Library of children’s reading conceptual modeling by teachers
https://doi.org/10.20310/1810-0201-2023-28-3-538-547
Abstract
Relevance. The place of children’s reading in the spatially developing environment of a preschool educational institution as functionally significant for the child’s intellectual development is reflected. The problem of book fund’s lack a in a kindergarten, created according to science’s rules, is posed. The purpose of the research is to elaborate a concept for the formation of a library of children’s books in a preschool educational institution.
Materials and methods. The library formation theoretical foundations for children in a preschool educational institution are revealed. Historical-literary, book-study and culturological principles of selection and grouping of children’s books and works for younger, middle and older age groups of young listeners are considered. The books of the picture, game, activity type and the classic type of book publication for children are characterized. Method algorithms of viewing a children’s book, organizing listening, playing, and creative tasks are proposed.
Result and Discussion. The psychological, pedagogical and literary rules of children’s reading range formation are formulated: the rule of age restrictions, age correspondences and age perspective, the rule of meaningful peace, thematic richness and genre diversity. The methods aspects of the child’s interaction with the book and magazine are reflected. Appeal to children’s literature motives dynamics of preschoolers from one to two years before the beginning of school education is revealed. The results of the author’s scientific and pedagogical statements about a high-quality library of children’s reading in a preschool educational institution are concluded.
Conclusion. The concept of an integrated scientific approach to the libraries formation in kinder-gartens is declared and the experience of this activity, repeatedly tested by us, is reflected. As a visual generalization, a drawing of the conceptual model is given. This model can be used to develop the reading range of younger schoolchildren.
About the Author
G. M. Pervova
Derzhavin Tambov State University
Russian Federation
Russian Federation
Galina M. Pervova - Dr. habil. (Education), Professor, Professor of Theory and Methods of Preschool and Primary Education Department, Derzhavin Tambov State University.
33 Internatsionalnaya St., Tambov, 392000
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Review
For citations:
Pervova G.M. Library of children’s reading conceptual modeling by teachers. Tambov University Review. Series: Humanities. 2023;28(3):538-547. (In Russ.) https://doi.org/10.20310/1810-0201-2023-28-3-538-547
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