“Book corner in kindergarten” Consultation for teachers

"Book corner in kindergarten"

Children's books are written for education,

and education is a great thing,

it decides the fate of man.

Belinsky V. G.

What is a book corner? This is a special, specially designated and decorated place in the group room,

There should be a book corner in all kindergarten groups.

When decorating a corner of a book, each teacher can show individual taste and creativity - the main conditions that must be met are convenience and expediency.

The book corner should be cozy, attractive, conducive to leisurely, focused communication with the book.

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

In this corner, the child should be able to independently choose a book according to his taste and calmly examine it. The child should be able to carefully and focusedly examine the illustrations, remember the content, and return repeatedly to the episodes that excited him.

In addition, by carefully examining the illustrations, the child becomes familiar with the fine arts, learns to see and understand graphic methods of conveying literary content. The illustrated book is the first art museum, where he first gets acquainted with the work of wonderful artists - I. Bilibin, Yu. Vasnetsov, V. Lebedev, V. Konashevich, E. Charushin and many others.

In addition, in the Book Corner, the teacher has the opportunity to instill skills in the culture of communication and handling of books.

How to rationally organize a book corner.

1. The corner of the book is located away from where children play, so that noisy games do not distract the child from concentrated communication with the book.

2. You need to think about the right lighting:

Natural (near the window) and electric (table lamp, wall sconce) for evening reading.

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

– Shelves, open display cases where books and albums are stored;

– Specially designated tables and chairs or chairs for them.

The main thing is that the child is comfortable, that everything encourages him to have a leisurely, focused conversation with a book.

4. The selection of literature and pedagogical work must correspond to the age characteristics and needs of children.

Junior groups.

– The teacher introduces the children to the Book Corner,

– Its structure and purpose,

– Teaches you to look at books (pictures) only there,

– Informs the rules that must be followed:

take books only with clean hands,
leaf through carefully
do not tear, do not crush, do not use for games.
after looking, always put the book back, etc.

– There are only a few books on display in the book showcase (4-5), but the teacher should have additional copies of these books nearby in stock, because young children are prone to imitation, and if one of them begins to look at a book, then others will want to get exactly the same one.

– In the book corner they place publications that are well known to children, with bright illustrations of the book.

– In addition to books, in the corner of the book there may be individual pictures pasted on thick paper, and small albums for viewing on topics close to children (“Toys”, “Children’s games and activities”, “Pets”, etc.).

– Preference is given to picture books such as “Kolobok”, “Teremok” with illustrations by Yu. Vasnetsov; “Children in a Cage” by S. Marshak with drawings by E. Charushin; stories from L. Tolstoy's ABC with fig. A. Pakhomova; “Confusion”, “Fedorino’s grief” and others by K. Chukovsky from fig. V. Konashevich; “Circus”, “Mustache-striped”, “The Tale of a Stupid Mouse” by S. Marshak with fig. In Lebedeva; “What is good and what is bad?”, “Horse-Fire” by V. Mayakovsky from fig. A. Pakhomova and others.

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

Middle groups.

– The basic skills of independently and carefully examining books are consolidated; these skills should become a habit.

– The teacher draws the children’s attention to the fact that books wrinkle and tear easily, shows how to care for them, and invites them to observe and participate in the repair of the book.

– While looking at the pictures in the book, the teacher draws the children’s attention not only to the characters and their actions, but also to the expressive details

– illustrations (the hero’s costume, unique furnishings, some details of the landscape, etc.).

Senior groups.

– Satisfying the diverse interests of children. Everyone should find a book according to their desire and taste.

Therefore, 10-12 different books can be placed on a book display at the same time.

How to select books in order to best take into account the different tastes and interests of children?

– 2-3 fairy-tale works to satisfy a constant interest in fairy tales.

– To develop the civic traits of a child’s personality, in the corner of the book there should be poems and stories that introduce children to the history of our Motherland, to its life today.

– Books about natural life, animals and plants. By looking at illustrations of natural history books, a child will better understand the secrets and patterns of the natural world:

V. Bianchi “Forest Houses”, “First Hunt” from fig. E. Charushina, etc.

– The display should contain works that children are currently being introduced to in class. L. Tolstoy “Filippok” with illustrations by A. Pakhomov.

– Humorous books with pictures to satisfy the need to have fun, laugh, create a joyful atmosphere and emotional comfort in the group.

Funny books by S. Marshak, S. Mikhalkov, A. Barto, M. Zoshchenko, N. Nosov, V. Dragunsky, E. Uspensky and others (nurture the ability to feel and understand humor, the ability to see the funny in life and literature).

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

How are books replaced?

How long does each book stay on display?

Are themed book exhibitions necessary?

– It is impossible to determine the exact length of stay of each individual book at the exhibition.

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

Such books include the books of the artist and writer V. Suteev, K. Chukovsky “Doctor Aibolit” (prose version) with fig. V. Duvidov, zoological albums created by E. Charushin and N. Charushin, and many other publications.

Such books can and should remain in the group for a long time, giving children the joy of daily communication.

– On average, the length of time a book stays in a book corner is 2-2.5 weeks.

– In senior groups, thematic exhibitions of books are organized.

The purpose of such exhibitions is to deepen the literary interests of children, to make one or another literary or socially important topic especially significant and relevant for preschoolers. This could be an exhibition of fairy tales by A. Pushkin (with illustrations by various artists), books by L. Tolstoy, S. Marshak, etc.

Rules that are important to follow when organizing a thematic exhibition.

The theme of the exhibition must be important and relevant for children (related to the upcoming holiday, the anniversary of a writer or illustrator, the content of the planned matinee, etc.)
A special, careful selection of books is required in terms of artistic design and external condition.
The exhibition should be short in duration. No matter how important its topic is, no matter how attractive its design, it should not last more than 3-4 days, because... further, the attention and interest of preschoolers will inevitably decrease

Management.

– The teacher helps create a calm, comfortable environment in the group for independent, focused communication of children with literary works

– It is necessary to involve children in looking at and discussing books together. By encouraging students to look at a book together and talk about it, the teacher thereby develops the ability to perceive it in the unity of verbal and visual art. Draws their attention to how the main characters are depicted, etc.

Literary games contribute to the acquisition of knowledge of literature and erudition.

By gluing colored illustrations onto cardboard and cutting them into several parts (from 2 to 8), you can make a game “Collect a picture.”

This game develops the recreating imagination, makes you pronounce the episode depicted in the picture, and develops connected speech.

Illustrations pasted onto cardboard will help the child restore the sequence of the plot. Having mixed up the pictures and removed one of them, we suggest telling you which episode “disappeared”.

This game develops intelligence, reaction speed, and memory.

By cutting out images of fairy tale characters along the contour and gluing them onto fabric, you can create a “picture theater.”
You can offer children a short quiz that will help determine the most well-read among those gathered.

When showing images of fairy tale characters, you can ask the following questions:

In what fairy tales are there a hare, a wolf, a bear, and a fox?

What fairy tales begin with the words: “Once upon a time there was a grandfather and a woman”?

Which fairy tales take place in the forest?

In what fairy tales do they eat pies, pancakes, koloboks, buns and other baked goods (“Masha and the Bear”, “Little Red Riding Hood”, “Winged, Hairy and Buttery”, etc.)?

From 2 copies of “Kolobok” (or any other fairy tale) you can make games like “Dominoes” and “Loto”.

These games develop attention, the ability to behave in a team, follow the rules of the game, and the ability to lose.

Identical old books can be used in competitive games that will be interesting to older children and that will decorate a children's holiday or party.

To play the game, children are divided into two teams (there should be as many participants as there are pictures for the fairy tale). All participants receive a picture episode. Then, at a signal, each team must line up according to the order of action (plot) of the fairy tale. The team that does it faster and correctly wins.

The game can be complicated by adding some “extra” episodes from other works to the set of pictures from one fairy tale, mixing them up and placing them on opposite sides of the table. Each team lines up one behind the other at their “set.” At the signal, the first team member must find a picture with the first episode of a given fairy tale and, placing it on the cardboard strip under No. 1, be the last to stand in line for his team; the second searches for the 2nd episode, etc. The team that completes the task wins - it is the first to build a plot from the pictures without making mistakes.

(These can be either illustrations from old tattered books or drawings made by children or adults).

For children who can read, pictures can be replaced with words written in large, beautiful font on small strips of cardboard.

“Winter hut of animals” - ROOSTER, PIG, RRAM, GOOSE, BULL.

Older preschoolers can be offered more complex games, using images of literary characters from old books or drawn by the children themselves.

Questions: Name this hero’s friends (options: enemies, parents, contemporaries). For example, the hero is Pinocchio, his friends are Pierrot, Malvina, Artemon, other dolls, enemies are Karabas, Duremar, the fox Alice, the cat Basilio, his parents are Papa Carlo, and maybe Alexei Tolstoy, who invented this fairy tale.

What language would the hero speak if he came to life? Cinderella - in French, Thumbelina - in Danish, Carlson - in Swedish, Old Man Hotabych - in Russian, the three little pigs - in English.

In games, you can use sample text and the questions can be varied.
2.Questions

What is the name of this work? Who is its author? What works of the writer do you know? Name fairy tales, stories, poems where the main character is a frog (bear, fox, etc.). Which literary heroes traveled by air? Which works contain ducks, geese, swans, and poultry? Name works where animals talk, etc.

Game "Finish the sentence."

An adult takes out a postcard from an envelope or box with a passage pasted on it and reads it incompletely, while the children continue from memory.

Reading children are given passages of text pasted onto small strips of cardboard. Children must find their “soul mate” among 8-10 passages laid out on a common tray.

The one who finds his “soul mate” first wins.

Literary game questions can be combined into thematic ones and quiz games can be created based on the popular TV shows “Field of Miracles”, “What? Where? When?".
Games based on the principle of playing “Cities”.

We also call literary heroes.

Option: name not from the last letter, but from the last word.

Games to improve diction, pronunciation of various sounds - tongue twisters, tongue twisters.
Games that develop memory, sense of rhythm and rhyme.

“Continue the line” or “Guess the rhyme.”

Option “Think for the author.”

Memory games (who has the most poems) on a specific topic.

For example, poems about trees.

Option: Who will read this poem from beginning to end?

Name as many lines from this poem as possible.

Some kind of character is imagined, and you need to guess who is planned using questions that can only be answered “yes” and “no.”
Make different words from one word.
Similarity-difference games.

2 dissimilar objects are recorded. It is proposed to explain how the named objects are similar and how they differ.

Used materials:

Material from the site: https://nsportal.ru/detskii-sad/raznoe/proekt-ugolok-knigi-v-detskom-sadu

Gurovich L.M., Beregovaya L.B., Loginova V.I. Child and book. – M.: Education, 1992.

Memo for teachers “Book corner in preschool groups”

Memo for teachers “ BOOK CORNER IN THE JUNIOR GROUP OF PRECEPTION OWE”

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

also depends on the specific goals of introducing children to reading.
The composition of the book corner may not change for a week or even two when both the teacher and the children constantly need to access it. On average, the shelf life of a book in a book corner is 2-2.5 weeks. However, the basic rule must be observed: the book remains in the corner as long as the children remain interested in it .
But, if a change of books has occurred, the children need to point this out or ask them to notice it, give them the opportunity to look at new books, ask the children what stopped their attention, what book they wanted to read right away.

There are a number of requirements for the installation of a corner:

— convenient location - a quiet place, away from the doors to avoid walking and noise;

- good illumination during the day and evening, proximity to the light source (not far from the window, presence of a lamp in the evening), so that children do not damage their eyesight;

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

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

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

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

Books

should have a small amount of text and large colorful illustrations.

Books on a dense basis based on familiar fairy tales, nursery rhymes (no more than 5 sheets)
Books with dynamic elements (moving eyes, opening and closing windows, etc.)
Books of different formats: half-books (half a landscape page), quarter-books, little books
Panoramic books (with folding decorations and moving figures)
Musical books (with animal voices, songs of fairy-tale characters, etc.)
Folding books, including those made by yourself

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

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

Speech games “Name it in one word”, “Who is screaming?”, “Name the baby animal”, etc.

A lot of material is not given, this leads to disorganization of children's behavior. The teacher accustoms children to independently communicate with the book, examines the illustrations with them, reads the text, talks about the rules of use (do not draw in the book, do not tear it, take it with clean hands, do not crush it, do not use it for games; after looking at it, always put it down book in place, etc.

.).

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

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

There are a number of requirements for the installation of a corner:

— convenient location - a quiet place, away from the doors to avoid walking and noise;

- good illumination during the day and evening, proximity to the light source (not far from the window, presence of a lamp in the evening), so that children do not damage their eyesight;

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

In the corner there should be shelves or display cases on which books and reproductions of paintings by famous artists are displayed. It’s good to have a closet nearby to store books, albums, and materials for repairs. You can store characters and scenery for shadow theater and flannelgraph in it.

Conditions of registration

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

What should be in a middle school book corner?

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

Fairy tales, poems, stories, works of folklore (see program material)

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

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

Postcards, illustrations for viewing by content. works;

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

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

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

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

Book repair material

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

They continue to introduce children to the basic rules (look at books only at the table, do not fold the pages, do not bend the cover, etc.). Five-year-old children can be involved in simple gluing of bindings, in making an album with pictures, and in making character crafts for a tabletop theater.

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

The main principle of organizing a book corner is to satisfy the diverse literary interests of children. It is necessary to periodically change the material (literature, paintings, portraits) and connect it with the topic of the week being studied by the children.

There are a number of requirements for the installation of a corner:

- convenient location - a quiet place, away from the doors to avoid walking and noise

- good illumination during the day and evening, proximity to the light source (not far from the window, presence of a lamp in the evening), so that children do not damage their eyesight

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

- convenience and expediency

— compliance with the age characteristics and needs of children

Contents of the book corner in senior and preparatory groups

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

What should be in a book corner?

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

taking into account the special, constant, predominant interest of all preschool children in fairy tales, 2-3 fairy-tale works must be placed in a corner of the book;
in the corner of the book there should always be poems and stories aimed at developing the child’s civic personality traitsA
, introducing him to the history of our homeland, to its life today;
books reflecting the theme of the week;

2-3 books about natural life, animals, plants. Looking at illustrations of natural history books, a child
works of art that children are currently being introduced to in class (looking at a book gives the child the opportunity to relive what they have read and deepen their initial ideas);
humorous magazines and books
(S. Marshak, S. Mikhalkov, N. Nosov, V. Dragunsky, E. Uspensky). Communication with these works develops the ability necessary for a person to feel and understand humor, the ability to see the funny in life and literature;
encyclopedias, collections of popular science magazines
interesting, well-illustrated books that children bring from home, as well as “thick” books
books - homemade books consisting of stories and drawings of children written down by adults
thematic albums (“Seasons”, “Professions of Adults”, etc.
thematic exhibitions
(“Different Animals” by N. Charushin, “Our Children” by A. Pakhomov, “Fairy Tales of A.S. Pushkin”, “Children in the Poems of A. Barto”, “Baby Books”, “Seasons in Poetry”, are associated with the anniversary writer, with “book week”, with a literary matinee, etc.); the goal is to deepen the literary interests of children, to make one or another literary or socially important topic particularly significant and relevant for preschoolers.
speech games
sets of subject and plot pictures

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

For children 5-7 years old, you can organize book corner duty; they hand out books, are responsible for them, and receive books. Five-year-old children can be involved in simple gluing of bindings, in making an album with pictures, and in making character crafts for a shadow theater.

In addition to reading and storytelling by the teacher, in relation to older children, such forms of work as conversations about books, organizing book exhibitions, conversations about writers and artists, and literary matinees are used.

The content of a conversation about a book can be a conversation about its appearance (cover with the title, name of the author and artist; sheets and pages, their numbering; beginning and end); books are written by writers and poets; they are printed in a printing house; fairy tales, riddles, stories, and poems are printed in them.

A problematic question is appropriate: “Why do they say that a book is a man’s friend?” You need to tell the children that books are designed by different artists, consider several books. At the end of the conversation, you can ask what rules for using the book the children know. The conversation ends emotionally: by reading a funny story or poetry. A continuation of this conversation could be a story about how books are made.

A conversation about writers and their books can be interesting. The goal is to arouse children’s interest in the personality of a particular writer, a desire to become more familiar with his work, and to improve the child’s reading culture.

The teacher’s story must meet the following requirements:

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

Ø the presentation should be imaginative and interesting;

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

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

Ø the story must be equipped with rich visual material;

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

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

During the conversation, it becomes clear what people who write stories and poems are called; what writers and poets children know and what books they wrote, what they tell about. You can review their favorite books with your children. At the end of the conversation, you can agree on organizing an exhibition of books by one writer or several favorite writers.

Work is carried out with older preschoolers to get acquainted with artists - illustrators of children's books. As a result, children develop artistic taste, broaden their horizons, deepen their perception of a literary work, and develop creative abilities. The teacher, telling a fairy tale or reading a story, connects the text with the illustration and names the artist. During conversations, he introduces children to some interesting and accessible facts of his biography, creativity, and style of performance. Illustrations by different artists for one work are compared. Quizzes and exhibitions are held.

Analytical report on the results of the thematic control “Organization of work in the book corner”

REPUBLIC OF CRIMEA
DZHANKOYSKY

AREA

REPUBLIC OF CRIMEA

DZHANKOYSKY

AREA

Municipal preschool educational institution "May kindergarten "Solnyshko"

KYRYM

DZUMHURIETI JANKOY BOLYUGI

Pushkin street 56, Mayskoye village, Dzhankoy district, Republic of Crimea, Russian Federation, 296178

tel.:(06564)50-3-08 , e-mail:

Analytical information

based on the results of thematic control

"Organization of work in the book corner"

According to the annual work plan of the MDOU "May Kindergarten "Solnyshko" for the 2022 - 2022 school year, in accordance with Order No. 48-OD dated 02/25/2019 "Organization of work in the book corner", in the period from 03/01/2019 to 03/28/2019 .2019 thematic control was carried out by the senior teacher of the MDOU Popkova I.P.

Target:

to determine the effectiveness of educational work in the May kindergarten "Solnyshko" in introducing fiction to pupils of different age groups; identify causes and factors, analyze the design and content of book corners in all age groups, encourage teachers to update and replenish book corners, adapting their content to new education of a certain age.

Tasks:

— Contribute to the systematization of teachers’ work in the corner of the book.

— Evaluate the joint work of teachers in organizing book corners in groups.

— Identification of advanced pedagogical experience, improvement of the pedagogical skills of teachers.

-Get acquainted with the activities of teachers to attract parents to read fiction.

Control methods:

-Observation and analysis of educational activities for introducing preschoolers to children's fiction;

— Analysis of plans for educational work with children;

— Study of the developing subject-spatial environment.

The “Book Corner” is a necessary element of the developmental subject environment in the group room of a preschool educational institution, which is a means of developing interest and love for fiction in preschoolers. This is a special, specially allocated and decorated place in the group room, where a child can independently, according to his taste, choose a book and calmly examine - “re-read” it. Here the child sees the book not in the hands of the teacher, but is left alone with it. He carefully and intently examines the illustrations, remembers the content, and repeatedly returns to the episodes that excited him. Here there is an intimate, personal communication between a child and a work of art - a book and illustrations. This creates favorable conditions for solving a whole range of educational problems through the means of fiction. A meeting in the “Book Corner” with a familiar work and favorite characters deepens insight into the author’s intention, helps to clarify the images that arose while listening, and once again empathize with the heroes of the event and adventure. By carefully examining the illustrations, the child becomes familiar with the fine arts, learns to see and understand graphic methods of conveying literary content. An illustrated book is also the first art museum where a child directly enters and where he first becomes acquainted with the work of wonderful artists. The purpose of the “Book Corner”

- do not be a bright, festive decoration of a group room, but allow the child to communicate with the book.
There are a number of requirements for organizing a book corner:
• The “book corner” is located, if possible, away from where children play, since noisy games can distract a child from concentrated communication with a book. • The corner should be safe, comfortable, cozy, attractive, conducive to leisurely, concentrated communication with a book. • It is necessary to think about the correct lighting so that children do not spoil their vision: natural (near the window) and electric (the presence of a table lamp, wall sconce) for the evening. • “Book Corner” can be designed in the form of a bookshelf, an open display case where books and albums are stored; and also for this purpose a table and chairs or chairs for it can be specially allocated. The main thing is that the child is comfortable, that everything encourages him to have a leisurely, focused conversation with a book. • The “book corner” should be located so that anyone, even the smallest child, can reach out with his hand and take the book he likes without outside help exactly when he himself wants to do it (not higher than the average height of children of this age group). • Books placed in the book corner should be attractive and aesthetically pleasing. Books must be neatly glued. • It is necessary to exhibit both new, beautiful books and books that have been read for a long time and have been repaired. Used books are sometimes more attractive to the reader simply because it seems to him that a frequently read book should be interesting. • The selection of literature and pedagogical work organized in the “Book Corner” must correspond to the age characteristics and needs of children.

The “Book Corner” is available for all age groups, and the content and placement depend on the age and height of the children. In the early age group

teachers: Dorman O.P., Asanova Z.R., the book corner was not organized right away, since children do not have the skill to use a book, and often they use it as a toy.
First, the teacher introduced the children to the book, looked at the illustrations, read the text, taught them to look at books and pictures only in the designated place, talked about the rules of use (take books with clean hands, leaf through carefully, do not tear, do not crumple, do not draw, do not use for games; after looking at it, always put the book back in its place, etc.), then taught her to use the book independently. The Book Corner displays as many toy books as possible (with moving parts, built-in toys). Preference is given to books - elermans (books whose pages are made of cardboard). As a rule, there are only a few 4-5 books on display. The book corner contains publications well known to children, books with bright illustrations. In addition to books, there are individual pictures pasted on thick paper and small albums for viewing on topics close to children (“Toys”, “Children’s games and activities”, “Pets”, etc.). Looking at albums with object pictures is interesting and important for children learning about the object world at this age. The teacher gives preference to picture books such as “Kolobok”, “Teremok” with illustrations by Yu. Vasnetsov; “Children in a Cage” by S. Marshak with drawings by E. Charushin; stories from L. Tolstoy's ABC with fig. A. Pakhomova; “Confusion”, “Fedorino’s grief” and others by K. Chukovsky from fig. V. Konashevich; “Circus”, “Mustache-striped”, “The Tale of a Stupid Mouse” by S. Marshak with fig. In Lebedeva; “What is good and what is bad?”, “Horse-Fire” by V. Mayakovsky from fig. A. Pakhomova and others. The teacher teaches to carefully look at the pictures in the book, recognize the characters, their actions, encourages them to remember and retell individual episodes. In the mixed age group
(from 3-5 years old) the teacher is Razovaya N.M.
I organized a book corner from the very beginning of the year with the participation of children. There are 5 - 6 books on the display shelves, the rest are stored in the closet. Picture books are used less frequently. The teacher left the children's favorite books from the younger group, adding new fairy tales, poetic works, books about nature, funny books, and added a collection of tongue twisters and tongue twisters. Thematic albums, illustrations are exhibited, and children's drawings on the themes of works of art are also exhibited. On the shelves of the book corner, the teacher displays different types of theater, filmstrips, and a tape recorder with audio cassettes. The teacher draws children's attention to the fact that books wrinkle and tear easily, shows how to care for them, invites them to observe and participate in the repair of books, so material for repairing books (paper, glue, scissors, etc.) is stored there. Contents book corner of the senior group
of preschool educational institutions teacher Vavrinyuk O.N., Belaya L.N.
all their pedagogical work in it is determined by changes in the literary development of children that occur by the age of five. For an older preschooler, a book becomes an important part of spiritual life; he develops literary preferences and expressed individual interests. Some children prefer works about animals to all other books, others are very fond of fairy tales, many boys spend a long time looking at books about war and adventure. The breadth and selectivity of children’s reading interests also determine the main rules for organizing the selection of works—the satisfaction of these diverse interests. In the preparatory group for school,
teachers Filina S.D., Bekirova M., the content of the book corner of these groups becomes more diverse due to genre and thematic diversity.
The number of books increases to 10 - 12 copies. In the preparatory group, books are placed in the book corner:
• books on various topics (each child can find a book according to his desire and taste: stories about the Motherland, war, adventures, animals, about natural life, plants, poems, humorous works, etc. .);
• scientific literature, maps, atlases, encyclopedias. • Folk and original fairy tales; • poems, stories aimed at developing the civic personality traits of a child, introducing him to the history of our homeland, to its life today; • publications of works that children are currently being introduced to in class; • funny books by S. Marshak, S. Mikhalkov, N. Nosov, V. Dragunovsky, E. Uspensky and many other writers with illustrations by our best artists; • illustrations by different artists for the same works; • books that children bring from home; • thematic albums for viewing. These are albums specially created by artists on certain topics (“Different animals” by N. Charushin, “Our children” by A. Pakhomov, etc.), albums compiled by the teacher together with the children from individual postcards and drawings about work, nature in different seasons, books of this or that writer, etc. • portraits of famous children's writers, poets, children's book artists. In the pre-school group, books on school topics have been added.
In order for children to better learn and remember letters, various types of alphabet are placed in the book corner: prose, poetic, artistic.
In the book corner, teachers placed primers and books that children can read themselves from the “Reading by Syllables” series. There is a library in the preparatory group's book corner.
Also in the book corner, the teacher and the children organize thematic exhibitions. Their main goal is to deepen the literary interests of children, to make one or another literary or socially important topic particularly significant and relevant for preschoolers. The theme of the exhibition is necessarily relevant for children (connected with the upcoming holiday, the anniversary of a writer or illustrator, with the content of the planned matinee). The exhibition lasts no more than 3-4 days, because... Children's attention and interest will decrease. Teachers also hold book exhibitions that deepen children’s cognitive interests. In the preparatory group, children can already repair books on their own. Therefore, materials for repairing books are placed in the book corner.

Study of the developing subject-spatial environment

An important goal of the modern education system is to educate a person who is identical to himself and carries the image of himself in all the diversity of relationships with the outside world. One of the directions in realizing this goal is to turn to the possibilities of art in the process of education and training. The foundations of personality are laid in preschool age, which, according to A.N. Leontiev, is the period of the initial actual personality structure. Children's books are considered as a means of mental, moral and aesthetic education. Children's poet I. Tolmakova calls children's literature the fundamental basis of education. According to V.A. Sukhomlinsky: “Reading books is the path along which a smart, skillful, thinking teacher finds the way to a child’s heart.”

Fiction forms moral feelings and assessments, norms of moral behavior, and cultivates aesthetic perception. Works of literature contribute to the development of speech and provide examples of the Russian literary language. In stories, children learn laconicism and precision of language; in poetry - musicality, melodiousness, rhythm of Russian speech; fairy tales - accuracy, expressiveness. From the book, the child learns many new words and figurative expressions, his speech is enriched with emotional and poetic vocabulary.

Unfortunately, in recent years there has been a deformation of artistic consciousness, a decline in reading culture, many substitutes have appeared for books: audio, video, television programs, computer programs. They are certainly bright, their impact is active, but they do not require that inner experience, that work of the mind that is natural when reading fiction. Now the pressing question is how to return a book to a child’s hands, how to make a computer an ally of a book.

The book corner in the preschool group room is a quiet area with shelves - a rack for books and a table with chairs for children.

The corners are cozy and attractive for little readers. The corners are decorated with pictures depicting a literary character known to children: the Scientist Cat, who keeps an eye on the books and is always happy to have children. For the center of the book, educational wall newspapers and colorful posters are made; the teacher involves parents and students in their creation (the presence of a “child’s hand” in the design is always pleasant for the children, allowing them to make a feasible contribution to the organization of the group). A wonderful decoration is drawings and plasticine and clay crafts on the theme of literary subjects.

The center of the book is located in a bright place in the groups (it is desirable to have windows on the left and right).

Books, play sets, albums with pictures and illustrations are stored in the book corner with open access to all students.

A separate cabinet contains glue, scissors and paper for repairing books.

In the senior and preparatory groups, the center of the book is fiction that is appropriate for age and topic. Teachers attract children's attention to the design of books and illustrations. Introduce writers and their works.

The development environment has not been completely built. When organizing a subject-spatial environment in a group, complex, multifaceted and highly creative activity of all participants in the educational process is necessary. Further work involves searching for innovative approaches to organizing a subject-development environment in the group, as well as developing parents’ interest in this problem and motivating the desire for interaction.

A rich subject-developmental and educational environment becomes the basis for organizing an exciting, meaningful life and all-round development of each child. The developing subject environment is the main means of shaping the child’s personality and is the source of his knowledge and social experience.

Recommendations:

Based on the above, it is proposed

1. The environment must perform educational, developmental, nurturing, stimulating, organized, and communicative functions.

Responsible: educators Dates: constantly 2. Flexible and variable use of space is necessary. The environment should serve to meet the needs and interests of the child.

Responsible: educators Dates: constantly 5. In each group it is necessary to provide a place for a book corner.

Responsible: educators Dates: constantly

9. The subject-developmental environment of the group should change depending on the age characteristics of the children, the period of study, and the educational program.

Responsible: educators Dates: constantly

The certificate was compiled by senior teacher Popkova I.P.

Head of MDOU Matveeva L.O.