How many families now practice family reading? I highly doubt it. Adults are so busy with their own affairs, their own interests, that such a concept as family reading is becoming almost archaic. Of course, you can always find an explanation for this: before there were no TVs and computers, in the evenings people had nothing to do, so they read the same book with the whole family; or maybe there were few books, so they read the book together and aloud. And now we are all so busy with our own affairs, games and TV that there is not enough time for reading together, but desire.
Or maybe this joint reading is not necessary? Let everyone read what he likes. Remember, as in the well-known poem: “How good it is to be able to read. No need to pester your mother ... Or you can take and read! And when, many parents are happy that now it is no longer necessary to read and to all the requests of the child to read, they answer that you already know how to read yourself. And the kid carries this book into the room, tries to read on his own.
Only parents forget that the child still cannot read much, just as he cannot read with expression. This means that he partially understands the meaning of the text of the book. And most importantly, he does not get joy from communicating with the book and his parents. The child wants to read, starts, but quickly gets tired of reading and of incomprehensible words and sentences. And next time, he might just not pick up the book. And then we, the parents, begin to worry about why, and force him to read. What then do we get? Of course, a complete aversion to reading.
But this situation could have been prevented at the very beginning and if we had only spent 20-30 minutes a day reading with the child. And it doesn’t matter at all who it will be - mom, dad, grandmother or sister, the main thing is that one of the adults read with the child.
Of course, you may ask: Why is this necessary if the child already knows how to read? Let him read on his own.
The child will learn to read independently, sooner or later. Moreover, this is taught at school, but he may not learn to enjoy reading. In order to enjoy any process, it must be enjoyable and interesting. And reading for a child, especially at first, is hard work, not pleasure. And whether it becomes a pleasure depends largely on adults.
In addition, in the process of reading, the child may not understand the whole meaning of what he read, and he may not always clarify or realize this. So it turns out that in the process of reading, the child works, gets tired and does not understand the whole meaning of the text, loses thought, does not notice cause-and-effect relationships, does not always see funny moments, because he is completely absorbed in the reading process. And the book becomes incomprehensible to him or he understands it not quite right. Will he take the book in his hands another time with pleasure?
Why do the older generation, current grandparents, almost everyone love to read and read all their free time? Most likely, precisely because in childhood they read with their parents. Because during their childhood and adolescence, each family set aside time for joint family reading books. So, maybe we should revive these traditions and start reading books together with the children, the whole family?
Let's think
What does family reading give you and your child?
You imperceptibly for the child, very unobtrusively instill in him love and interest in the book. After all, the child sees that adults often read books, discuss them, tell each other and children. And, whether we like it or not, the child is not what we say, but what he sees around him.
You make it easier for the child to understand the text asking questions about the test and clarifying how he understood the meaning. Explain unfamiliar words and concepts. Pay attention to humorous moments.
You discuss what you read with your child, direct his thought in the right direction, help to see the important, what is hidden in the subtext.
You learn to pay attention to the little things and establish cause and effect relationships. You develop your child's speech and expand his horizons by explaining incomprehensible words and new concepts.
You know the interests of the child, his dreams and desires, which are manifested in the process of reading and discussion. You can direct his thoughts in the right direction and slightly correct them.
You COMMUNICATE with your child, give him all of yourself in these moments, your friendship is strengthened, which helps the child all his life.
And you get all this by spending only 20-30 minutes a day on joint reading!
Do not deprive your child of the joy of communicating with you, and then you will not have to complain that the child does not want to read. Revive family reading tradition in your family, help your child fall in love with the world of books and live communication with adults.
What do you think about family reading? Is this tradition necessary in the family? It will be interesting to know your opinion.
Family reading. For what?Does your family have family reading? Yes, you say, we read bedtime stories to the child, and sometimes he asks to read his favorite book aloud. But time passes, and it turns out that reading aloud is akin to tying shoelaces: while the child is small and cannot cope on his own, you do it for him. Gradually, he masters the skills (reading or tying shoelaces), you control him for some more time, and then sigh with relief and safely release the child into “independent swimming”. “How good it is to be able to read! No need to pester your mother, no need to ask your grandmother: “Read, please, read ...”.
Where is the family reading? Does it end when the child no longer needs your help, or did not exist, did you just read to the child until he learned to do it himself? Let's see what the difference is. What is family reading and why do experts unanimously speak of the disappearance of the tradition of family reading, despite the fact that most parents and grandparents continue to read aloud to their children.
In the nineteenth century it was customary to read aloud. Authors read freshly written works in salons and literary circles, adults in the evenings read novels with a sequel to the family gathered around, lovers alone read poetry to each other or something romantic that answered the mood; in self-education circles, books on economics, politics, and philosophy were read aloud; parents, governesses, school teachers read aloud to children. Note: adults read to each other, not only in salons or circles, but also in the family circle. There were no children nearby, and if there were, it was only due to an oversight.
Children generally existed at that time and in such families separately from their parents. They told their parents “You”, they came in the morning to wish daddy or mommy “good morning”, and in the evening “good night”. Often, a mother (nanny) or a governess was closer and more understandable to such a child than her own mother, and played a big role in his life. Therefore, the child heard the first fairy tales from the nanny, and it was not his mother who read the first books to him. Communication with parents began later, when the child grew up, entered the gymnasium or other educational institution acquired the status of an adult. Then he became a participant in joint readings in the adult half.
In some ways, such readings were akin to today's watching TV in the evenings. Long novels with sequels replaced serials, an evening newspaper - a news release, a feuilleton from a weekly magazine - a performance by comedians. Not surprisingly, with the advent of television, family reading aloud, which existed in many families in the 1950s, almost completely disappeared. Why is it now, almost half a century later, that the idea of the need to revive family reading has arisen and strengthened?
Family reading is an activity and, like any activity, requires an answer to the question “why?”. Why do you and I need (if necessary) for the child to tear himself away from the TV and listen to your reading? Why do we need this book to be read aloud without fail? Why do we need in the age of television and computer technology did it take to resurrect a long-forgotten and obsolete tradition, for which there is neither time nor conditions, and which requires conscious and considerable effort?
There are enough recommendations on how to get a child to read, how and what to read aloud. But first you need to decide - why? What is attractive about this tradition, if in the ten years that have passed since the beginning mass work Libraries in this direction, despite the lack of clear results and a single line, has not the desire to revive family reading disappeared?
One of the obvious answers is that children began to read less, and this is one of the ways to get a child to read. But family reading is not reading to children. This is traditionally adult leisure, in which children are allowed only as they grow older. In addition, this is too irrational way to introduce reading. After all, if for the unhurried nineteenth century reading aloud is a natural occupation, then today's adult, living in constant time pressure, needs to perform a feat in order to allocate time for reading aloud. Check it out: reading Dostoevsky's The Idiot aloud will take you about a month, provided that you devote at least an hour a day to it. But in itself, reading aloud is not an easy task, requiring a creative approach. And this is the beginning of unraveling the secret of his attractiveness.
Let's continue the analogy with watching TV, because it is the TV, along with the computer and the Internet, that are the main rivals of reading. What is there in reading aloud that the TV does not give? First of all - the possibility of creativity and choice. You choose the book to read aloud. Yes, the viewer too, but compare - the world's fiction and the program guide for today - the possibilities for choice are incomparable.
But you choose not only a book, but also the manner of reading, its pace and timbre of voice, the degree of dramatization, theatricality, climaxes to stop. Together with the author of the book, you create its content for those who listen to you, and this action is unique, like a theatrical performance, it excites and captures you and your listeners. This is a theater of one actor, in which it depends only on you what will remain in the memory and in the souls of your viewers and listeners, your family.
They are also not passive consumers, as is the case with television. Their sympathy, empathy, sparkle in their eyes or bated breath are the source of your inspiration. And the opportunity to talk, argue, discuss, cry or laugh together, and the opportunity to see each other in a new way - all this is given to your family by you, not the TV, and this is too significant to miss such an opportunity. You learn to see and hear each other, and not just exchange information.
Why does your child, despite the abundance of videotapes with cartoons, ask you to read aloud? He does not yet realize (either on a conscious or subconscious level) the usefulness of reading aloud for the development of emotionality and figurative thinking, for the development of speech and improvement in his native language. He just wants you to be around. You, not the TV. This gives him a sense of confidence, security, even if the child is much more than five, and he reads well on his own (I dare to add: even if this is not a child at all, but your adult and successful spouse in all respects). After all, at this moment you belong to each other, and not to the TV.
Therefore, it is definitely worth finding an opportunity (maybe in a country house where there is no TV, and the rain is pouring like a bucket) to read something favorite to your family. Definitely a favorite, because even professional actors read from the stage what is closer to them.
And do not be afraid that you will not be appreciated and understood. Understanding is a complex concept.
Psycholinguistics in its scientific language defines it, in particular, as "the process of formation of personal-semantic formations that are only indirectly related to the meaning of the source text." This means that your listeners can catch the music of the words or the rhythm, remember a particular episode or image, or maybe your excitement or a phrase dropped about what you read. Or maybe your adult child, not burdened with knowledge and stereotypes, will understand the work you know so deeply and seriously in a childish way that will make you see it differently. The main thing is that you give him this opportunity. And this requires compliance with one small condition.
Do not consider a book as an occasion for education, do not turn joint readings into a university of culture with tests and exams at the end of the course, do not expect from the audience a certain reaction that you need to read. This is the Internet and encyclopedias - a way of obtaining information, and fiction has always been a means of communication - the author and the reader, reading and listening. Modern world one way or another teaches us to receive necessary information, but leaves less and less opportunities for emotional and intellectual communication, for discussion, unhurried reflection, when in the process of communication, knowledge that did not exist before is born, and not just information is assimilated.
And this, of course, is fraught with danger, because when you open up, you become less protected.
Therefore, family reading is an activity for strong people, for people who are creative and open, free and giving freedom to others. Dare! And maybe someday, having sent the children to their grandmother, you will not go to the cinema or to a club, do not turn on the TV, but sit next to you, open the prose of Tsvetaeva, or Dostoevsky, or Faulkner - and forget about time.
Source : http://ipk.admin.tstu.ru/sputnik/index/str/resurs.files/schoollibrary.ioso.ru/index6647.html?news_id=293
"Family reading with a thin thread connects one soul to another, and then the soul kinship is born"(J. Korchak) Today at international family day I would like to remind you of the importance family reading. Last academic year with the theme "Is Family Reading Relevant Today?" at the annual conference in the gymnasium, a 4/3 grade student Polina Antropova spoke. This girl reads a lot and with enthusiasm, studies well. And they "instilled" a desire for reading in the family. I wrote about it in the messages ..",
Read also:
I publish the work of Antropova Polina "Is Family Reading Relevant Today?" Read! This is the reasoning of a 4th grade student. Scientific director Kuznetsova O.N.
1. Introduction............................................... ................................................. .............. 3
2. Main part.............................................. ................................................. ..... 4
2.1. Interesting Facts.......................................................................................... 4
2.2. Survey results .................................................................. .............................. 4
2.3. A crisis children's reading.................................................................................. 4
2.4. Historical reference................................................ ................................... 6
2.5. What is family reading? ................................................. ........................... 8
2.5.1. Family Reading Instills a Love for Reading...................................................... 8
2.5.2. Family reading is a process of communication and rapprochement between adults and children.. 9
2.5.3. Family reading - moral education .......................................................... 10
2.5.4. What is family reading? ................................................. ................. 12
2.6. The process of family reading .............................................................. ............................... 13
2.7. Tasks of parents .................................................................. .............................................. 13
3. Conclusion ............................................... ................................................. ............ 16
List of used sources and literature .................................................................. ..17
Application No. 1. Form "Questionnaire for parents"
Application number 2. Form "Questionnaire for children"
Application No. 3. Diagram"How often do parents read?"
Application No. 4. Diagram"How often do children read?"
Application No. 5. Diagram "Number of books in the adult home library"
Application No. 6. Diagram "Number of books in the children's home library"
Application No. 7. Diagram "Parents give advice on choosing books"
Application No. 8. Diagram "Visiting a bookstore by parents with children"
Application No. 9. Diagram "Discussion of books in the family"
1. Introduction
Last year I prepared a report on the topic "Schoolchild and book". In it, I considered the role of teachers and librarians in introducing students to reading.
children's reading crisis.
Subject Very relevant, because "The decrease in interest in reading, especially among children, ... today causes concern not only among those who deal with this problem professionally - teachers and librarians. Programs to promote reading are being developed all over the world ..." writes Olga Mäeots in the article " What are you reading, mate?"[ 4 ]
In this work, I want to consider the relationship "parents - book - child", that is, touch on issues of family reading.
My hypothesis: Parents, due to being very busy, have little time left to communicate with children, and guys spend more time on TV and PC than reading books.
To find out if this is so, I set myself target:
to find out how important is the role of parents in introducing children to reading and is family reading relevant today?
To do this, it was necessary to solve the following tasks:
1. Study the literature on this topic.
2. Conduct a survey among children and their parents.
3. Analyze questionnaires
4. Find out "What gives family reading?".
2. Main body
2.1. Interesting Facts.
Once the Soviet Union (USSR) was "the most reading country in the world."
Now, according to statistics, Indians read the most, spending almost 11 hours a week on this activity. For Russians, this figure is a little over seven hours (7th place) - with the world average of 6.5 hours a week.
According to the Yuri Levada Research Center (2013), 44% of Russians do not read at all (in 2003 they were 40%). The share of Russian families that do not have books at home is 24%.
According to VTsIOM (All-Russian Public Opinion Research Center): only 6% of Russians cannot imagine their life without reading.
2.2. Survey results
I conducted a questionnaire survey among students in grades 4"2" and 4"3" and their parents
(questionnaire forms - Appendix No. 1 and No. 2).
To the question "How often do parents read?" the following data were obtained, which are presented in diagram No. 1. (Appendix No. 3)
To the question "What are your favorite activities?" - the answer "Reading" is mentioned only by 40% of the guys.
To the question "How often do children read?" the following data were obtained, which are presented in diagram No. 2. (Appendix No. 4)
To the question "Is family reading relevant today?" - "Yes" answered only 40% of parents.
I want to clarify: by "reading" in children is meant reading fiction beyond the school curriculum, for adults - reading works of art.
2.3. Crisis of children's reading.
The modern crisis of children's reading is a problem that is talked about a lot and passionately.
Previously, literature was an integral part of life and was not so much a source of information as a way to educate the heart and soul. Now for most children, reading is a heavy duty that they try to avoid. For parents, reading is parental torment, an unpleasant necessity.
A negative factor in the formation of a child reader is the loss of family reading traditions, as there is a change in the family way of life, the destruction of traditional moral norms in the relationships of people, including in the family, the priority of entertainment preferences over cognitive ones, etc.
How can one not recall the words of N. V. Fedorov “There is evidence that if before the 90s of the XX century 50 percent of parents read books to their children, today only 7 percent do it.”
Studies by sociologists and educators state a decrease in the level of literacy and the spread of functional illiteracy (the so-called "secondary illiteracy") of those who were taught, but not taught to read, did not become real readers. Functional illiteracy appears quite early, already in primary school after the children were taught to read and write. The third grader who never came to the library and reads nothing but a textbook is another potential illiterate tomorrow. Functional illiteracy further leads to "training defeat".
It is noted that after the transition from elementary school to secondary school, the reading activity of children drops sharply.
Disappointing results of Russian schoolchildren in the international PISA test (2012) for understanding the text (41 and 42 places with Turkey among 65 countries).
Introducing children to reading has been declared a task of national importance.
The President of the Russian Federation V. Putin proposed to declare 2015 the Year of Literature.
There is a growing conviction in society that the book today, regardless of the form of its presentation (printed or electronic), still remains the basis of culture and literacy. The importance of books and reading is undeniable, and this idea has been especially supported in recent years by the world community.
Reading remains the most important tool for education and personal development. Reading forms the qualities of a developed and socially valuable person. A person who can grasp the whole, adequately assess the situation, quickly make the right decision, have a larger memory, better speak, formulate more accurately, write more freely.
The role of the family in shaping attitudes towards books and reading is extremely important.It has been established that interest in reading begins to form in childhood - from preschool education and family reading.
The Law of the Russian Federation "On Education" draws attention to the expansion of the rights and responsibilities of parents as "the first teachers" in the Law of the Russian Federation "On Education", which obliges parents "to lay the foundations for the physical, moral and intellectual development of the child's personality in infancy."
Therefore, without the revival of the traditions of family reading, it is impossible to solve this problem. Great efforts are being made all over the world to revive and stimulate family reading.
2.4. Historical reference.
The traditions of family reading are rooted in the distant past of our history. We can talk about them starting from about the 9th century. Among the ancient Eastern Slavs, the majority of the population was engaged in agriculture and hunting. Increasing importance was attached to family upbringing, as a strong and skilled worker (plowman, hunter, warrior) was required.
These and other vital qualities were formed by folk pedagogy, which was born in families as a result of purposeful creativity. In the folk pedagogy of the Eastern Slavs, proverbs, sayings, legends, stories about mythical characters (wizards, flying snakes) were used, which talked about heroes who should be imitated, about moral standards and requirements for the behavior of a child.
Gradually, family reading enters the life of the Russian family. A remarkable stage in the development of family reading and the expansion of its traditions begins in the middle of the 18th century. By this time, a woman-mother began to play a special role in Russian culture, who clearly captured public moods and needs. WITH big share In all likelihood, it can be said that it was she who understood the role of family reading in children's life and the upbringing of a citizen.
The 19th century witnessed an already established tradition of family reading. Evenings of family readings were a significant phenomenon in the Russian folk tradition. The emotional atmosphere of such evenings is described by I. Bestuzhev-Lada: “Evening. The family is assembled. Dinner and various household chores behind. Everyone sits in their favorite places in comfortable peace. Only one lamp is lit, under which one of the family members - most often, of course, the head of the family, but this is not at all necessary - reads a book aloud. Everyone listens and then discusses what they hear.”
Similar family readings were held in the families of L.N. Tolstoy and F.M. Dostoevsky. Children viewed them as bright, happy moments of spiritual communication with their parents, as stages of their growth.
A.G. Dostoevskaya recalls that their living room was animated when musical evenings were held in it. But especially memorable were the family readings, held by candlelight at the oval table. They read aloud N. Karamzin, biography of M. Lomonosov, poems by G. Derzhavin, V. Zhukovsky, novels by M. Zagoskin, I. Lazhechnikov, A. Pushkin.
F. M. Dostoevsky, recalling his childhood, wrote: “I took out so much beautiful and sublime from these readings.” It is no coincidence that by the age of twelve he had read all the works of A.S. Pushkin, F. Cooper and V. Scott, and the whole family knew F. Schiller by heart. D.V. Grigorovich, his classmate at the Engineering School, also testifies to the great erudition of the future writer: “Dostoevsky knew any work of Western and Russian literature.” The Dostoevsky family did not differ in the usual material wealth, but there was a cult of the book in it, and the last money was often spent on the book.
2.5. What is family reading?
Let's try to figure out what gives family reading to children and adults.
2.5.1. Family reading instills a love of the book.
Family reading is the main way to introduce children to the world of books. The first meeting of a person with a book occurs in the family (thanks to oral stories, reading aloud). Family reading initially introduces the child to the world of book culture, is the most ancient, proven way of educating a person, including as a reader, which begins long before he learns the alphabet. Reading activity and reading culture are formed on the basis of listening and speaking.
"If a child has not been brought up with a love for books since childhood, if reading has not become a spiritual need, then during adolescence the child's soul will be empty," wrote V.A. Sukhomlinsky, a talented teacher of the 20th century.
According to questionnaires, the number of parents who read to their children today is 20%.
“Everyone imagines paradise in their own way; from my childhood it seemed to me a library » Jorge Luis Borges
"A house without books is like a body without a soul. Mark Tullius Cicero
As a result of the survey, I found out that not all families have home libraries.
25% of families have adult and children's libraries;
23% of families have only an adult library;
16% of families have only a children's library.
“Tell me what you read and I will tell you who you are. You can form a true concept of the mind and character of a person by examining his library. Charles Blanc
Data on the number of books in home libraries is presented in the chart "Number of books in the adult home library" and in the chart "Number of books in the children's home library". (Appendices No. 5 and No. 6)
G.A. Tsukerman cites interesting data: one of the foreign studies revealed the relationship between the level of reading competence of children and the size of the home library. We could continue as follows: the presence of a library, probably, does not directly form a love of reading, but its absence ...
2.5.2. Family reading is a process of communication and rapprochement between adults and children.
Reading in a family environment plays a special role. Joint reading of a book, communication about what has been read brings family members together, unites them spiritually.
"Family reading with a thin thread connects one soul to another, and then the soul kinship is born" J. Korchak
But in itself, reading aloud is not an easy task, requiring a creative approach. After all, you choose not only a book, but also the manner of reading, its pace and timbre of voice. Together with the author of the book, you create its content, like a theatrical performance, for those who listen to you. This is a theater of one actor, in which it depends only on you what will remain in the memory and in the souls of your viewers and readers. Their sympathy, empathy, sparkle in their eyes or bated breath are the source of your inspiration. And the opportunity to talk, to argue. Discussing, crying or laughing together, and the opportunity to see each other in a new way - you give all this to your loved ones, not the TV.
And as children get older and there are fewer opportunities to get together and read a favorite book together, another form of family reading can be offered - independent reading, followed by discussion.
Meanwhile, at the present stage, in most families, the book ceases to be a topic of conversation, home libraries disappear. This situation has an extremely negative impact on the spiritual climate of the family and does not contribute to the formation of a child reader. Non-reading parents raise non-reading children.
It is clear from the questionnaires that not all parents give advice to their children on the choice of books. The results are shown in the diagram "Parents give advice on choosing books." (Appendix No. 7)
According to the questionnaires, I found out how often parents with children go to the bookstore. The results are shown in the diagram "Visiting a bookstore by parents with children." (Appendix No. 8)
2.5.3. Family reading - moral education.
A schoolchild, growing up, more and more often finds himself in various life situations that require socio-psychological analysis, readiness for decisive actions. How to prepare him for an adequate assessment of the real situation and help him make the right moral choice?
The most important role in the education of the individual belongs to the book. V.A. Sukhomlinsky wrote:
“A school is, first of all, a book. Education is, first of all, a word, a book and living human relationships.”
This is the magical power of fiction, which gives us the opportunity to feel ourselves in a wide variety of images and, together with literary heroes, experience their life collisions, rejoice, be upset.
Discussing the actions of heroes with a child, adults teachhim to express his point of view and listen to the opinions of others. This teaches the child to carefully weigh his words and actions, he will think about how they will affect the feelings and moods of other people. It is very important to teach a child to empathize, love, regret and forgive - this is the main task of spiritual education in the family.
“We don’t know a single person who would have been spoiled by reading classical writers in childhood, but how many have it strengthened for life, showing noble goals ahead, how many have turned away from the vices of the environment!”
V.P. Ostrogorsky.
An illustration of this statement is "The Ballad of the Struggle" by V. Vysotsky.
The main difference between family reading and its other types - classroom, extra-curricular and home reading - is that parents, using the book, begin to really engage in the spiritual development of their child, the formation of his morality. Therefore, family readings are a conversation between parents and children about morality, an incentive that is a joint reading of a work of literature.
"A good book builds a personality," writes Oksana Leonidovna Kabachek, Candidate of Psychological Sciences.
During a family discussion, an exchange of opinions about what has been read, an adult has the opportunity to unobtrusively convey the moral attitude that he considers important in the upbringing and development of his child as a person. Intangible bridges of spiritual intimacy and mutual understanding appear between the parent and the child, which is especially important in the so-called "transitional" age.
According to questionnaires, book discussions often take place in 10% of families, rarely in 30%, and not at all in 60% of families. The results are shown in the diagram "Discussion of books in the family." (Appendix No. 9)
The well-readness of schoolchildren determines the level of interpersonal relations in the classroom, determines the spiritual climate at school and at home. Whoever school graduates later become, they will live among people. This means that the guys should be able to understand them, communicate with them, anticipate their behavior, and for this, represent a variety of characters, have a stock of life situations and ways to resolve them, gleaned from literature.
“Without exaggeration, we can say that reading in the years of childhood is, first of all, education. A word that reveals noble ideas forever deposits grains of humanity in a child's heart, which make up a personality.
V.A. Sukhomlinsky
2.5.4. What is family reading?
Family reading prepares a person for a relationship with a book, awakens and deepens attention, and forms the need for reading.
Family reading contributes to the early and correct mastery of native speech. Regular reading aloud from early childhood introduces the child to the process of reading itself and contributes to the mastery of independent reading, determines the quality and preferences of future readers.
Family reading forms the emotional and aesthetic perception of the book. Listening, a person experiences a strong influence of the sounding word, which allows you to convey triumph, joy, sadness, sadness, a joke, a mockery.
Family reading develops abilities that are the basis for the perception of artistic images.
Family Reading - effective method socialization of the younger generation.
Therefore, today the revival, further development and bringing to a new level the traditions of family reading as a cultural norm for the development of the child is one of the most important tasks of society.
2.6. family reading process.
The process of family reading is:
Firstly, the actual process of reading by adults to a child;
Secondly, reading by parents of pedagogical and medical literature for the upbringing and care of the child;
Thirdly, the activities of adults in organizing the independent reading of the child (recommending him books, purchasing them, getting them from the library, talking about what they read, etc.).
In order for family reading to fulfill its role as a developing environment, it must be systematic and appropriate.
2.7. Tasks of parents
To the question "Do you want your child to like to read?" - Most parents answered "Yes".
It is extremely difficult to create a tradition of family reading. Especially if there was no such tradition in the family before. But you can! And it is extremely important that the first acquaintance with the book comes from the parents.
To do this, today's parents need:
Navigate new writers and new books;
MOU Platonovskaya secondary school
Family reading is an effective means of developing a child's interest in reading.
Work completed
Alpatova Olga
Nikolaevna
Family reading prepares a person for a relationship with a book, awakens and deepens attention, and forms the need for reading. The lack of need for reading in adults is a consequence of its unformedness from early childhood. Family reading contributes to the early and correct mastery of native speech. The types and methods of human learning are largely determined by the environment, depend on communication and its main means - the degree of mastery of speech. “The period of passive speech, which to a superficial observer seems to be simple silence, is the most creative time in the development of a child’s speech ...”.
Ø Regular reading aloud from early childhood introduces the child to the process of reading itself and contributes to the mastery of independent reading, determines the quality and preferences of future readers.
Ø Family reading forms the emotional and aesthetic perception of the book. Listening, a person experiences a strong influence of the sounding word, which allows you to convey triumph, joy, sadness, sadness, a joke, a mockery.
Ø Family reading develops abilities that are the basis for the perception of artistic images. Such perception is impossible without imagination, visual representations, the ability to experience the joys and sorrows of the heroes of works of art.
Ø Reading aloud is important not only for toddlers, but also for older children, as well as for the elderly. In the process of family reading, children learn to listen carefully, assimilate and retell what they read, and older people feel less lonely and natural form, without moralizing and notations I convey: to the younger my life experience. In addition, adults have the opportunity to observe the spiritual development of the child and manage it.
Ø Family reading is an effective way of socializing the younger generation. Such communication creates the ground for an exchange of opinions, it is also necessary for adults, who, thanks to communication with children, are enriched emotionally.
Ø Family reading can serve to prevent aging, since, according to some experts, aging is the result of life without a book, without reading, which stimulates active mental activity.
Work problem: students' interest in reading is sharply declining from year to year. The school is actively working to promote reading. But why is this work becoming ineffective?
Hypothesis: If we revive the tradition of family reading lost in most families of students, then the child's intellectual level, the level of upbringing will increase, the child will be able to better adapt in society.
Relevance The problem we are considering is that without reading there is no person, no personality. It is the book that is the indispensable tool that helps to form moral principles, moral foundations and cultural values, master the information accumulated over the centuries, develop imagination, teach to think, analyze, evaluate their own and other people's actions. And one of the means of developing interest in reading is the tradition of family reading.
Object of study of this problem are the students of the Platonov secondary school, the villagers.
Subject of study attitude towards reading in general and family reading in particular.
Practical focus: The research material can be used by teachers during parent meetings, round tables, conversations with students about the benefits of reading.
Goal of the work- to determine the effectiveness of family reading traditions as a means of developing a child's interest in reading.
Work tasks:
to identify the relationship between reading and raising a child;
Determine the role of family reading traditions in developing a child's interest in reading;
Determine the forms and methods that allow the family to solve the problems of developing a child's interest in reading.
CHAPTER 1.THE PROBLEM OF READING AND EDUCATION THROUGH READING IS ONE OF THE MOST SERIOUS AND RELEVANT IN OUR COUNTRY.
§ 1.1 Tendency to reduce the interest of schoolchildren in reading.
Throughout the last century, our country was rightfully proud of the title of "the most reading in the world."
Modern statistics show that the situation has changed, and not for the better. According to sociological surveys, 37% of Russians do not read books at all, and 52% do not buy newspapers and magazines. The number of regular readers over the past decade has decreased from 49% to 26%, and those who do not read books at all has increased from 23% to 34%. 40% of respondents read books from time to time. They like to read: 43% of younger students, 17% of older students. They do not like to read: younger schoolchildren 8%, older ones - 17%. Do not read anything except the teacher's assignments, 10% of schoolchildren. 40% of students read only entertaining literature at their leisure, 21% read educational literature, and 10% of schoolchildren read for self-education. These data indicate a trend of declining interest in reading from younger school age- to the elder. The older the student, the more the nature of his reading approaches an adult.
The international study PISA-2009 showed that Russia ranks 43rd among 65 developed countries in terms of literacy and reading levels. The children were not able to scoop out information from texts of different types, to select material in the text that corresponded to the task. They failed to find hidden or contradictory information in the text. The difficulty was caused by the transition from the detail of the text to the whole and vice versa, as well as establishing a connection between what was read and the existing knowledge and experience. Our schoolchildren did not show the ability to think through the text, raise questions and put forward hypotheses. In general, Russian students were not able to act effectively in a non-standard situation. Overcoming these shortcomings in the reading of our schoolchildren, bringing Russia out of the outsiders of the civilized world in terms of the quality of reading is an urgent task on the agenda of our society and, above all, families, schools, and libraries.
To read means to disassemble, analyze, and perceive the text. Studies by Russian and Western scientists show that a person who does not read is not able to analyze. And one who is not able to analyze cannot make a conscious choice: whether it is a choice life path, be it books to read.
Bringing school education in line with the International Standard is mainly the job of those who draw up curricula and determine the criteria for assessing the quality of education, including reading. However, parents, those who are most interested in the quality of education and the quality of life of their children, can and should provide great assistance in this.
Interest in reading gradually disappears or qualitatively changes. This is especially evident in the example of the child population of Russia. According to library research, children now read as much as they used to. They just do it differently. Approximately three-quarters of the requests children come to the library are related to learning.
The society in which it was prestigious to read, and not to read is shameful, is practically gone. Now children are not ashamed to admit that they do not like to read. IN Soviet time, say librarians, in first place among the answers to the question "What do you like to do in your free time?" always stood - "read books." Now reading has gone to third - fourth place after watching television programs, listening to music, playing games or working on the computer.
Of course, where there are traditions of reading in the family, and, unfortunately, we are also losing this family tradition of reading, children read differently. But sociology gives us the following figures: 65 percent of parents believe that reading is a rational process, and only 35 percent - emotional. Generations of parents have already grown up who do not read themselves or read pragmatically or in general at the level of comics and clip culture. Libraries and educators are faced with the dual task of educating both children and parents. The upbringing of parents is a more difficult task than the upbringing of children who are readers.
In developed countries and in Japan, national reading programs are being created. And they are held under the motto "The nation is in danger - children stop reading!". “And we need to state that the refusal to read means that our Russian youth is also in danger,” the deputy believes. State Duma Chief Editor magazine "Russian House" Alexander Nikolaevich Khrutov. - It is necessary to study the world experience of popularizing reading. In some Western countries, they have long recognized the danger of non-reading for society and have taken measures, sometimes very effective. For example, today in many countries there are so-called "book cafes" where you can not only buy a book, but also just read it while you are waiting for an order. And such forms of familiarization with book novelties are becoming increasingly popular, especially among young people. I believe that we need to create a national reading support program in Russia, focusing on Special attention children's reading and book publishing. It is necessary to form a social order for the publication of children's books, increase the hours allotted for teaching literature at school - today in grades 7-8 only 2 hours a week.
Every year in our school, in order to popularize reading, the librarian, with the support of teachers - philologists and class teachers, holds a Week of Children's Books. Within the framework of the week in 2010, a reader's conference was held, at which school students presented their favorite works. Children took part in the performance of their favorite works. But this is not enough. It is necessary to revive the good and old tradition of family readings. Family traditions of reading are one of the most beneficial educational means that not only educates children, but also cements truly sympathetic, friendly relationships between elders and younger in the family.
Today, one can notice a certain paradox in reading Russia. Large publishing houses appear, young writers appear, new books are constantly coming out. But people read less than, say, twenty years ago. With the pace of life accelerating, many simply do not have time to read. Even educated people admit that they last read books during their college years, and if they turn to the printed word, then these are newspapers, magazines or cooking recipes. Others read constantly, only this is literature for relaxation, over which you do not need to think and you can “run your eyes” during a lunch break or a trip to the subway. On the other hand, even the presence of free time does not always direct a person to literature. Now there are much more opportunities to diversify your leisure time than in the eighties. And a person chooses a real vacation, and not immersion in the author's fiction.
Based on the above, we conclude that the problem of reading and education through reading in our country is one of the most serious and urgent. Studies by Russian and Western scientists show that a person who does not read is not able to analyze, and therefore cannot make a conscious choice: be it the choice of a life path, be it books to read.
In families where there is a tradition of reading, children read differently. But the current generation of parents is most often people who do not read themselves or read pragmatically. Therefore, teachers face a double task - the upbringing of both children and parents, because family traditions reading is one of the most beneficial educational means.
§ 1.2 The history of the development of family reading traditions in our country.
Despite the fact that the tradition of family reading in Russia was practically lost, it is the development of family reading traditions in our country that has amazing story.
In Rus', the family was revered and protected, because it is in the family that the birth, formation and formation of a person's personality takes place. Moreover, it is the family that is the cradle of the greatest feelings: love, mutual understanding and responsibility.
Re-test of reading technique, held in September 2010 -2011 school year, showed that already 52% of 118 students did not fit into the norm.
After spending comparative analysis(Appendix 6), obtained as a result of testing the reading technique, we came to the conclusion that it is necessary to involve parents in solving this problem. Only the revival of family reading traditions will help to solve it fully.
We also conducted a survey among students. The sample consisted of 105 students from grades 5 to 11.
According to the questionnaire for children (Appendix 5), we obtained the following results:
2) 32% of respondents became library readers from 5 to 8 years old; from 8 to 12 years 68%;
Barinova Olga, 11th grade.
We made sure that all these students read and read normally or much above it. Also, each child confirmed that they have a home library in their family, and among the household members someone is an avid reader who introduced the child to reading.
Among the significant results of the research part of our work, we can include the following:
Ø family reading traditions are the most important factor in correcting students' reading technique;
Ø One of the most effective forms of developing a child's interest in reading is family reading.
Thus, the hypothesis of my work was confirmed.
CONCLUSION
Analysis of theoretical and research work devoted to the problem of reducing students' interest in reading shows that this problem is one of the most relevant in education.
Today, when economic difficulties have touched every family, a good, smart book, family reading should unite people again, breathe love into complex human relationships. The family forms the basis of a person's worldview, his way of life and value orientations. One of the absolute values of the family is the tradition of family readings. But it is obvious that today this is the value that belongs to the disappearing ones, because there is a transformation of the family way of life, the destruction of traditional moral norms in human relationships, including in the family, the priority of entertainment preferences over cognitive ones. There is evidence that if before the 90s of the XX century 50% of parents read books to their children, today only 7% do it.
It is necessary to do so in order to return the book to the family. Contemporary Russian society unconditionally recognized: no matter how wonderful preschool and school institutions are, the most important “masters” that shape the mind, thoughts of children are the mother and father - the family. To return the cultural values of the family, to revive the traditions of family reading, it takes time, the unification of the efforts of educational and cultural institutions, and most importantly, the parents themselves.
A true connoisseur of reading, the child will grow up in an environment where:
Ø All family members read, not only children's books for the baby, but also their own books, show them to the child, talk about what they are reading;
Ø Books for the child are bought regularly, given to him with joy, and become the property of the child;
Ø The child has his own bookshelf, from which he can conveniently and easily take the book himself.
LIST OF LITERATURE AND INFORMATION SOURCES
1. Antipov of a reading child in Russian literature of the twentieth century // School Library No. 1. - P.19-23.
2. Golubeva family reading - a common task of specialists. // Non-children's problems of children's reading. - M.: Russian State Children's Library, 2002
3. Grishina in the modern family based on the results of library monitoring. - M.: Russian State Children's Library, 2006
4. Gromov are taken by non-reading adults. // Library at school No. 1. - S. 2-9.
5. Movement "Young Russia reads". / Ch. ed. . - M.: School library, 20s.
6. Children and book: simple tricks attraction to reading. - M.: Chistye prudy, 20s. -
7. Dzhimaitis, she, the "golden shelf"?: Problems of children's reading. Research results // Library No. 2. - P. 9-11.
8., Rabotkina of lively interest // Director of the school S. 38
9. O. L. Kabachek, On one of modern technologies introducing children to reading // Vestnik BAE No. 4. - P. 56-59.
10. Karpova, reading - family bibliotherapy // School Library No. 5. - P. 53-57.
11. Scientific and methodological activities of regional children's libraries in support of reading. - M.: Russian State Children's Library, 2003
12. Polyakova as a pedagogical process for the development of information culture of younger students. // School library
13. Family reading programs. // Activities of the Central Regional Children's Libraries of the Russian Federation in support of reading: an information review. - M.: Russian State Children's Library, 2005
14. Parent meeting on children's reading: method. Allowance / / comp. . - M.: Russian School Library Association, 20s. - (Professional Library of the School Librarian, Ser. 1; Vol. 7-8).
15. Rossinskaya, a child with a book: on the issue of decreasing interest in reading, on family reading and the role of libraries in educating a personality. // Library. case No. 15. - S. 35-36.
16. Skuridina, Yu. If you don't tell fairy tales...: family reading as a child's spiritual development. // Bibliopole № 11. - S. 32-35.
17. Sokolskaya, reading: scientific and practical guide // . - M.: Liberia Bibinform, 20s. - (Librarian and time. XXI century, Issue No. 54).
19. Stepicheva, reading. For what? // School Library No. 4. - S. 87-92.
21., Kilimnik portrait of a modern teenager. First results of a regional study. - M.: Russian State Children's Library, 2003
22. Research in the field of family reading: an international perspective // School Library No. 7. - P. 28-31.
23. Revival of the traditions of family readings and their role in shaping the personality of the child, education of morality and culture.// New library No. 9. - S.
24. Khudyakov's secrets. How to raise a reading child. // Library. case No. 7. - S. 33-35.
25. What modern teenagers read.// Education of schoolchildren, No. 4, 2004. - P. 38.
26. Chuppueva, L. V. “Reading aloud” // New Library No. 7. - P. 21-22.
27. Young reader and Russian book culture. / Sat. articles. - M.: Russian State Children's Library, 2003.
29. http://forum. *****/
30.http://www. *****/
31. http://www. *****/
32. http://www. *****/
33. http://library-gaidara. *****/
34. http://www. *****/
35. http://odb. *****/
36. http://www. *****/
37. http://www. kos/
ANNEX 1
1st to 4th grade:
1. "Angel"
2. "Kaos and Björnar", "Olaug and Donut"
3. "Chicky short wings"
4. "The city of masters or the tale of two hunchbacks"
5. "Flower-seven-flower"
6. Mom - "Gray neck"
APPENDIX 2
Suggested Reading List for Students
1. "Swan Lake"
2. "Secret Garden"
3. "Just a little more time"
4. "Chatterbox"
5. "Ginny and her baby dragon"
6. "House of brave cowards"
7. "A plane named Seryozha"
8. "Behind the Wandering Sunflower" (vol. 1)
9. "Behind the Wandering Sunflower" (vol. 2)
10. “What did Katie do. What did Katie do at school. What did Katie do next?
11. "Clumsy Anna"
12. Emerald Fish
13. "Polyanna"
14. "The Return of Polyanna"
15. "Let the balloon fly"
16. "Peter Brain and his friends"
17. "Blue Rain"
APPENDIX 3
Suggested Reading List for Students
from 8th to 11th grade:
1. "Division of property"
2. "The Life of Ernst Shatalov"
3. "Fragile twig"
4. Bullimar
5. "Riestofer Yousef"
6. "Barrayar"
7. "White on black"
8. "I see the sun"
9. "Blind Musician"
10. "Kostya + Nika"
11. "Correction class"
12. "How steel was tempered"
13. "A Tale of a Real Man"
14. V. "Where the forest does not grow"
15. Bubble Boy
16. "To spite all deaths"
17. "The Curious Nighttime Killing of a Dog"
18. "Princes in Exile"
APPENDIX 4
Reminder for parentsabout family reading
DEAR PARENTS!
Ø Visit the library yourself more often to think about reading your children together with professionals, talk about the best children's books, get information about new arrivals.
Ø Familiarize yourself with the literature on children's reading.
Ø Read aloud together.
Ø Remember that children love to reread books. You shouldn't protest against it.
Ø Cultivate a culture of communication with a book in a child:
Introduce him to the rules of caring for the book, if necessary, organize minor repairs;
Teach your children how to read a book.
Ø Do not limit yourself to communication only with your family, visit the library with your children more often. Actively participate in library, club, school activities.
Ø Library specialists will provide qualified assistance in the selection of literature that will help in the upbringing of your children.
PARENTS REMEMBER!
READING HELPS YOU BETTER UNDERSTAND YOUR CHILDREN.
APPENDIX 5
Questionnaire for students "Am I a good reader?"
2. At what age did you become a library reader?
3. What libraries do you use?
4. Approximately how many books do you read per year?
6. Have you ever kept a reading diary?
7. How would you describe yourself as a reader?
APPENDIX 6
Comparative analysis of reading technique testing
MBOU "Kyundyainskaya secondary school named after. B.N. Egorova»
MR "Suntarsky district (ulus)
FAMILY READING AS A SOURCE OF FORMING INTEREST IN THE BOOK AND SPIRITUAL ENRICHMENT OF THE FAMILY
Teacher of Russian language and literature: Vasilyeva M.V.
1.1 The role of family reading in the upbringing of children.
Family reading problem.
2. Main body
2.1 The trend of decreasing interest of schoolchildren in reading.
2.2 Analysis of the results of research work on the development of students' interest in
2.3 The history of the development of family reading traditions in our country.
3. Conclusion
3.1 Conclusions
4. List of literature and information sources.
5. Application
1.1 Introduction
Man is not born into the world,
but to the family - this is where his home will be,
if the parents are willing to take care of it.
Family is special social institution, introducing the child into the world of culture, including the reader's. The first meeting of a person with a book occurs in the family (thanks to oral stories, reading aloud). Reading plays important role in the formation and moral education of the individual, enriching a person with knowledge. Thanks to reading, semantic perception, attention, memory, thinking and imagination of the child develop. The book is not only a source of information, but also food for the soul, heart, a means of communication with the world, with loved ones. Family reading is an effective way of socializing the younger generation, it makes it possible to feel the value life experience older family members, learn something interesting about their loved ones. In the process of family readings, both psychological and social function communication. Its participants not only come into contact with each other and identify themselves with each other, but also socially significant moral ideas enter into their spiritual world, the source of which are the phenomena of life reflected in the works of literature. The main character in this communication is the child. Until quite recently, the value of books and reading was undeniable in our country.
Relevance: In recent years, reading has been increasingly losing its cultural and educational role in society, turning into a source of information and a means of entertainment, so the anxiety of teachers, psychologists, librarians and parents is quite justified: children who read little and poorly are lagging behind in their intellectual and social development from peers, have difficulty communicating.
The problem considered in the work: students' interest in reading is sharply declining from year to year. Schools and libraries are actively working to promote reading, but this work is becoming ineffective, since the tradition of family reading has been lost in most families of students.
Hypothesis– develop children's interest in reading through the revival of the tradition of family reading
Goal of the work- to determine the effectiveness of family reading as a means of developing a child's interest in reading.
Work tasks:
To reveal the relationship between reading and raising a child, and the spiritual enrichment of the family;
Determine the role of family reading in the development of a child's interest in reading;
Determine the forms and methods that allow the family to solve the problems of developing a child's interest in reading.
The set goals and objectives were solved by various methods: information obtained via the Internet was used, work with the Explanatory Dictionary, print media; questioning.
2. 1 The problem of decreasing interest in reading is one of the most serious and relevant in our country
Until quite recently, the value of books and reading was undeniable among us. In the 1990s, the myth of Russia arose and was shared as the most "reading country in the world." The high prestige of reading in society, and especially “serious” literature, classics, works in “thick magazines”, collecting books, creating home libraries - all this contributed to reading and really reinforced our ideas about ourselves as a reading country. But today the situation has changed significantly. The picture of mass reading, its prestige, reader's preferences and habits have changed significantly. our age of scientific technical progress where television, computers and video games dominate, children have lost interest in reading. The problem of forming correct conscious, fluent and expressive reading worries every teacher, since reading plays a very important dominant role in the education and development of the child's personality.
Many teachers and parents are also unhappy that children do not like to read. You can't force learning, you have to inspire learning! And this is absolutely fair. How to teach reading so that children fall in love with a book, because a book read in childhood remains in memory for a lifetime and affects the subsequent development of a person? This problem is of particular relevance in elementary school. But each book must come to the child at a certain age, otherwise friendship with it may not take place! Children's attitudes towards reading are changing. Children's reading is characterized by: a gradual decrease in interest in the printed word, a drop in the prestige of reading; reducing reading in free time; change in the nature of reading; the predominance of “business” reading over “free” reading; an increase in the number of students who limit themselves to reading literature only according to the school curriculum. Teachers are seriously concerned about the problem of children's reading. Many parents do not know what their children are reading and are not interested in what kind of books they are addicted to. Parents in the vast majority do not subscribe to periodicals for their children. Schoolchildren themselves prefer to buy scanwords and comics. Hence the demand for books with ready-made homework and essays, for folded encyclopedic information, for downloading essays from a computer. If the motive does not come from the personality of the student, then the result of reading does not concern her. Meanwhile, instilling in children an interest in reading is 90% dependent on parents. Art and literature develop memory, thinking, fantasy, imagination and creativity. At one time, Diderot rightly stated: “People stop thinking when they stop reading. They lose their ability to empathize if they don't gain or lose interest in reading." What kind of books a child reads largely determines what kind of person he will become. The book educates and forms the moral qualities of the individual, the spiritual world of the student, since through it there is a transfer of moral values and norms from one generation to another generation. S. Ya. Marshak wrote: “Literature needs talented readers as much as writers. It is on them that the author counts when he strains his mental strength. The artist-author takes on only part of the work. The rest must be supplemented by the imagination of the artist-reader. Thus, reading is a kind of dialogue between a person and a book, requiring diligence, the work of the mind and heart. But it gives unforgettable impressions and knowledge. Books make a person better, and this is one of the main conditions, almost the only goal of art. All of the above necessitated purposeful work to instill interest in the book.
Throughout the last century, our country was rightfully proud of the title of "the most reading in the world." Modern statistics show that the situation has changed, and not for the better. According to sociological surveys: 49% read constantly, 24% read, but irregularly, 27% of Russians do not read books at all.
The number of regular readers over the past decade has decreased from 49% to 26%, and those who do not read books at all has increased from 27% to 34%. 40% of respondents read books from time to time. They like to read: 43% of younger students, 17% of older students. Do not read anything except the teacher's assignments - 10% of schoolchildren. 40% of students read only entertaining literature at their leisure, 21% read cognitive literature, and 10% read for self-education. These data indicate a trend of decreasing interest in reading from primary school age to older. The older the student, the more the nature of his reading approaches an adult. The society in which it was prestigious to read, and not to read is shameful, is practically gone. Now children are not ashamed to admit that they do not like to read. In Soviet times, librarians say, in the first place among the answers to the question "What do you like to do in your free time?" always stood: "Read books." Now reading has gone to fourth place after watching television programs, listening to music, playing games or working on a computer.
2.2 Results of a study on the development of students' interest in reading.
In order to get an idea about the organization of the reading of the child in the family, about the attitude of parents to reading, about the participation of parents in this exciting and complex process We conducted a survey among parents kindergarten. (Appendix No. 1) "Family Reading". It was important to study the motives for reading in the family, the topics and genres of children's literature that children love, the parents' opinion on the importance of introducing children to reading, and to find out what they mean by the words "family reading". In the course of the study, parents with children aged 3-5 years were interviewed. Read aloud to their children - 76%, only 4% categorically answered - "No", and 20% do it sometimes. As expected, the mother reads books to the child more often: 56%. Less often - grandmother: 25%, very rarely - father: 12%, and in exceptional cases grandfather: 7%. What motivates parents to read aloud to their child? For some parents (4%), this is an opportunity to “kill time”, someone (18%) wants to soothe the child before bedtime, many (48%) respond to the child’s request, for 30% the motive for reading aloud is awareness of the importance of familiarization kid to the book. What do children of three to five years like to read / listen to more? According to parents, these are fairy tales (magic and fairy tales about animals). 80% of the respondents think so.
One of the interesting questions was about what parents mean by "family reading".
60% of parents answered - reading aloud to all family members; 17% believe that these are books for each family member separately; 22% believe that this is when all family members are busy with their reading.
Almost half of the parents surveyed have no idea what family reading traditions are, what is the significance of this process. The survey was conducted among students in grades 5-10 of the "Kyundyainskaya secondary school named after B.N. Egorov"
(Appendix No. 2)
58% - use libraries when necessary (take a book studied according to the school curriculum);
73% - read 2-3 books per year (outside the school curriculum) and 27% - regularly go to the library (village and school);
10% keep a reader's diary (at the request of the teacher), 15% fill it in as they read fiction, the rest do not.
Q: What was the last book you read? - 80% found it difficult to answer.
When asked if there is a tradition of family reading in the family, 96% answered no.
Among the 10th grades:
95% - use libraries when necessary (take a book studied according to the school curriculum);
62% - love adventure and fantasy;
46% - read 2-3 books per year (outside the school curriculum)
25% kept a reading diary in grades 5-6 (at the request of the teacher),
2% are still doing it.
Q: What was the last book you read? – 82% read only in the literature program;
To the question: is there a tradition of family reading in the family - 100% - they answered - no
Based on the conducted research, we conclude that the problem of reading, respectively, and the spiritual education of the family through reading in our country is among the most urgent.
2.3. The history of the development of the tradition of family reading in our country.
Despite the fact that the tradition of family reading in Russia was practically lost, it is the development of the tradition of family reading in our country that has an amazing history. In Rus', the family was revered and protected, because it is in the family that the birth, formation and formation of a person's personality takes place. Moreover, it is the family that is the cradle of the greatest feelings: love, mutual understanding and responsibility. Speaking about traditions, first of all, it should be said about reading with family or friends, in nineteenth century Russia this was perhaps the most important occupation of cultured people: there were salons where authors read their new works, literary circles were formed. In Russian families, it was customary to read books aloud to each other - poetry, prose, and sometimes non-fiction works, to exchange opinions about what they read. The older members of the family drew the attention of the younger ones to books that they remembered and fell in love with in childhood and adolescence, and often these favorite books were kept in home libraries. Home libraries were collected by the whole family, discussing the need for each new acquisition. Memoirists and writers N.S. Leskov, A.P. Chekhov, I.A. Bunin, A.I. Kuprin and many others write about family readings, the habit of getting together and reading new works published in literary magazines. Fiction was also used in cases where delicacy prevented family members from openly discussing their concerns. Family reading is a wonderful tradition. Among the enlightened class, family readings did not have a special target setting, but were a natural attribute of spiritual communication between adults and children, an expression of moral quests that are so characteristic of the consciousness and soul of the intelligentsia of some Slavic countries. After the revolution of 1917, many cultural traditions, including reading in the family. The belief that fiction is directly related to the formation of the worldview of the “broad masses” has not only not been lost, but, on the contrary, has increased. One time adults in effect different reasons discussed "actual" works not in the family circle, but during library events, in conversations with the librarian. In Russia in those years there was one of the most well-established systems in the world library services population, from preschoolers to the elderly. Libraries regularly held reader conferences, literature reviews, book discussions, debates, literary evenings, literary clubs and living rooms, etc. different ages. Specialized family libraries, they operated "courses for a young family" and "parent universities", experienced professionals gave lectures, introduced visitors to literature recommended for reading in the family. In the second half of the 20th century in Russia, being a person who reads again becomes prestigious. "Man with a book" appears on the canvases of Russian artists in genre scenes and portraiture. Often, poets and writers described in detail his literary predilections for a more vivid characterization of the character. Since the beginning of the 1990s, the attitude towards the library and reading has changed, and this was due to a kind of privatization of the spiritual life, when reading became important no longer as a means of connecting to society, but as an opportunity to meet practical needs. But his own library remains today feature home interior and lifestyle Russian man. According to a recent poll by the Public Opinion Foundation, more than two-thirds of those surveyed have more or less solid collections of fiction in their homes and apartments.
Thus, based on the above, we conclude:
It is in the family that the birth, formation and formation of a person's personality takes place;
Throughout the history of Russia, books have certainly gone hand in hand with us;
In nineteenth-century Russia, family reading was the most important occupation of cultured people;
Among the enlightened class, family readings were a natural attribute of the spiritual communication of adults with each other and with children;
Home libraries were collected by the whole family, discussing the need for each new acquisition;
In the second half of the 20th century in Russia, it was prestigious to be a reader;
Since the early 1990s, the attitude towards the library and reading has changed radically
2.4. Forms and methods that stimulate the development of a child's interest in reading in the family.
“And I read aloud to my 20s” (Lyudmila Ulitskaya)
In developed countries, national reading programs are being created. And they pass under the motto: "The nation is in danger - children stop reading!". “And we need to state that the refusal to read suggests that our Russian youth is also in danger,” says Alexander Nikolaevich Krutov, editor-in-chief of the Russian House magazine. – It is necessary to study the world experience of popularizing reading. In some Western countries, they have long recognized the danger of non-reading for society and have taken measures, sometimes very effective. For example, today in many countries there are so-called "book cafes" where you can not only buy a book, but also just read it while you are waiting for an order. And such forms of familiarization with book novelties are becoming increasingly popular, especially among young people. I believe that we need to create a national program to support reading in Russia, with a special focus on children's reading and book publishing. It is necessary to form a social order for the publication of children's books, to increase the hours allotted for teaching literature at school - today in grades 5-8 only 2 hours a week. In order to revive the traditions of family reading, I think it is necessary to create the program “Reading is a Family Business” and implement it together with the family, school, library, social service. The program involves holding actions to support family reading, which will not only draw attention to the problem of children's reading, but also form an attitude towards it as a joyful activity, create a festive atmosphere around the book.
Shares "Give a book to a baby", "Give a book to the library";
“To the library with the whole family”, exhibitions of books;
“Reading is the occupation of real men”, the action “Reading with Dad”, the photo exhibition “Dad and the Book”;
Every holiday must have a book component.
Conducting forums for reading families called "Family and Book: United by Reading";
Conducting regional and rural competitions: "The most reading family";
Holidays - meetings with grandparents "Let's smooth out wrinkles, warm our hands" - stories about our friendship, common hobbies and favorite books.
Any activity of the child must be successful for him. He must be praised and encouraged, even if today he read only 2 pages more than yesterday, if he showed interest in what he was not interested in a month ago. You can make his success visual: hang a “Screen of books read in the family” on the wall, where the child himself will mark who, when, what and how much he read, or arrange a home exhibition of drawings based on the books he read. Interest in reading can be developed at any age, so let the help of parents be effective!
Role social service is to explain to young families the importance of family reading. The problem with this group is that today a generation of young women and men have come into parenting roles who have bypassed reading in their families. Their childhood fell on a difficult period of perestroika, when all the forces and time of their parents were spent on elementary survival. Accordingly, they do not reproduce the tradition of family reading in their own family practice. For the post-reform years
There has been an erosion of the tradition of family reading, a dispersion of its resources;
They get on their mother's lap. It is here that reading for a child opens up as happiness and pleasure, it is in the joyful communication of a mother with a baby around a book that a habit of reading is formed and consolidated, which later can take shape in a conscious need. Future mothers and fathers, parents of infants, should be under the close attention of the social service. It is very important to make reading a habit of the child, because the educational impact of the book on the developing personality of the child is undeniable. It is in childhood and adolescence that the formation of a worldview, the search for an ideal, one's place in life takes place!
World experience suggests: it is necessary to introduce the child to the book and reading as early as possible - a storehouse of knowledge, ideas, wisdom and experience. It is also important to consider something else. The traditional system of assessing the progress of schoolchildren is being revised. Increasingly, we hear that the five-point - has become obsolete. It is being replaced by another, based on the accumulation of achievements in a particular field of knowledge by the student, which can be expressed in the participation of children in olympiads, competitions, tournaments and other activities, both within the school curriculum and outside it. All this will require erudition, creative thinking, and therefore - erudition. The "portfolio" of achievements will include materials that characterize the reading activity of children: essays, essays, reviews, reading diaries. Whether children read, what and how they read depends on their success today and tomorrow's fate, and in the aggregate, the fate of Russia, its future. Children's reading is called the country's intellectual resource, the main reserve for the development of the nation's human potential. The experience of reading in the West began to be equated with the accumulation of human capital - the capital of knowledge, intellect, communication experience and creative realization of the individual. This pragmatic term is " human capital'- entered Lately and in our vocabulary. It meets the spirit of business life modern Russia. Like financial capital, human capital based on reading can be accumulated and used, it can be generously shared with others and will not run out of it.
A person with such capital finds social recognition more easily, his speech is better developed, he is more in demand, more successful in any business, expresses himself more freely in communication, understands others better.
A prerequisite for acquiring such capital is the reading technique brought to automaticity, when the child sees the meanings or images hidden in them behind the letters and words and reacts to them.
In the near future, only people with high level mental abilities can count on being in demand.
3.1 Conclusions
During the research work, the following conclusions were drawn:
It is necessary to revive the tradition of family readings, since this is one of the most beneficial educational means that not only educates children, but also cements truly sympathetic, friendly relationships between elders and younger in the family.
Research work has a practical focus:
A number of forms of work to attract families to reading have been proposed;
Compiled lists of literature for reading to children of different ages;
Mini-reminders for parents have been compiled: recommendations for parents, tips;
Tests have been selected for children and their parents that will help parents think about reading their child, take a closer look at his relationship with the book, evaluate the role of the printed word in the development of his soul.
An analysis of theoretical and research papers on the problem of reducing students' interest in reading shows that this problem is one of the most pressing in education. Family reading is the main way to introduce children to the world of books.
this work is not finished, since the problem is relevant, it is necessary to continue the search for forms of work to revive the tradition of family reading.
4. List of used literature:
1.Antipova I.A. The Image of a Reading Child in Russian Literature of the 20th Century // School Library. - 2004. - No. 1.
2. Golubeva E.I. Family reading support is a common task for specialists. // Non-children's problems of children's reading. - M .: Russian State Children's Library, 2002
3. Gromova O.M. Where do non-reading adults come from. // Library at school. - 2008. - No. 1
4.Movement "Young Russia reads." / Ch. ed. R.A. Aigistov. – M.: School library, 2006.
5. Children and the book: simple tricks to encourage reading. – M.: Chistye prudy, 2007. – 32 s. -
6.Dzhimaitis, I.N. Where is she, the "golden shelf"?: problems of children's reading. Research results // Library. - 2004. - No. 2.
7. Zobnina M.A. How to awaken an interest in reading in a younger student? // Primary School plus before and after. - 2007. - No. 8. – P.35-43. 1
8. Izvekov V.Yu., Klimova E.E., Rabotkina V.V. Live Interest Mechanism // School Director. – 2004.
9. Zucchini, O.L. On one of the modern technologies for introducing children to reading // Vestnik BAE. – 2003.
10. Scientific and methodological activities of regional children's libraries in support of reading. - M .: Russian State Children's Library, 2003
11. Polyakova T.I. Reading as a pedagogical process for the development of information culture of younger students. // School library. – 2006.
12. Parent meeting on children's reading: method. Allowance / / comp. T.D. Zhukov. - M.: Russian School Library Association, 2007. - 288 p. - (Professional Library of the School Librarian, Ser. 1; Vol. 7-8).
13. Rossinskaya, S.V. To make a child friends with a book: on the question of a decrease in interest in reading, on family reading and the role of libraries in educating a personality. // Library. Case. - 2007. - No. 15.
14. Skuridina, Yu. If you do not tell fairy tales ...: family reading as a child's spiritual development. // Bibliopole. - 2007. - No. 11.
15. Tikhomirova I.I. Materials for the general school parent meeting dedicated to children's reading / I.I. Tikhomirova // School Library. - 2005. - No. 9-10. - P.4-6 insert.
16. Tikhomirova I.I. Psychology of children's reading from A to Z: Methodical dictionary-reference book for librarians / I.I. Tikhomirova. - M.: School Library, 2004. - 248 p. - ("Professional library of the school librarian". Series 1. Issue 7-8.
Application No. 1
Questionnaire "Family reading".
1. Do you read to your child?
2. Who most often reads a book to a baby: mom, dad or grandmother (grandfather)?
3. Do you read only at the request of the child?
4. Do you show initiative yourself?
5. Do you read systematically (every day) or occasionally?
7. Do you buy children's books?
8. Do you subscribe to children's magazines?
9. Does the child have a shelf in the bookcase?
10. How many books does she have?
11. If you do not read to your child, for what reason?
12. What do you understand by "family reading"?
Application No. 2
Questionnaire for students in grades 5 and 10
2. What libraries do you use?
4. Approximately how many books do you read per year?
5. Have you ever kept a reader's diary?
6. What was the last book you read?
7. How would you describe yourself as a reader?
8. Did your parents read to you as a child?
9. Regularly or occasionally?
10. What do you mean by "family reading"?
Application No. 3
TESTS FOR CHILDREN AND PARENTS
(Fragment of the book by I. I. Tikhomirova “Psychology of children's reading from “A” to “Z”)
The subject of testing teenage readers is their perception of literary works. The choice of this subject is due to the unique possibilities of perceiving fiction to touch all the strings of the reader's soul. The range of testing in this case is extremely wide - in fact, the inner world of a person in all its richness. The purpose of the tests is to help teenagers evaluate their own reading qualities and at the same time realize themselves as a person. Tests will help parents think about their child's reading, take a closer look at his relationship with the book, evaluate the role of the printed word in the development of his soul. The interpretation of the results on a scale of values is determined in these tests by the assumption that the perception of fiction is, to a certain extent, a mirror of personality, reflecting the individual traits of the reader's spiritual world.
"DO YOU KNOW YOUR CHILD?"
(Test for parents of younger students)
Every child has their own creative inclinations. They are most fully revealed when reading fiction. It awakens the imagination, sharpens the senses, activates the mind, develops associative thinking. All these qualities, indicating creative talent, have their external manifestations. This is where the proposed test, designed for your observation of a reading child, can provide a service. The test consists of 16 questions, each of which has a couple of answers. Put a + sign next to the answer option (next to the letter *A" or *B" that best matches the quality of your child's reading.
A. Before school
B. At school
A. Artistic.
B. Scientific and educational.
3. Reading for your child is a faster process:
A. Emotional or
B. Rational
4. Your child's reading routinely:
A. Wholly captures him or
B. He reads reluctantly, often distracted.
5. Has your child ever been influenced by reading:
A. Tried to compose a fairy tale, story, poem or
B. This never happened.
6. Has he ever played characters in the books he read?
A. Yes, I did.
B. No, it wasn't.
7. Did reading stimulate the child's desire to draw something?
A. Yes, he often draws in the wake of what he has read.
B. Such a desire was not noticed.
8. Did he ever cry over what he read?
9. Does your child share his impressions of what he has read with anyone?
10. Retelling what you read, your child:
A. Supplements the text with his ideas, details
B. Accurately adheres to the text read.
11. Watching literary competitions on radio or television, your child:
A. Together with the contestants, he is looking for an answer to the questions posed
B. Doesn't try to answer
12. Performs creative tasks on literature:
A. Willingly
B. Reluctantly
13. Does he reread his favorite books?
A. Yes, he loves to do it.
B. Finds that this is an empty occupation
14. Speaking about life phenomena, your child:
A. Often resorts to literary examples, analogies, images
B. Never refers to what has been read.
15. How does he relate to the language and style of the work being read?
A. Very sensitive
B. Doesn't pay attention to it.
16. If a child keeps records of what he has read, what is their nature?
A. Writes out poetic descriptions, his impressions
B. Records original thoughts and unusual facts
If there are more + signs near the “A” answers, then your child is exceptionally talented, his humanitarian abilities are clearly expressed, he thinks in images, pictures, associations, and you need to think about how to further organize his reading in order to develop his giftedness further. more. Encourage him to verbal and written statements about what he has read, to play character games, to drawing and other creative work in the wake of what he read, encourage his fantasies caused by the book, make sure that the classics of children's literature enter the repertoire of his reading.
If you have more + signs near the answers “B”, then your child is talented in another way: he has a cognitive orientation of interests, he is inclined to accuracy in expressing thoughts, to scientific analysis of phenomena. Without excluding the best works of art from the repertoire of his reading, you need to take care of selecting good scientific and educational books for him.
Application No. 4
Reminder for parents
Visit the library yourself more often to think about reading for your children together with professionals, talk about the best children's books, and get information about new arrivals.
Familiarize yourself with the literature on children's reading.
Read aloud together.
Remember that children love to reread books. You shouldn't protest against it.
Cultivate a culture of communication with a book in a child: introduce him to the rules of caring for a book, organize minor repairs if necessary;
◦ instill in children the skills of working with a book.
Do not limit yourself to communication only with your family, visit the library with your children more often. Actively participate in library, club, school activities.
Application No. 5
Tips for Parents
Read aloud to your children as often as possible: 20 minutes of reading every evening or a bedtime story is the bare minimum.
Read with your child for 10 minutes every day.
Read for yourself, setting an example for your child.
Let your child choose books to read on their own: adventure, travel, fairy tales, science fiction, fantasy are the most popular genres. Books about history, geography, technology, and computers are also interesting for children.
Encourage your child to hold, flip through, play with the book.
Make sure your child has a lot of colorful books at home.
Visit the library and bookstore regularly with your child.
Give your child books.
Encourage your child to read to other family members, friends, acquaintances.
Make reading an enjoyable pastime.
Always praise and encourage your child if he/she is reading.
Don't force your child to "fight the book" if it's too difficult. Replace it with a lighter one.
Never discourage a child from reading.
Don't compete with TV for reading time.
Don't expect too fast progress in reading.
Do not criticize the child if he tries to read. Improvement will come faster if you encourage and support the child.
Do not compare your child's reading level with siblings or other children.
Application No. 6
ORGANIZING READING AT HOME
When you read with your child, then:
Find a quiet place where you won't be interrupted.
Make sure that the child sits next to you and sees the book correctly.
If the child has difficulty reading a word, then prompt this word.
Look up the meaning of the word in a dictionary. Explain it to your child.
Praise and encourage at every stage of reading
Discuss what was read, let the child tell in his own words what he read.
Listen daily to the child's story about the texts they have read.
Application No. 7
Bibliography
We have the opportunity to make the process of acquaintance with literature easier for children by selecting books that correspond to age characteristics,
Literature of different eras, starting from the 19th century, is introduced into reading for children of 6 years of age. Of course, the 19th century is quite far from our time, so some concepts are already outdated and require explanation. For example, in the tales of A. S. Pushkin, there are such words as “kichka”, “pillar noblewoman”, “spin”, “boiled spelled”, “ quitrent”. You can't do without a dictionary. But you can’t deprive your children of such works. Do not be afraid that after listening to these works in preschool age, the child will not want to read them at school. Experience shows that a familiar plot only facilitates understanding and makes it possible to enjoy the artistic word. Then the usual words “Pushkin is a brilliant poet” become more understandable to a preschooler.
A, S. Pushkin: “The Tale of the Fisherman and the Fish”, “The Tale of the Dead Princess and the Seven Bogatyrs”, “The Tale of Tsar Saltan ...”, landscape lyrics (excerpts) “Winter Morning”, “Winter Road”, etc. .
S. T. Aksakov, fairy tale "The Scarlet Flower".
V. F. Odoevsky; fairy tales "Town in a snuffbox", "Moroz Ivanovich".
I. A. Krylov; fables "Quartet", "Monkey and Glasses", "Dragonfly and Ant", etc.
V. I. Dal: fairy tales “The Snow Maiden Girl”, “The Old Man-Year-Old Man”, “The Picky Woman”.
P. P. Ershov; Fairy tale "Humpbacked Horse"
V. M. Garshin: the fairy tale "The Traveling Frog".
D, N. Mamin-Sibiryak: collection "Alyonushka's Tales", "Grey Neck". L. H
L.N. Tolstoy: stories and fairy tales “Bone”, “Bird”, “Shark”, “Jump”, “Philippok”, “Lipunyushka”, “Lion and Dog”, “Liar”, “How Geese Saved Rome”, . "Three rolls and one bagel."
K. D. Ushinsky: stories and fairy tales “The Blind Horse”, “How the Shirt Grew in the Field”, “The Pranks of the Old Woman of Winter”, “Four Wishes”.
Poems by A. A. Fet, F. I. Tyutchev, N. A. Nekrasov, I 3 Surikov, M. Yu. Lermontov, mostly landscape lyrics, especially the one that you personally like,
These are only the main names and works of the 19th century that can be read to preschoolers. But for all their attractiveness, they are not the main ones in the circle of children's reading. The basis is the classics - the golden fund of children's literature - literature of the 20th century, which was created professionally, taking into account children's needs and opportunities.
Poems of the classics of children's literature S. Ya. Marshak, K. I. Chukovsky, A. L. Barto, S. V. Mikhalkov.
Surprisingly bright, kind poems by E. Blaginina, Z. Alexandrova, N. Sakonskaya, E. Serova,
Cheerful, humorous, even philosophical R. Sefa, V. Orlova, Ya. Akim, V. D. Berestov.
Game poetry occupies a special place in poetry for preschoolers. Game poetry is poetry.
D. Kharms ("Liar", "Million"),
Y. D. Vladimirova ("Ninochkin's purchases"),
A. I. Vvedensky ("Horse"),
B Zakhoder ("The Whale and the Cat"),
E. Uspensky ("Plasticine Crow". "Memory"),
G. Sapgira ("The Princess and the Cannibal"),
A. Usacheva ("Zvukarik"),
Prose works of the XX century for preschoolers great amount. Here are just a few of them:
M. Gorky: fairy tales "Sparrow", "About Ivanushka the Fool", "Samovar"
L. Panteleev: fairy tales “Fenka”, “Two Frogs”, stories “Coward”, “Honestly”, “About Squirrel and Tamarochka”, “How a girl taught a piglet to speak”, “Letter-You”.
M. M. Zoshchenko: cycles of stories "Smart Animals", "Cunning and Clever", "Funny Stories", "Lelya and Minka". The most popular humorous stories are "Galoshes and Ice Cream", "Great Travelers" (from the cycle "Lyolya and Minka")
K. G. Paustovsky: fairy tales: “The disheveled sparrow”, “Warm bread”, the stories “Basket with fir cones”, “Badger nose”, “Hare paws”, “Cat-thief”.
V. A .. Oseeea: stories and fairy tales “Kind hostess”, “Who is the dumbest of all?”, “Bad”, “Before the first rain”, “Cookie”, “Magic word”, “Girl with a doll”, etc.
In the literature of the 20th century, problems moral education went up often. At the same time, writers chose various genre forms to show their attitude to what was happening - a story, a poem, a fairy tale. However, the general direction remained the same - to raise a kind, sympathetic, responsible person.
E. D. Permyak: stories "Pichugin Bridge", "Smorodinka", "Someone else's gate", "How Masha became big", etc.
S. A. Baruzdin: stories about children ("Svetlana", "People"), stories about animals ("Brave Piglet", "Kitten's Mom", "Elephant's Memory", "Cunning Handsome", "Ravi and Shashi"), Tram Tales.
Often the educational orientation was manifested in a humorous situation. At the same time, the moral principle was not weakened at all, but, on the contrary, was strengthened.
V. V. Golyavkin: stories “Notebooks in the rain”, “Our conversations with Vovka”, “We play Antarctica”, etc.
V.Yu. Dragunsky: stories: “He is alive and glowing”, “Childhood friend”, “What I love”, “Pavel's Englishman”, “The bewitched letter” (collection “Deniska's stories”).
N. N. Nosov: the stories "Dreamers", "Telephone", "Mishkin's porridge", "Live hat", "Steps", "Zaplatka", "Policeman", "On the hill", the fairy tale "Bobik visiting Barbos" .
Among the cognitive literature, natural history tales and stories are the most popular.
V. Bianchi: fairy tales "The Fox and the Mouse", "Mouse Peak", "Owl", "Whose nose is better", "The First Hunt", "Forest Houses", "Teremok".
E. Charushin: stories "Bears", "Oleshki", "Tomka's dreams", a cycle of stories "Nikitka and his friends", "About animals", "About hunting", "About myself". By the way, E. I. Charushin is an illustrator for many natural history books, including his own,
N. Sladkov: fairy tales “Winter Summer”, “Winter Debts”, “The Mysterious Beast”, “They Judged and Rowed”.
E. Shim: fairy tales "Who lost a hoof?". "Swan, crayfish and pike", etc.
N. Pavlova, fairy tales "Winter Feast", "Live Bead", "Big Miracle".
E. Permyak: fairy tales "Cunning rug", "Small galoshes", "Missing threads".
Natural history stories by G. Skrebitsky, G. Snegirev, V. Chaplina, O. Perovskaya help to feel like a real participant in the events described.
In the reading of preschoolers, one of the main places belongs to a fairy tale - cognitive and artistic. Many of the fairy tales are familiar to you, most often thanks to cartoons. Reading a book of fairy tales, which has already been embodied on the screen, helps to better understand it, to find differences.
A. Tolstoy: "The Adventures of Pinocchio, or the Golden Key."
A. Volkov: "The Wizard of the Emerald City."
T. Alexandrova: "Kuzka in the new house", "Kuzka in the forest", "Kuzka at Baba Yaga", "Chest with books" (eight fairy tales for the little ones).
B. Zakhoder: "The Gray Star", "The Little Mermaid", "The Hermit and the Rose", "The History of the Caterpillar", "Why the Fish Are Silent", "Ma-Tari-Kari".
V. Kataev: "Flower - seven-color". "Pipe and pitcher".
G. Oster: "38 parrots", "A kitten named Woof", "Caught that bit."
E. Uspensky: "Down the Magic River", "Gena the Crocodile and His Friends", "Uncle Fyodor, Dog and Cat".
M. Plyatskovsky: “A cloud in a trough”, “Cunning answer”, “What does a mushroom look like”, “Long neck”, “Hey, you!”, “Medical camera”, “Rabbit who was not afraid of anyone”, “Cones ".
S. Prokofiev: "The Adventures of the Yellow Suitcase". “While the clock strikes”, “Patchwork and a cloud”, “The Wizard's Apprentice”, “Cuckoo Clock”.
S. Kozlov: “Shake! Shake! Hello!”, “I'm lying in the sun”, “Hedgehog in the fog”.
G. Tsyferov. "The train from Romashkovo".
Application No. 8
REMINDER FOR PARENTS
“Family reading can become a reliable basis for the education and upbringing of a child.
He will love reading, step by step, he will rise to the heights of Wisdom, Beauty, Knowledge.
1. See the happy eyes of a child when reading. This is a miracle - once!
2. Return together again to the world of childhood. This is a miracle - two!
3. Get acquainted with the work of writers. This is a miracle - three!
Do not rush to leave children alone with a book, let it be more interesting for you three, four - the whole family, large or small, put your heart "at reading", and then a miracle will await you"
Let your hearth burn without cooling down. With the warmth of a homely heart, warming the Family, the wisdom of books will be able to rally, so that the spring of your knowledge does not run dry. T. A. Mileshko
Dear moms and dads!
Do you want your child to read? Consider these good advice and wishes, and your desires will come true.
1. Instill in children an interest in reading from an early age.
2. When buying books, choose books that are bright in design and interesting in content. Buy, if possible, books of authors your child loves, arrange a personal library for your son or daughter.
3. Read for yourself systematically. This forms the child's habit of always seeing a book in the house.
4. Discuss the read book in the family, even if you do not like the work. It promotes the development of your speech and your child.
6.Some parents think that any reading is useful. This is an erroneous opinion. It is necessary to protect the child from books that are not intended for his age.
7. Reading aloud helps to expand children's vocabulary, as well as develop their ability to listen and focus. Reading aloud brings parents and children closer together. Everyone reads in turn. Reading time 40-45 minutes.
8. Instill the skills of cultural and careful handling of the book.
9. Shared reading is the easiest way to develop reading skills in children. Looking at, discussing, and reading books is one of the most important ways parents can instill in their children an interest in reading.
10. Drawings based on favorite books are one of the ways for a child to express their impressions of the works.
11. Try to compose your own ending to the work with your child. The advantage of such stories is a deeper understanding of the book read.
12. Give your child good books with a dedicatory inscription, kind and warm wishes. Years later, this will become a kind and bright reminder of home, about its traditions, about dear and close people.
