Book corner in kindergarten

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

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

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

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

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

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

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

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

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

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

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

- On the display corner of the book there should be editions of works with which given time children are introduced to classes. Looking at a book gives the child the opportunity to relive what he has read and deepen his initial ideas.

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

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

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.

In addition to books, the book corner may contain a variety of albums for viewing. These can be albums specially created by artists on certain topics (“Different Animals” by N. Charushin, “Our Children” by A. Pakhomov, etc.), albums compiled by the teacher together with the children from individual postcards and drawings about work, nature in different times year, books of this or that writer, etc. In older groups, thematic exhibitions of books can be organized in the book corner. Their main goal is to deepen the literary interests of children, to make this or that literary or social work particularly significant and relevant for preschoolers. important topic.

Consultation for educators

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 creativitywonderful 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 (presence of a table lamp, wall sconce) for evening reading.

3. There are various options book corner design:

– 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:

1. take books only with clean hands,
2. leaf through carefully
3. do not tear, do not crush, do not use for games.
4. 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 to carefully look at the pictures in the book, recognize the characters and their actions, encourages them 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 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 books.

– 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 in the best possible way take into account the different tastes and interests of children?

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

– To develop the civic traits of a child’s personality, there should be poems and stories in the corner of the book that introduce children to the history of our Motherland and 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 particularly 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 us 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 fine arts. 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 which fairy tales do they eat pies, pancakes, koloboks, buns and others? bakery products(“Masha and the Bear”, “Little Red Riding Hood”, “Winged, Hairy and Oily”, 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 competition games that will be interesting for older children and that will decorate children's party or a 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 quarters of animals” - ROOSTER, PIG, RRAM, GOOSE, BULL.

Older preschoolers can be offered more complex games using images literary heroes 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, the 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.
  1. 1. An excerpt is read.
  2. 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 main character– 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 and pronunciation different sounds- tongue twisters, pure tongue twisters.
• Games that develop memory, sense of rhythm and rhyme.

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

• 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.

• A character is being imagined, and you have to use questions that can only be answered “yes” and “no” to guess who it is.
• Compose 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.

Materials used:

Material from the site: http://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.

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

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

Book corner

Children's books are written for education,

And education is a great thing,

it decides a person's fate

Belinsky V.G.

What is a book corner? This is a special special place in the group room. In the design of the corner, each teacher shows individual taste and creativity. The main conditions that must be met are convenience and expediency. The book corner should be cozy, attractive, conducive to leisurely, focused communication with the book.

• development of children's cognitive and creative abilities through children's fiction;
• satisfying the diverse literary interests of children. ;
• developing interest in fiction among preschoolers;
• creating psychologically comfortable conditions in accordance with age and individual characteristics children in a group;

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

Rules of conduct in the book corner

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

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

So that the books don’t crowd together,

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

They were put on shelves,

And they divided it by topic.

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

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

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

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

The book is the best friend,

Opens a window to the world,

Everyone around knows this

You don't lose a friend like that.

There are books here about guys,

About puppies and piglets,

About the fox, about the bunny

And a fluffy kitten.

And about the greedy boy,

A clumsy forest bear.

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

Teacher's work with children in the book corner

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

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

Thank you for attention!

Memo for teachers

“BOOK CORNER IN THE YOUNGER GROUP OF DOW”

The 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 must be with a small amount text, with large colorful illustrations.

• Books on a dense basis based on familiar fairy tales, nursery rhymes (no more than 5 sheets)
• Books with dynamic elements (moving eyes, opening and closing windows, etc.)
• Books of different formats: half-books (half a landscape page), quarter-books, baby 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, looks at the illustrations with them, reads the text, talks about the rules of use (do not draw in the book, do not tear it, take it with clean hands, do not crush it, do not use it for games; after looking at it, always put the book back, etc. .).

Memo for teachers “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.

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

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

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

In the corner there should be shelves or display cases on which books and reproductions of paintings by famous artists are displayed. It’s good to have a closet nearby to store books, albums, and materials for repairs. You can store characters and scenery for 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 of the immediate environment, subject pictures (can be arranged in the form of a card index)
• Portraits of writers: S. Marshak, V. Mayakovsky, A. Pushkin;
• Thematic exhibitions of books: “Fairy Tales”, “Seasons”, “Tales of the Friendship of Animals”, “Poems by A. Barto”, etc. (once a quarter);
• Speech games: “Guess the fairy tale”, “Guess the hero of the fairy tale”, “What comes first, what comes next”, etc.
• Book repair material

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

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

Memo for teachers

“BOOK CORNER IN SENIOR AND PREPARATORY SCHOOL GROUP DOW”

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

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

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

Convenience and expediency

Compliance with the age characteristics and needs of children

What should be in a book corner?

• 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 traits A, 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

Organization of a book corner in groups of primary preschool age

	Filling the corner		Rules of conduct in the corner of the book
Younger preschool age	As a rule, only 4-5 books are exhibited. Two or three copies of identical books may be presented. They place publications that are already familiar to children, with bright, large illustrations. Individual pictures pasted onto thick paper. Small albums for viewing on topics close to this age: “Toys”, “Children’s games and activities”, “Pets”, etc. Particular preference for picture books. Book illustrations should follow the text step by step and reveal to the child in detail art world works. Die-cut books, toy books, etc. can be presented.	The teacher teaches: Carefully examine the pictures in the book, recognize the characters and their actions; Encourage retelling of individual episodes; Pay attention to the expressive details of the illustrations (the hero’s costume, unique furnishings, some details of the landscape, etc.) Repeated communication with a book allows a child not only to become more deeply aware of its content, but also to experience the creative joy that an encounter with art brings.	IN younger group The teacher gives the first lessons in independent communication with a book: Introduces the corner of the book, its structure and purpose. It teaches you to look at books and pictures only there. Informs the rules that must be followed: Handle books only with clean hands; Flip through carefully, do not tear, do not spoil, do not use for games; After viewing, put it back in place. In the middle group, these skills are consolidated and become a habit. Children are shown how to care for a book, and are invited to observe and participate in the repair of books.
	Illustrations on various topics: People's work Native nature Children's games Subject pictures, etc. according to the program	In junior and middle groups - 2-3 illustrations.
Topics used during the month: 1-2 - the world of phenomena, social life, 1 topic - nature (the topic is constant, however, the materials are constantly updated)

Organization of a book corner in groups of senior preschool age.

Filling the corner	Pedagogical work with children		Working with children
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. That's why some books stay long enough and others don't. Illustrations to various topics: People's work Native nature Children's games Subject pictures Illustrations for works read And other books on the program.	Introduces the world of nature, its secrets and patterns. Looking at a recently read book gives the child the opportunity to relive what he read and deepen his initial experiences. Repeated viewing satisfies children's need to have fun, laugh, creates an atmosphere of emotional comfort. “Thick” books are read for a long time. Examination, familiarization with various objects and phenomena, work on vocabulary, grammatical structure, and coherent speech.		Pedagogical expediency. Taking into account the age characteristics of children. Design aesthetic. In senior and preparatory groups 3-4 topics: 2-3 are devoted to the phenomena of social life, 1 - to nature.
Albums to view albums specially created by artists different topics(“Different animals” by N. Charushin and others) Albums compiled by the teacher together with the children (postcards, drawings, illustrations) Children's magazines In the preparatory group space is allocated for periodicals (children's magazines “Funny Pictures”, “Svirelka”, etc.)		Examination, familiarization with various objects and phenomena, work on vocabulary, grammatical structure, and coherent speech. Reading, looking at, working with plot pictures.
Library In the preparatory group a small library is being created (preferably little books)		Let's introduce you to the library. Reading books and looking at illustrations. Speech communication, nurturing interest in books and reading, fiction, culture of behavior.	Drawing up a card index

Thematic exhibitions

Subjects	Pedagogical work with children	Requirements for organizing an exhibition
The purpose of the exhibition is to deepen the literary interests of children, to make preschoolers particularly significant and relevant about this or that literary or socially significant topic. Main topics: 1. Important Events, dates: - Flag Day City Day Defender of the Fatherland Day Military holidays (Border Guard Day, air fleet etc.) Cosmonautics Day Victory Day National holidays “Maslenitsa”, etc. 2. Sociocultural connections: Birthdays, anniversaries of writers, poets. Children's Book Days (during the holidays).	1. Conversations with children, activities; 2. Selection various materials: .books, Artists' illustrations, postcards, Znachkov, Small sculptures, photographs, Children's drawings And other exhibits. 3.Designing together with the children. The children are attracted to the arrangement of materials, and their skills are focused on aesthetics. 4. Inviting guests (children from a neighboring group, parents). 5.Formation of dialogical communication: the ability to ask questions and answer questions asked. 6. Formation of a culture of behavior (etiquette). 7. Visiting exhibitions in other groups.	Thematic exhibitions are planned 1 month in advance. Junior groups - 1-2 at the end of the year (after the adaptation period). Average group - 3-4 times a year. Senior preschool age 5-6 or more. The theme of the exhibition should be meaningful and relevant for children: .the upcoming holiday; Anniversary of the writer, artist - illustrator; Upcoming matinee. Particularly careful selection of books in terms of decoration and external condition. .The exhibition should not be long by time. Duration interest will decline.

Book corner- a necessary element of the developmental subject environment in the group room of a preschool institution. Its presence is mandatory in all age groups, and the content depends on the age of the children. The book corner should be positioned so that anyone, even the most small child could reach out with his hand and take the book he liked without outside help exactly when he himself wants to do it. A variety of books should be displayed in the book corner: new, beautiful, well-read but neat. The corner should not be a ceremonial corner, but a working one. His goal is not to be bright, holiday decoration group room, but to give the child the opportunity to communicate with the book. Used books are sometimes more attractive to the reader simply because it seems to him: often readable book should be interesting.

In the book corners of those group rooms where children are early age, there should be as many toy books as possible. The older the children, the more serious and voluminous the books are located in the book corner. The number of books should not be regulated. It depends on the tasks that the teacher sets in working with children during the day or week. If a teacher introduces children to the work of one author and has at his disposal 2-3 books by a writer or poet, he should display them and not chase after quantity. By changing the subject of conversation with children, we change books. If the teacher talks about the genre of fairy tales, you can display 5 - 7 books of fairy tales, interesting, diverse, high-quality both in terms of illustration and in terms of printing. (see tables)

The frequency of book exchange also depends on the specific goals of introducing children to reading. The composition of the book corner may not change for a week or even two when both the teacher and the children constantly need to access it. 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. In the book corner you can place portraits of writers and children's book illustrators. Book exhibitions should be dedicated to the work of individual writers, individual genres (fairy tale, humorous story, encyclopedia, etc.) and even one book, for example, the one where a work illustrated by different artists is published - H. C. Andersen’s fairy tale “The Snow Queen” can be placed drawings by Anastasia Arkhipova; artist Nick Goltz; illustrator - People's Artist of Russia Boris Diodorov; artist Vladislav Erko.

Older children will not only look at these masterpieces of book art with pleasure, but will also definitely notice the differences in the creative style of the artists and choose the book that will be closer to their aesthetic taste, their ideas about Kai, Gerda, To the Snow Queen and about everything that happened to them.

You can exhibit books by I. Tokmakova, which were illustrated by the famous artist, the poetess’s husband Lev Tokmakov, and, looking at them, tell children about the creative and human collaboration of the poet and artist.

It is advisable to organize an exhibition of books by writers and artists E. Charushin, V. Suteev and others.

To help children learn and remember letters better, you can place them in book corner ABCs of various kinds: prosaic, poetic, artistic.

When choosing books for a book corner, you should not mix folklore and literary works. They can be exhibited together if the folklore plot is reflected in the literary work, for example: Russian folk tale“Morozko”, a German folk tale adapted by the Brothers Grimm “Grandma Blizzard” (“Mistress Blizzard”) and V.F. Odoevsky’s fairy tale “Moroz Ivanovich”.

Children are jealous of the books they bring from home. They want the teacher to read these books, show them to all the children, review them with everyone, and read them. In this regard, you can arrange an exhibition of books that children, short term, they will bring it from home. But in order not to exhibit all 15 - 20 copies, it is immediately necessary to establish and strictly observe the order in which not only the books will be exhibited, but also the owners, the children, will talk about them, what they like about them, for what purpose they brought the books to a preschool. Knowing the children, you need to try to formulate questions for the kids in such a way that their stories turn out to be detailed and interesting.

Another thematic exhibition may be dedicated to a specific work, which is not only read to children, but also illustrated by them. In this case, you can go in two ways: exhibit the work and the best drawings for it, or place all the drawings one by one on the exhibition stand. Both need to be motivated. Children must understand the teacher’s choice so as not to be offended and stop reading and drawing. (see table)

In addition to books, the book corner may contain a variety of albums for viewing. These can be albums specially created by artists on certain topics (“Different Animals” by N. Charushin, “Our Children” by A. Pakhomov, etc.), albums compiled by the teacher from individual postcards and drawings about work, nature in different seasons, about professions, etc. In older groups, thematic exhibitions of books can be organized in the book corner. Their main goal is to deepen the literary interests of children, to make one or another literary or socially important topic particularly significant and relevant for preschoolers.

Things to remember:

1. Book corner in preschool institution not only a necessary element of the subject environment. This is a form of disseminating information about books, their authors and illustrators, helping children get used to the image of a book, arousing interest in it, a desire to look at and read it.

2. A thoughtful, regular exchange of books in the book corner should not be an obligation, but a rule for the teacher.

Selection principles literary works for children

Fiction– one of essential means comprehensive development personality of a preschooler. Content work of art broadens the child’s horizons, takes him beyond personal observations, opens up social reality to him: talks about the work and life of people, about great deeds and exploits, about events from the world of children’s games, fun, etc. The artistic word creates the true beauty of the language, emotionally colors the work, sharpens feelings and thoughts, influences, excites and educates.

The correct selection of literary works, which is based on the following pedagogical principles, helps open the world of “verbal art” to children:

- Literature must meet the tasks of educating (mental, aesthetic, moral) children, otherwise it loses its pedagogical value. The book is intended to reveal to preschoolers in concrete images the ideals of goodness, justice, courage, to form the correct attitude towards people, oneself, and one’s actions;

Must be taken into account age characteristics children. Age specificity should be expressed in taking into account the characteristics of the child’s psyche, concrete thinking, impressionability, vulnerability;

The book should be entertaining. Entertaining is determined not by the topic, not by the novelty of the material, but by the discovery of the new in the familiar and the familiar in the new;

The book must clearly express the author's position. (S. Ya. Marshak wrote that if the author is not an indifferent recorder of events, but a supporter of some heroes of the story and an enemy of others, this means that the book is written in real children's language);

Books should be lightweight in composition, i.e. have one storyline. An artistic image or system of images must reveal one thought, all the actions of the characters must be subordinated to the transmission of this thought. However, when selecting books, preference should not be given only to small and simple works. It is necessary to take into account that children’s perception capabilities are growing.

The selection principles make it possible to determine the range of children's reading, which includes:

Works of folklore (songs, nursery rhymes, proverbs, sayings, fables, shifters, fairy tales);

Works of Russian and foreign classics (A.S. Pushkin, K.D. Ushinsky, N.A. Nekrasov, L.N. Tolstoy, F.I. Tyutchev, G.H. Andersen, C. Perrault, etc.);

Works of modern Russian literature (V.V. Mayakovsky, S.Ya. Marshak, K.I. Chukovsky, S.V. Mikhalkov, M.M. Prishvin, E.I. Charushin, V.V. Bianki, E. Blaginina , Z. Alexandrova, etc.).

Works of different genres (stories, tales, poems, fairy tales in prose and verse, lyrical and comic poems, riddles), different subjects (children's life: games, fun, toys, pranks; events of social life, people's work; pictures of nature, environmental problems );

Works of peoples of other countries.

Every year new books for children are published. Educators should monitor published literature and replenish children's reading range.

The main task of teachers is to instill in children a love of artistic expression, respect for the book, the development of the desire to communicate with it, i.e. everything that forms the foundation for the education of the future “talented reader”.

References used: Z.A. Gritsenko “Children’s literature. Methods of introducing children to reading”;

N.A. Starodubova “Theory and methodology of speech development in preschool children.”

Organization of a book corner in groups of primary preschool age

	Filling the corner	Pedagogical work with children	Rules of conduct in the corner of the book
Junior preschool age	As a rule, only 4-5 books are exhibited. Two or three copies of identical books may be presented. They place publications that are already familiar to children, with bright, large illustrations. Individual pictures pasted onto thick paper. Small albums for viewing on topics close to this age: “Toys”, “Children’s games and activities”, “Pets”, etc. Particular preference for picture books. Book illustrations should follow the text step by step, revealing to the child in detail the artistic world of the work. Die-cut books, toy books, etc. can be presented.	The teacher teaches: carefully look at the pictures in the book, recognize the characters and their actions; encourage retelling of individual episodes; pay attention to the expressive details of the illustrations (the hero’s costume, unique furnishings, some details of the landscape, etc.) Repeated communication with the book allows the child not only to become more deeply aware of its content, but also to experience the creative joy that an encounter with art brings.	In the younger group, the teacher gives the first lessons in independent communication with a book: Introduces the corner of the book, its structure and purpose. It teaches you to look at books and pictures only there. Informs the rules that must be followed: - take books only with clean hands; - leaf through carefully, do not tear, spoil, do not use for games; - after viewing, put it in place. In the middle group, these skills are consolidated and become a habit. Children are shown how to care for a book, and are invited to observe and participate in the repair of books.
	Illustrations on various topics: Motherland People's work Native nature Children's games Object pictures, etc. according to the program.	Examination, familiarization with various objects and phenomena, work on vocabulary, grammatical structure, and coherent speech. In the junior and middle groups - 2-3 illustrations.
Topics used during the month: 1-2 - the world of phenomena, social life, 1 topic - nature (the topic is constant, however, the materials are constantly updated).

Organization of a book corner in groups of senior preschool age.