An important part of the subject-development environment in the group room is the book corner. This thematic “center of the book” can play a significant role in shaping children’s sustained interest in books, the desire to read, and the need to learn new things.

In the publications presented in this section, teachers share their positive experience of creating beautiful, well-designed and functional book corners, and give useful advice on the aesthetic design of this part of the group’s subject-development environment.

Make the book corner the pride of your group!

Contained in sections:

Showing publications 1-10 of 177.
All sections | Book corner, center. Design examples

Rostov-on-Don, MBDOU 314 Organization book corner in the group. According to the Federal State Educational Standard, the subject-spatial environment should be rich in content. One of the mandatory requirements for an organization is the creation book corner. Educational tasks: Instilling a love of literature...

Developmental subject-spatial environment. Children love to be read to, love to look at illustrations in books, and retell what they see in pictures. It is clear that love for books is formed from childhood, the book is the best means of development, it expands...

Book corner, center. Design examples - Photo review “Our Book Corner”

Publication “Photo review “Our bookstore...” Visit our book corner Periodically, as part of book weeks, the guys and I organize an exhibition of our favorite books. During class or after dinner, we read each book on display and discuss with the owner why he likes it so much, and then the children express their impressions...

Image library "MAAM-pictures"

Project “Book Rainbow” Priority educational area: “Speech development” Educational areas in integration: “Artistic and aesthetic development”, “Social and communicative”, “Cognitive development”. Type of project: Open (in contact with family, group,...

A long-term plan for working in a book corner in a compensatory group preparatory to school September 1-2 weeks The theme of the exhibition is “Strong friendship will not break” Goals: To develop interest in fiction and reading. Teach children to emotionally perceive the figurative content of the work. Cultivate friendliness. Types of activities: 1 Getting to know the biography of V....

Book corner in the second junior group Many children nowadays don’t really like having books read to them, because it’s easier to watch a cartoon. But still, when a book is read to a child, his imagination begins to actively work! After all, there is no clear image of the heroes; you need to come up with it yourself. Requirements for registration...

Book corner, center. Design examples - Design of a book corner for preschoolers

Nowadays, parents of children are very busy with work and they simply do not have time to read their child a bedtime story. And it's not their fault! After all, now it is very difficult to devote full time to both work and the child! It’s very unfortunate, of course, that such a situation has arisen, BUT the guys...

Consultation for educators “Rational use of the book corner in kindergarten” What is a book corner - this is a special, specially allocated and decorated place in a group room. A book corner should be in all kindergarten groups. In decorating a corner of a book, each teacher can show individual taste and creativity - the main conditions that...

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 (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:

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 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 quarters 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.
  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 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.”

• 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: 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.

Before we look at the principles by which a book corner should be organized in kindergarten, we note that it is precisely at preschool age that children begin to acquire their first experience of reading.

Every preschooler has high potential for development. This also applies to his reading skills.

Thanks to a good children's library, these skills can be revealed and implemented.

Children begin to feel the need to use the library when the existing books at home have already been read, but the desire to read new books still remains.

Literature allows a person to develop a love for words. Therefore, it is necessary to introduce reading books into a child’s experience when he develops speech.

Those images that children emphasized in books they will carry in their memory all their lives.

It is during the preschool period that future readers need to be educated. Preschoolers perceive what they read as reality. Therefore, they are very scared when they read the corresponding stories.

Children also perceive what they read very emotionally.

When a child listens to a fairy tale being read, he clearly shows his emotions. He can cry, laugh, be indignant and sympathize with the heroes. This is good - this is how the child becomes an empathetic person.

On the other hand, very strong emotions often interfere with a sober assessment of what you read. Therefore, you need to monitor not only the emotional perception of literary works, but also the rationality of thinking when reading. Children are also very eager to imitate others.

Therefore, they prefer those books that their peers and teachers like. This is not always correct; it is better to teach the child to develop independence in matters of choosing literature.

The characteristics of preschoolers described above are negative personality traits in the future reader that need to be worked on. And positive characteristics must be developed. Let's look at four groups of common stereotypes.

Stereotypes of the future reader

Attitude to the reading process itself

The first group consists of attitudinal stereotypes towards the reading process itself. Children may perceive reading as an unpleasant chore, or they may enjoy it, or perceive reading as entertainment. All of these stereotypes are considered negative.

It is necessary to help children develop positive stereotypes: children need to treat reading as a serious activity that requires mental work.

Children should understand that reading is very useful and enriches their spirituality, making it possible to better satisfy the need for knowledge.

Reader preferences

The second group of stereotypes is reading preferences. For example, a preschooler may love fairy tales, but not understand poetry. There are also children who are ready to read all books indiscriminately, including adults.

There are readers who choose only those books that their peers liked. Positive stereotypes of this group - the reader chooses only those books that he considers useful.

Perception of the book

The third group of stereotypes is the perception of the book. Often preschoolers begin to compare themselves with the hero of the book and perceive the plot of the book as reality. This is bad because it prevents an objective analysis of the plot.

In the future, at school, children are required to describe the author’s intention and methods for revealing it, and such children will not be able to do this. Also, such a stereotype deprives a child of the opportunity to critically evaluate the plot of a book.

If it becomes noticeable that the child perceives the plots of books in this way, then this requires correction. It is important that the reader perceives himself as an interlocutor with the author of the book.

The reader can also play the role of a critic who thoughtfully approaches the reading process and tries to enrich the disclosure of the author’s intention with his own findings.

It is necessary to teach preschoolers so that they do not transform themselves into heroes of books, but try on what they read and compare themselves with the heroes.

Evaluative stereotypes of books

And the last group of stereotypes are evaluative stereotypes of books. Often children cannot appreciate what they have read at all. Other children cannot evaluate the book critically. Therefore, we need to help children think critically and be creative individuals.

It is necessary to determine the range of children's reading. It depends on the age of the reader, what his preferences are, what he knows about the adult world, what books are available in the family library and in the public library.

Book selection

According to L.N. Tolstoy, you need to choose books based on their artistry and children’s interest in them.

Usually the first round of books for children includes publications with folk art, especially fairy tales. But it is important not only to introduce children to Russian fairy tales, but also to other peoples close to Russia, and even to world-famous works.

The second circle of books for children usually consists of Russian classic works that were written specifically for preschoolers, or those that were transferred over time from books for adults to books for children.

For example, these could be works of famous Russian classics, such as Pushkin A.S. , Chekhov A., Tyutchev F., L. Tolstoy and others.

According to many authors. It's important to include classic works in the books you read with your children. This allows children to experience new thoughts and feelings, experience new moods, and try out new ideas.

Over time, children will begin to develop affection for certain authors. And this can only be achieved through regular reading.

The third circle of books for preschoolers are other famous works written specifically for children.

Numerous works by S. Marshak, K. Chukovsky, A. Barto and other remarkable authors are known in this direction.

When raising a grateful reader in a child, you need to help him improve his reading comprehension. It is important that he be able to comprehend the works of literature he listens to and enrich his sensory experience.

Reading characteristics in children

Typically, preschoolers have the following characteristic features:

• children are very interested in the content of a literary work, they like to make various connections;
• children learn to perceive the work being read, its form and content;
• children are interested in paying attention to expressive language means;
• they perceive the heroes of books as characters that are very close and understandable to them;
• they show sincere sympathy for the characters in the books and truly care about them;
• they can perceive the hidden motives of the characters in the book;
• At this age, children already experience quite deep feelings when reading a book, they can express them in different ways. Some children laugh loudly, others just smile. Someone begins to look at their comrades. Others, on the contrary, slow down their external activity and sit motionless, listening to the reading;
• Children can already quite consciously carry out a basic analysis of a book they have read.

In order to raise a future literate reader from a child, you need to select literary works correctly.

To do this, you can use pedagogical principles that have been developed by many domestic teachers.

The main principle of choosing books

One of the main principles is the recommendation to select books that meet the objectives of education. Moreover, here we are talking about nurturing the child’s intellectual abilities, his aesthetic perception, and his moral culture.

Only if this condition is met will reading a book with a child have a certain pedagogical value.

The book should show the preschooler the ideals of justice and goodness through concrete images.

A child must know how courage is demonstrated. He learns to treat other people and himself correctly. He learns to correctly evaluate his own actions. In this case, it is necessary to take into account the characteristics of children in preschool age.

S.Ya. Marshak wrote that age characteristics are taken into account not by simplifying the plot of the book and coddling with the baby.

It is necessary to take into account the mental characteristics of a preschooler, his degree of concrete thinking, his level of impressionability, his vulnerability.

The book should give the child great pleasure and benefit his development.

A book should be entertaining not because of the topic or because of something new for the child.

Entertaining is the work that allows you to discover something new in the already familiar, and something familiar in something new. It is important that the composition of the book is lightweight and has only one plot line.

All artistic images of a book should reveal one main idea. It is important that the actions of all characters convey this idea. But you don’t have to choose only small books.

It must be taken into account that the child’s capabilities are gradually growing, and gradually he can perceive more and more voluminous works.

According to the works of A.S. Makarenko. It is important that fiction books should grow as if they were growing, that is, slightly ahead of the mental capabilities of a preschooler.

When choosing books to read, you can focus on the following types of works: folklore works (various songs, proverbs, fairy tales, sayings).

It is important that the child can get acquainted with books representing different genres of literary art. It should be not only prose, but also poetry, not only fairy tales, but also stories, not only serious works, but also funny and humorous ones.

Also, the topics of the books should be varied: these could be children’s themes, fairy tales about animals, descriptions of events from adult life, descriptions of the beauty of nature, various environmental difficulties and much more.

It is very important that the child is familiar with a wide variety of literary trends.

Book corner or book in a baby's life

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

A book in a child’s life performs cognitive, educational, and developmental functions and teaches him the first lessons of mental, moral, and aesthetic education.

All age groups of a preschool institution should have a book corner - a specially designated and decorated place where a child can choose a book independently or with an adult.

A meeting with a familiar work and favorite characters deepens the child’s penetration into the author’s intention, helps him clarify the images that arose while listening, and once again empathize with the heroes of events and adventures.

A child comes to the corner of a book to communicate with a work of art; a complex of educational problems is solved through the means of fiction.

Requirements for the design of a book corner

• its location, if possible, away from places where children play, since noisy games can distract a child from concentrated communication with a book;
• ensuring proper lighting: natural (near the window) and artificial for the evening;
• expediency and convenience, disposing the child to leisurely, concentrated communication with a book;
• aesthetics and functionality of purpose;
• taking into account the age and individual capabilities of the child.

It is important that every child can have the opportunity to choose books of interest, and that viewing a book encourages him to communicate with peers and adults.

Selection of literary works

One of the important issues when designing a book corner is taking into account the principles of selecting literary works for preschoolers:

• availability;
• artistry;
• diversity;
• gradual complication;
• taking into account the national and cultural characteristics of works;
• taking into account the reading preferences of preschoolers;
• plot entertaining;
• simplicity and clarity of composition;
• the proximity of the content to the child’s experience.

Teachers select literary works based on various reasons:

• genre (riddle, nursery rhyme, chant, teaser, proverb, saying, fable, story, poem, author's tale in verse, fable, etc.);
• formal features (free verse, figured verse, poems with pronounced rhyme);
• themes (about children, animals, phenomena of the surrounding reality, landscape lyrics, etc.);
• mood and character (humorous, entertaining, narrative, etc.).

This will allow children to develop a breadth of reading interests, selectivity, and individual literary preferences.

The principle of organizing a book corner

The main principle by which the book corner is organized is to satisfy the diverse literary interests of children. From this principle the conclusion follows that it is impossible to determine the exact time spent in the corner of each individual book.

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

Books of this kind can and should remain in a corner for a long time, giving children the joy of daily communication.

For others, interest is lost quite quickly, and, observing a persistent indifferent attitude, the teacher can remove the book from the shelf without waiting for the scheduled date. On average, the length of time a book stays in a book corner is 2 – 2.5 weeks.

Book corner - content content in different groups

Junior groups

In younger groups, the teacher forms in children the first experience of independent communication with a book: he introduces them to the corner of the book, its structure and purpose, and teaches them to look at books and pictures only there.

Informs the rules that must be followed when entering a corner of a book (take books with clean hands, leaf through carefully, do not tear, crush, do not use for games; after looking, always put the book back, etc.).

As a rule, a few books are displayed in the book corner (4 - 5), but the teacher should have additional copies of the same books in stock, since young children are very prone to imitation, and if one of them begins to look at the book , then others also want to get exactly the same.

By repeatedly returning to a book he likes, individually and deeply communicating with it, the child not only becomes more deeply aware of its content, but also experiences the great creative joy that an encounter with art brings.

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 and small albums for viewing on topics close to children of this age (“Toys”, “Pets”, thematic exhibitions: “Tales of Korney Chukovsky”, “Autumn Poetry”, etc. .).

Looking at albums with object pictures is interesting and important for children learning about the object world at this age.

To fully comprehend the work, younger preschoolers need to clearly see every detail, every plot twist.

Book corner decoration

Therefore, when designing a book corner for children of this age, special preference is given to picture books, such as “Kolobok”, “Teremok” with illustrations by Yu.A. Vasnetsova; “Children in a Cage” by S.Ya. Marshak with drawings by E.I. Charushina; stories from L.N. Tolstoy's "ABC" with drawings by A.F. Pakhomova.

The illustrations of these books follow the text step by step, revealing to the child in detail the artistic world of the work, helping to enter this world, to be a participant in all the events and adventures that happen to the characters.

An illustrated book is also the first art museum where a child directly enters and where he first gets acquainted with the work of wonderful artists - I.Ya. Bilibina, Yu.A. Vasnetsova, V.V. Lebedeva, V.M. Konashevich, E.I. Charushin and others.

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

Later, he will draw the children’s attention not only to the heroes and their actions, but also to the expressive details of the illustrations (the hero’s costume, unique furnishings, some details of the landscape, etc.).

Middle groups

In the middle group, the basic skills of independently and carefully looking at books are consolidated and 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 organizes the repair of books.

Senior groups

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 love fairy tales, some are interested in the primer and alphabet, and many boys spend a long time looking at books about adventures.

Taking into account the special, constant, predominant interest of all preschoolers in fairy tales, it is necessary to place 2 - 3 fairy-tale works in a corner of the book.

The influence of literature on a child

Children's literature plays a huge role in the formation of the civic personality traits of a child.

Therefore, in the corner of the book there should always be poems and stories that ensure that children are familiar with the history of our homeland and its life today.

A preschool child is attracted by nature, its beauty, the hidden mystery of living things, and in the corner of the book you should always place 2 - 3 books about the life of nature, about animals, plants.

Looking at illustrations of natural history books, a child naturally enters into the natural world and better understands its secrets and patterns.

In the book corner for a certain period there should be publications of works or illustrations, the content of which coincides with the themes of classes and games.

Examining them gives the child the opportunity to deepen his initial ideas and examine them more carefully.

Children get special pleasure from looking at funny pictures in humorous books. Meeting with them satisfies a child’s need to have fun, laugh, and creates a joyful, calm atmosphere and emotional comfort in the group.

Funny books by S.Ya. Marshak, S.V. Mikhalkova, A.L. Barto, M.M. Zoshchenko, N.N. Nosova, V.Yu. Dragunsky, E.N. Uspensky and many other writers with illustrations by our 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 the ability necessary for a person - the ability to feel and understand humor, the ability to see the funny in life and literature.

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

In addition to books, the book corner may contain a variety of albums for viewing and children's magazines.

There may also be albums created by artists on certain topics; little books compiled by children together with a teacher or with their parents from individual postcards and drawings about their family, nature at different times of the year, the work of adults and on other topics.

Teachers of older groups arrange thematic exhibitions of books in the book corner.

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.S. Pushkin (with illustrations by various artists), books by L.N. Tolstoy, thematic exhibitions dedicated to calendar holidays, and others.

Organization of the exhibition

When organizing an exhibition, the following rules are observed:

• the theme of the exhibition must be relevant and interesting for children;
• a special, careful selection of books is necessary in terms of artistic design and external condition;
• the exhibition should be short-lived - no more than three to four days, since then the attention and interest of preschoolers will inevitably decrease.

At older preschool age, children are quite independent in choosing books and knowing how to handle them, so pedagogical guidance becomes more indirect and correct.

The teacher helps create a calm, comfortable, cozy environment in the group for independent, focused communication of children with literary works, which is so important to teach preschoolers.

At the same time, it is necessary to involve children in viewing and discussing books together.

Chatting in the corner of a book

Communication between the teacher and the child in the corner of the book is emotionally comfortable and trusting.

By encouraging children 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 arts.

The opening of a preschool education institution’s own library will also contribute to introducing children to the richness of the literary heritage of the people and highly accessible literary works.

The kindergarten library is a separate room equipped with library shelves and catalog boxes. The same corner of the book, but in larger sizes.

The library collection is represented by children's fiction (on the central shelves, in the access area for preschoolers) and methodological literature on all educational areas of the preschool education curriculum, as well as other information resources on various electronic media.

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Avramova Victoria Sergeevna
Job title: teacher
Educational institution: MBDOU "Kindergarten No. 1 "Semitsvetik"
Locality: Gadzhievo, Murmansk region.
Name of material: Consultation for teachers
Subject:"Designing a book corner in a preschool educational institution in accordance with the requirements of the Federal State Educational Standard"
Publication date: 11.11.2017
Chapter: preschool education

"Designing a book corner in

groups of preschool educational institutions in accordance with

Federal State Educational Standard "Do".

Prepared by: Avramova V.S.

it is known

modern

carry out

computer games, watching TV shows and reading less and less

today's

relevance

Problems

obvious

literacy

education,

forms ideals, broadens horizons, enriches inner world

person.

Book corner- a necessary element of developing subject matter

Wednesdays in the preschool group room. Its presence

compulsory in all age groups, and the content depends on

age of children.

Basic requirements for the design of book corners.

1. Rational placement in the group.

2.Age appropriate, individual

characteristics of children in the group

3. Compliance with the interests of children.

4. Constant turnover.

5. Aesthetic design.

6. Demand.

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.

Organization of a book corner in junior preschool groups

age.

There are only a few books (4-5) on display in the book showcase.

In the book corner, publications that are well known to children are placed, with

bright illustrations of the book.

located

separate

Pictures,

pasted

paper, and small albums for viewing.

Picture books.

Organization of a book corner in secondary preschool groups

age.

There are 4-5 books on the display shelf, the rest are stored in the closet.

Gradually

props

shadow

material

repair (paper, fabric, scissors, glue, etc.)

Picture books are used less frequently.

They leave the children’s favorite books from the younger group, add

new fairy tales, poetic works, books about nature, funny

exhibit

artistic

works.

Organization of a book corner in senior preschool groups

age.

To the book display you can place 10-12 different ones at the same time

books on various topics.

Be sure to place 2-3 fairy tales in a corner of the book.

constantly

stories,

aimed at developing the civil personality traits of the child.

2-3 books about natural life, animals, plants.

On the display corner of the book there should be editions of works with

which children are currently introduced to in class.

Humorous books. (S. Marshak, S. Mikhalkov, N. Nosov, V.

Dragunovsky, E. Uspensky)

put

interesting,

illustrated

books that children bring from home, as well as “thick” books.

Thematic albums for viewing.

There should be portraits of famous children's writers on the shelves,

book

u g o l k e

u s t r a i v a t s i thematic

Exhibitions books.

Artistic

literature

the most important

comprehensive

development

personalities

preschooler.

a work of art broadens the child’s horizons, brings out

him beyond the scope of personal observations, opens up before him a social

reality.

Remember that books are our friends! Only from

How the child handles the book depends on the adult. Take care

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 the age and individual characteristics of children in the 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.

• "Want to know everything"
• "Object pictures"
• "Children's works"

Target: Introduce your child to reading fiction while getting acquainted with 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 about guys here,

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. Bright pictures, interesting thematic selection, simple sentences, funny sounds of 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 behind attention!