draw "; Salmina N.G., Sil'nova O.V., Filimonova O.G. "We travel through fairy tales ";

Zlatopolsky D.S. "Amazing transformations "; Shcherbakova E.I. "Getting to know mathematics "; Kulikova T.A. "What, where, why? "; Kozlova S.A. "Let's go on a journey. "

Subjects of scientific and educational literature: "Professions", "Furniture", "Animals", "Insects", "Birds" and others. Stories, fairy tales, counting rhymes.

Didactic material: object pictures with images, soft toys, posters - diagrams, sets of toys "Animals", "Insects", "Birds", etc.

The program "From childhood to adolescence" Gritsenko Z.A.

The "From childhood to adolescence" program is complex and covers ages from 4 to 7 years. Created by so that educators of preschool educational institutions could interact with parents, the program "From childhood to adolescence" was created.

First direction- "Health" - ensures the protection and strengthening of the physical and mental health of children, their development and emotional well-being.

Parents are given the opportunity, together with teachers and medical workers of the kindergarten, to first study and evaluate the health of each child, and then choose an individual tactics for its formation.

Second direction- "Development" - aimed at:

development of the child's personality (competence, initiative, independence, curiosity, ability to creative self-expression);

familiarizing children with universal human values.

Each direction has an introductory and main part. The introductory part is journalistic in nature. Its purpose is to draw the attention of parents and teachers to problems related to the upbringing, health and development of children, and to justify the need to use a certain content of education. In this part of the program, only those psychological and pedagogical conditions that are necessary for the implementation of continuous education, i.e. smooth, painless transition of the child from preschool educational institution to school.

The main part presents the tasks that need to be solved in the family and preschool educational institution in order to ensure the formation of health, education and full development of the child at the stage of preschool childhood.

To implement the program, a set has been created teaching materials for parents and teachers, ensuring the integrity of the pedagogical process, allowing for a coordinated approach in all areas of interaction between an adult and a child. It provides an annual planning of work with children, but the sequence of the teacher's planning of the material is determined depending on the individual characteristics of children, their health, the intensity and pace of their advancement, regardless of the level of initial readiness.

It is common knowledge that childhood - this is a unique period in a person's life, during which healthand carried out personal development.From childhood, the child endures what is then preserved for the rest of his life.

Period of adolescence reinforces the achievements of childhood and uses them. At the same time, teachers and psychologists rightly insist that it depends on adults raising a child both in childhood and adolescence, first of all, how his development will proceed in the most difficult adolescence. Correctly building relationships with a teenager is difficult, and often impossible, if they did not develop much earlier - in childhood.

The child goes from childhood to adolescence with parents, educatorsand teachersprimary school.

The criteria for achieving a positive result in the work of the program for parents and teachers must:

Realize that only the joint efforts of the family and the kindergarten can help the child; treat each other with respect and understanding;

Remember that the child is an individual personality (individuality);

Know that in parents and teachers, the child should always see people who are ready to provide him with personal support and help;

Parents instill confidence in the child's teachers and actively participate in the affairs of the group;

Teachers take into account the wishes and suggestions of parents;

All participants in the pedagogical process carefully study the program and a set of manuals for it.

Fiction,the child's communication with the book is organized as a process that gives pleasure, arouses interest, helps to acquire knowledge, stimulates the work of the mind and soul. Developing interest in books should be a priority in the preschool education system.

According to the program, acquaintance with children's literature takes place in class (one lesson per week) and daily in free form. Home reading is only free-form and should also be daily.

There are four main activities offered:

) thematic,where it is supposed to familiarize preschoolers with the leading themes of children's literature, the closest and most understandable to children, taken from their children's life;

) theoretical,where children are introduced to the theoretical concepts available to their age, necessary to identify the artistic features of the text;

) creative,the main purpose of which is the development of the creative potential of preschoolers;

) analytical,where, at a level accessible to children, the text is analyzed with the aim of a deeper penetration into its meaning and artistic essence.

It is necessary to change the still existing attitude towards children's literature and children's reading as a material for solving psychological and pedagogical problems and to perceive children's literature as an independent specific type of art,specially created for a child, which has its own artistic system of influence on the reader and does not require other means, techniques and methods of working with the text, except for a thoughtful expressive reading of a literary work and its analysis. It is necessary from early childhood to teach a child first of all to find interesting in the text, and not in various additions to it (games, theatricalization, quizzes, contests, etc.), which replace the art of the word and often devalue it.

conclusions... Analyzing modern programs for the development and education of children in kindergarten. We identified for each program separately:

The Childhood program is a comprehensive educational program. Its use requires from the teacher developed pedagogical reflection, the ability to build the pedagogical process according to the model of subject-subject interaction with the child on the basis of pedagogical diagnostics.

In the section "Child and Book" i.e. fiction has a task, the skills with which it is solved. It presents the levels of assimilation of the program, with the help of which parents and educators can determine the level of its assimilation by each child. Has a recommended list of literature and collections for children to read. It is aimed at the joint work of parents and teachers.

The "Preschool Time" program is designed to prepare children for school who did not attend (do not attend) a preschool institution.

The program has: two goals, a number of tasks that are solved in it.

Education and development program for children of the sixth year of life built on principles.

It includes: a training and development program (for groups of preparation for school for children from 5 years old); teaching aids for a preschooler (workbooks, educational books), teaching aids and recommendations for a teacher for each section.

The "From childhood to adolescence" program is complex and covers ages from 4 to 7 years.

The program defines the tasks that need to be solved in a family and kindergarten in two areas - "Health" and "Development".

Each direction has a specific goal. The program includes a set of teaching materials for parents and teachers. The definition of "childhood" and "adolescence" is given. Also has criteria for achieving positive results.

In the section of fiction, the activity with the book is organized as a process that pleases children in the first place.

Acquaintance with children's literature goes through classes, the types of basic activities are presented.

The history of the emergence of literature for children begins precisely with the appearance of books, the purpose of which was to acquaint the child with how diverse the world is, how complex and interesting its structure is. These are entertaining stories about geography, biology, geology, about the rules of good manners, and stories designed to teach a girl to run a household.

The cognitive potential of books is endless and varied: popular stories about the diversity of the human world or about the wonders of wildlife, educational books and fiction, encyclopedias and entertaining books on any branch of human knowledge from chemistry to linguistics. Of course, more spectacular and therefore attractive ways of transmitting information are available for a modern child - television, the vast expanses of the Internet, the richest funds of museums. They can become not only a bright addition, but a worthy and relevant means of developing and satisfying cognitive interest, along with the main way of knowing - reading books.

However, it is worth noting that, in addition to cognitive interest, the child needs to learn to learn, comprehend new things, master the skill of working with reference literature, Internet resources. One must learn to enjoy the process of cognition itself. And here the kid cannot do without the help of an adult. This is what this article will be about. About how to help navigate in popular science literature for children, how to direct the natural cognitive activity of the baby so that it does not fade away even in adolescence, how to create favorable conditions for the intellectual development of the child with the help of books.

For the smallest readers

The kid learns the world of his family, discovers for himself how his home is arranged, goes through his first stage of socialization - comprehending the essence of things, everyday life, arrangement of our, human, life. And books or mom's little stories can help him a lot. The plots for such mom's stories will be events from the child's life: how he was going to walk, how he ate porridge, how he played with dad, how he helped mom to collect toys. Uncomplicated and very understandable stories fix in the minds of the crumbs not only the incident itself and its attributes, but also the words denoting them. The kid looks at what happened to him from the side, learns to highlight the stages of what is happening (first they took out the plate, then put the porridge in it, then took the spoon, etc.).

A fairy tale, a rhyme or a nursery rhyme works the same way, only an artistic image is woven into the child's perception, i.e. imagination, fantasy begins to work. Almost everything belongs to such works. Mom's, grandmother's or nanny's nursery rhymes, sayings and jokes serve as the first textbooks, according to which the child studies the structure of her body, the life of her family.

Riddles are indispensable for the development of observation ( Little gray Denis hung on a string- spider), fables ( Piglet laid a testicle), which teach to see the signs of objects, to compare objects according to one or another sign in a playful way, because the main way of knowing the world for kids is play. If the kid did not manage to guess the riddle, look for a clue together, observe and compare objects, compose riddles and fables yourself. By the way, the clearest example of fiction (or shape-shifting) is "Confusion".

Professions and occupations

A very interesting stage in the development of the human world is acquaintance with various types of activities. It lasts quite a long time and plays a serious role in self-determination, choosing your own professional path. So, already at the age of one year, the child knows quite a lot about what people are doing: sellers work in the store, drivers drive cars, street cleaners, doctors treat people in the clinic ... There are policemen and traffic police inspectors, hairdressers and waiters, postmen and ticket cashiers, builders, machinists.

The kid's knowledge about the occupations of these people is still very superficial, but thus acquaintance with the types of human activity is interesting - it is stretched out in time, gradually and always entertaining. And with what attention the little person treats what mom and dad are doing: how many wonderful discoveries are hidden in cooking or repairing a bicycle, sewing on buttons or assembling furniture.

Many children's books push the boundaries of socialization. Here are just a few examples.

Numerous series of felling books of the Drofa publishing house about cars... A cutting book is a cardboard book, the edges of which are cut in such a way that the book takes on the image of a typewriter or animal and looks like a toy. The series includes a tractor, a truck, a fire engine, and a police one. Almost all children like them, it is sometimes quite difficult to read them (often the texts of these books do not stand up to any criticism), but the benefits are beyond doubt. From the story of mom or dad, a child learns about a variety of areas of human activity, can talk with an adult about various situations that people find themselves in, get acquainted with the names of objects, phenomena, actions.

Books published by Mir Detstva - Media about the beaver Castor Writer and artist Lars Klinting can help your toddler talk about how to bake pies, sew, do carpentry and even fix broken tires or paint a locker.

My country, my city, my street

These concepts, which are very difficult for a child, start small: first, the child remembers his home, then his immediate surroundings, his favorite walking routes. By the age of two, the baby is already able to surprise his parents with the fact that he perfectly remembers where his grandmother lives. Or suddenly, on a winter evening, he begins to talk about the fact that in the summer he went to rest on the lake where the pines grew. It is during this period that you need to tell the child about the address: let him remember which street his house is on, in which city. Over time, it is worth drawing the baby's attention to the fact that other people, relatives, acquaintances, live in the same or in another city, on another street.

The other side of this kind of civic, patriotic education is getting to know how people live in other countries that are outside our homeland. And in this case, one cannot do without books. And you don't need to. A magnificent story about the travel of writing around the world - a poem by S. Marshak dedicated to Boris Zhitkov - " mail"(here you can not only read this poem, but also look into the book of our childhood). By the way, Boris Zhitkov also has a story" Mail "about the work of the Nenets postman (you can get acquainted in the work of this wonderful writer, find wonderful stories for your baby , which will not only introduce him to the world of people, but also teach him courage, honesty, hard work).

But, perhaps, the most attractive in terms of geographical discoveries can be reading the fairy tale by A.B. Khvolson "Kingdom of Babies" .

No matter what we read, no matter what the book is - a lyric poem, an adventure story, a fairy tale, an encyclopedia - it is important for a mother to be attentive to any detail, any opportunity to interest the child in something new, unusual, in order to teach him to see it, to enjoy meeting with awesome.

The next step on the path of knowing the world is the first encyclopedias with good colorful pictures about various areas of human life (professions and activities, transport, clothing and furniture, etc.), about living and inanimate nature (domestic and wild animals, insects, fish, plants, seas and oceans, mountains and deserts, rivers and lakes, forests and steppes).

There are good encyclopedic publications in order to acquaint a child with the world map, various countries and continents, their flora and fauna, with the inhabitants of other countries, with their traditions and customs. Among such books and children's encyclopedias are the books of the Eksmo publishing house (for example, Deborah Chancellor's Children's World Atlas), or the series "Your first encyclopedia" of the publishing house "Makhaon" ("History of transport", "Animals", etc.), or books of the publishing house "White City" from the series "Encyclopedia of Painting" and "Tales of Artists".

However, you should pay attention to the choice of such publications: quite often, under the guise of an encyclopedia, rather strange materials for children are published: incorrect, false information, strange selection of facts, low-quality illustrative material, etc. Therefore, it is better to teach a child already at preschool age to work with real, adults, encyclopedias, dictionaries. How? Just look for answers to questions together, show you how to find the information you need.

And one more remark - do not get too carried away with such literature. Yes, it is very important that the child gradually learns to work with information, but it is very dangerous if he gets the wrong idea that only “useful” literature should be read.

Already from the first year of life, it is possible to consider with a child publications that are quite "complicated" for a crumb, simply by teaching them to communicate with them. And from the age of two, perhaps, it is already necessary to seriously show the child a variety of encyclopedic publications: together to look for an answer to a question, to be interested in information about something seen or, conversely, unknown. Expanding the child's horizons by means of reference and encyclopedic books, it is important not to forget that the vastness of knowledge in mineralogy and ornithology should not become the only hobby for a young reader. It should be explained to children and remembered by adults themselves that encyclopedias and other reference publications are not books for reading, but sources of knowledge, while there is other literature - fiction.

Artistic, but no less informative

Do not forget about invaluable literary works for the development of inquisitiveness, inquisitiveness of a child of four to five years old. As a rule, these are science fiction stories with a pronounced didactic motive about the miraculous penetration into the mysterious world of plants, other planets, etc. - for example, "The Town in a Snuffbox" by V. Odoevsky or the fairy tale by J. Larry "The Unusual Adventures of Karik and Vali".

Stories and fairy tales about nature... An attentive attitude to the world around us, living nature, is brought up by the works of B. Zhitkov, V. Bianchi, M. Prishvin, E. Charushin, G. Skrebitsky, which tune us to a lyrical mood, form the ecological ideas of the child. And it is also necessary to acquaint the child with the works of Y. Koval - textbooks of a sensitive, careful and very poetic attitude to the world. The fairy tales of F. Salten "Bambi" or R. Kipling (not only "Mowgli") are not really works about nature, but they can undoubtedly teach love and tenderness, the ability to empathize. Acquaintance with them develops the emotional world of the child, forms a respectful, soulful attitude towards all living things.

Let's continue the list of authors of works of art that will help instill a love of nature: K. Paustovsky, I. Sokolov-Mikitov, N. Sladkov, G. Snegirev, Y. Kazakova, V. Chaplina, O. Perovskaya, N. Romanova, D. Darrell , E. Seton-Thompson, D. Harriott, F. Mowet.

We create, we explore, we invent... A child inventor is a child explorer who learns the world in its most important aspect: the relationship of things. Creating "useless" devices, devices and apparatus, he learns to think, to embody.

- Look what structure I made! - the happy mother hears.

Recently, the publishing house Mir Detstva - Media published a wonderful book telling about the magical (albeit a little crazy) world of children's inventions: Toivonen Sami, Havukainen Aino "Tatu and Patu Inventors" .

This unusual book will be interesting and useful for the whole family.

Mother and father will be able to use it to learn correct attitude to childhood fantasies... A child invents not only useful things, often his fantasy comes up with something that can "spoil" the world around him, as adults can decide. Can the kid create something completely meaningless ... Why? Because it is not the product that is important, not the practical significance of the invention. Only the process of creating something new is really valuable. A child, inventing something, comprehends what is happening to him, what is happening around him - and this is a very complex and extremely necessary activity for him, which consists in the collection (perception) of information, its analysis and subsequent synthesis, i.e. creative comprehension.

Child 6-7 years old and older joyfully recognizes his own fantasies in funny drawings and captions to them, laughs cheerfully at strange inventions, plunges into looking at pictures with interest and for a while himself will become an inventor.

For preschooler a book about Patu and Tatu is almost a textbook: there are so many things to consider, ask your mother, check them again and again in practice ... Pictures with many different details will help the development of attention, strange devices will give information for thought and your own discoveries!

Books can be very useful for curious children and parents. Meshcheryakov Publishing House from the series "Tom Tit's Science Laboratory" and "Scientific entertainment" .

Here is a list of other educational books for children:

I. Akimushkin "The World of Animals"
N. Gol, M. Khaltunen "The Cat's House in the Hermitage"
Y. Dmitriev "Neighbors on the Planet"
B. Zhitkov "What I Saw" and many other works
A. Ivanov "Fairy tales of the moonlit path"
A. Ishimova "History of Russia in stories for children"
O. Kurguzov "In the footsteps of Pochemuchka".
E. Levitan "To the kids about the stars and planets" and other books for toddlers and older children about astronomy
L. Levinova, G. Sapgir "The Adventures of Kubarik and Tomatik, or Merry Mathematics"
V.Porudominskiy "The First Tretyakov Gallery"
S. Sakharnov "Visiting Crocodiles" and others.
N. Sladkov "Show me them"
V. Soloviev "History of Russia for children and adults"
A. Usachev "Walks in the Tretyakov Gallery", "Amusing Zoology", "Entertaining Geography", "The Fairytale History of Aeronautics", "The Fairytale History of Navigation" and other books
A.Shibaev "Native language, be friends with me", "The letter got lost"
G. Yudin "The main wonder of the world", "Zanimatics", "Zanimatics for kids" and other books
"Alphabet. From the collection of the State Hermitage"

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For the smallest readers

Professions and occupations

My country, my city, my street

Artistic, but no less informative