How can you instill a love of reading in your child? What questions should you ask about the book you have read?

Teach from an early age that reading is a way to have fun. And for this - let the child see you reading as often as possible. Unfortunately, modern technology is gradually replacing paper books and encouraging readers to use electronic media or read online. However, it is better for a child to use reading paper books.
My 3-year-old adopted son Vanya watched me every night before going to bed with a book in his hands. He was interested in what I was reading about and whether I was interested. I opened the world of adult books for him in a language accessible to the kid. The son with a smart look began to bring children's books in the evenings, and we "read" together: he had his book, I had mine. That's exactly what he said: "I'm reading a book." And then he had a favorite book, which he asked me to read before going to bed.
Soon reading in the evenings with the kids became a tradition for us.
An evening fairy tale is the best way to create a sense of security in a child: mom and dad are nearby, everything is in order, I can go to bed peacefully. The child relaxes and, "prepared for sleep", goes to the crib.

If a kid (under 5 years old) does not want to listen to a fairy tale, then it is better not to insist. The book should not be associated with unpleasant impressions from "pressing" parents. Any pressure can beat off forever the desire to read. Children from our kindergarten refused to listen to a fairy tale when they wanted to run and play, but with great pleasure they plunged into the world of books after a nap. Look for a time when your toddler will be receptive to reading.

A fairy tale for a child is an immersion in a new, unknown world. There are as many bad stories as there are good ones. So be selective! Read different fairy tales, look for what your child likes best. For example, I like the fairy tales of G.Kh. Andersen, fairy tales in verse by A.S. Pushkin, N.N. Nosov "Dunno", works by P.P. Bazhov, selectively Russian folk tales, fairy tales of the peoples of the world.

Until the age of 5, children, as a rule, have a poorly developed volitional sphere, and it is difficult for them to listen intently for more than 15 minutes. Therefore, read expressively, slowly, highlight the author and characters with your voice. Freeze, growl, squeak, shout loudly - create! Be sure to add gestures for expressiveness. This helps to draw the child's attention to you. Observe how long the child can listen carefully to the tale - he began to fidget, look around - finish reading or shorten the tale, do not overload the baby's mind. If you have almost finished reading, then offer to listen to the fairy tale. Switch the child's attention with questions about what you are reading: “What happened to the princess now? Why do you think she did this? What would you do in her place?" etc.

Choose books with beautiful illustrations. Look at the books you buy through the eyes of a child - calm tones, understandable characters. There should not be many drawings on one page, otherwise the child's consciousness, clinging to the details, will not be able to capture the essence. From my childhood, I remember a book that I was afraid to approach. The artist depicted such a terrible wolf that I clung to my mother, afraid that he would jump on me.

Look at photographs (real photographs) and make up stories with your child using definitions in speech that describe what is happening in the photo. It's easiest to start with photographs of wildlife or nature. You can ask the child leading questions: “What animal is this? What qualities does it have? Let's come up with an interesting story about him? etc. Then complicate: use photos with a plot, with a lot of details, with two or three characters.

Description and inventing stories helps to develop the child's speech and imagination, expand vocabulary, feel like the creator of a fairy tale.

Read a book of nursery rhymes with your child. Funny rhymes will attract additional interest of the child. A small verse the child can easily remember by heart after a few readings.

And here is how it turned out to captivate my elders with a book:

Shared book reading:

My older adopted children (Lisa, 13 and Artem, 14) had difficulty reading books. One child pretended to read, and the other, due to a severe delay, read almost syllable by syllable.

They could not overcome these difficulties on their own. It was necessary to draw them into the process, making it easy, collective and exciting ...

To do this, the whole family began to read "Master and Margarita" M.A. Bulgakov. Everyone had a copy in their hands so that they could follow the text when the adults read it. They determined at will who would read for the author, who for the hero. Read expressively, emotionally. Since my husband and I had read the book before, we simply retold difficult episodes. Children are accustomed not to be shy to clarify the meaning of unfamiliar words. After reading a few chapters, we watched the movie. The guys commented on the viewing and were sincerely perplexed if there were no episodes in the film that became favorites. The guys admitted that reading is much more interesting than watching a movie.
Lisa said: When I read a book, I myself draw a whole world in my head, bright, interesting. The film after that seems dry and colorless, and the actors do not always play accurately..
So for the first time the children enjoyed reading. The whole family was "in the know", so often at the table during dinner they discussed the intricacies of the plot, the behavior of the characters, and memorable moments.

After Lisa, "entering the age", became interested in the topic of love. I managed to direct her interest in books to keep her from practical experiments. The first thing I gave her were love poems by the poets of the Golden and Silver Ages: A.S. Pushkin, M.S. Lermontov, I.F. Annensky, A.A. Akhmatova, A.A. Blok, M.I. Tsvetaeva, O.E. Mandelstam, selectively S.A. Yesenin. At the same time, Lisa studied military lyrics and lyrics with interest. E.A. Yevtushenko. Then I suggested reading together "The Last Poem" by R. Tagore. Read aloud and discuss. Since the work is talented, it caused a great emotional response. Lisa ran after her friends and we continued reading together. They brought notebooks in which they wrote out phrases from the book and especially their favorite poems.

I offered her books that helped her understand and sort out her own feelings, using someone else's experience. On this wave of interest in subtle human feelings, the works of the school curriculum were also easily mastered: "The Cherry Orchard", "Lady with a Dog" (A.P. Chekhov), "The Captain's Daughter" (A.S. Pushkin), "Garnet Bracelet" (A.I. Kuprin). A lot of thought was caused by the old foreign bestseller "Angelica" (A. and S. Golon).
Now, knowing what images my daughter has, it is easier for me to raise and discuss the topic of relationships with boys and issues that arise during adolescence. There is more trust and sincerity in our relations.

Thanks to joint reading, common traditions and rituals began to appear in our family. When my husband and I dive into quotes from our favorite books, the children are especially happy when they understand what kind of work it is from and what meaning the joke carries. Joyfully joking in response.

What to do if the child is not interested in what he reads?

What are your child's interests and level of preparation? If the books that you give your child are not interesting, then this may be for two reasons: you gave a difficult book or the child's volitional sphere is poorly developed.
You can start with easy and interesting stories, gradually complicating the material. In the stories, for starters, there should be a few characters, their actions should be logical and understandable for the child.
For those who are older, I recommend stories A.P. Chekhov, I.A. Bunin, they make it possible to IDENTIFY with a character or a situation.
It is not logical for a child who has never picked up a book to give your favorite "War and Peace" by L.N. Tolstoy. He will not appreciate what you see in this book.
Then, when you see that he has already got a taste for himself, you can give freedom of choice. If he is passionate about travel, then I recommend books for reading together: - "Children of Captain Grant" J.G. Verne "The Lost World" by A.K. Doyle.
With Lisa, we started with light humorous stories A.P. Chekhov. Read, comment, discuss. After that, she read the whole book with enthusiasm on her own and asked me to pick up something equally entertaining. I offered her "Star Diaries of Ion the Quiet" by S. Lem, "Kys" by T.N. Tolstoy.

I inspire and captivate children with books that I read myself.

While reading, I share my impressions of what I have read, I read the passages I like with expression. Thanks to this, older children have a list of books that they would like to read in the future.

It is important to determine the exact time for reading together with the child. For example, an hour after dinner or before bed. In this way, you can gradually build the habit of reading in your child every day.

Let the reading take place in a comfortable environment for the child. Put him in a comfortable chair with pillows, cover with a blanket. You can make tea, light a candle.

It will be great if reading turns from a tedious necessity into a holiday, into a mysterious ritual.

Dmitry Morozov

"For me, reading is a way to live several lives, try out different paths, collect the best material for building the Image of the World, corresponding to the tasks of self-improvement of the individual."
The world-famous writer Ursula LeGuin expressed views in a recent interview that are in line with our principles of pedagogy:
« To discipline something - in the right sense of the word - means not to suppress, but to educate: to encourage growth and action and fruition, whether it be a peach tree or a human mind. I think the vast majority of Americans have been trained to do otherwise. They have been taught to suppress their imagination, to reject it as something childish or effeminate, unprofitable, and possibly sinful.
They have learned to fear the imagination, but they have never been taught to discipline it. However, I doubt that the imagination can be suppressed. If it is uprooted from a child, a vegetable will grow out of the child. H o if the imagination is rejected and despised, it becomes wild and weakened, deformed. At best, a person with such an imagination will become just an egocentric dreamer, at worst, he will wishful thinking, and this is a very dangerous activity if you indulge in it seriously.
What then is the use of imagination? It seems to me that a terrible thing is happening: a hardworking, honest, respectable citizen, a fully grown and even educated person is afraid of dragons, afraid of hobbits and scared to death of fairies. It's funny, but also scary at the same time. Something is wrong here. I don't know what to do about it, other than to try to give an honest answer to such a person's question, although this question is often asked in the most aggressive and arrogant tone: "What is the use of all this? Dragons, and hobbits, and little green men - what from them sense? The most truthful answer, unfortunately, this person will not even listen. Just won't hear. And the most truthful answer is: "The benefit is to give you joy and enjoyment." "I don't have time for this," he replies, swallowing an ulcer pill and hurrying to the golf course. Then let's try a fairly close to the truth answer. It probably won't be much better received, but it goes like this: "The benefit of fiction is that it helps you better understand your world, your companions, your own feelings, and your own destiny." I'm afraid he will object: "Last year I got a raise in salary, I am able to give my family the best, we have two cars and a color TV of the latest model. I already understand everything in this world!" And he is right, undeniably right - if that's what he wants and all he wants. Reading about the obstacles that a hobbit overcomes in order to throw an ominous magic ring into the mouth of the volcano invented by the author, you gain something that has little to do with your social status, or material well-being, or income. I am convinced that maturity is not outgrowth, but growth; that an adult is not a dead child, but a child who has survived. I am convinced that all the best abilities of an adult person exist in a child and that if these abilities are encouraged in youth, then they manifest themselves beautifully and wisely in an adult person, but if they are suppressed and rejected in a child, they stop and a person grows up a cripple.
And finally, I am convinced that one of the most human and human abilities is the power of imagination; so it is our pleasant duty as librarians, as teachers, or parents, or writers, or just adults, to encourage this faculty of imagination in our children, to encourage it to grow freely, to flourish in evergreen laurel, giving it the best, best, and purest food that she can only learn. And never, under any circumstances, suppress her, do not mock her, do not hint that she is inherent only in children, unworthy of a man, not true.
Of course the fantasy is true. It is not real, but true. Children know this. Adults also know - and that is why they are afraid of fantasy. They know that its truth contradicts and even threatens everything that is false, counterfeit, that does not bring concrete benefit in the life into which they have allowed themselves to be drawn. They are afraid of dragons because they are afraid of freedom. I am convinced that we must trust our children. Normal children do not mix reality and fantasy - they mix them to a much lesser extent than we adults (as one great science fiction writer showed in the fairy tale "The King's New Clothes"). Children know very well that unicorns don't exist, but they also know that books about unicorns - if they are good books - are true. Too often, this is more than their moms and dads know, because by denying their childhood, adults deny half of their own knowledge, and only the sad and fruitless fact remains: "Unicorns do not exist." And this fact will lead no one anywhere (except in a story written by another great science fiction writer, "The Unicorn in the Garden", where the hero's conviction that unicorns are unreal leads him straight to the lunatic asylum). It is with the help of such phrases as: “Once upon a time there was a dragon” or “Once upon a time there was a hobbit in a hole under the earth”, - with the help of such beautiful non-existent facts, we, fantastic human beings, will be able to come to the truth in our own special way.».

Dmitry Morozov:
“From the age of 4, I read to my son and helped him understand the meaning of the following books:

Tales of A.S. Pushkin, L.N. Tolstoy, V. Gauf

Poems by S.Ya. Marshak,

Among his favorite books:

"Mowgli" R. Kipling,

"Bambi" F. Salten,

N.N. Nosov "Dunno",

"The Hobbit" - D.R. Tolkien,

"Gulliver's Travels" (adapted) by D. Swift

"Robinson Crusoe" D. Defoe.

I do not advise reading numerous modern fantasy for children. These books lead away from the real laws on which the life of a person and society is built, which means that they disorient the developing personality. Take books that are closer to real life, to the challenges that you will face.

Books read by Svyatoslav on his own from 8 years old:

S. Thomson - stories about animals,

M. Twain "The Adventures of Tom Sawyer"

K. Pleshakov "Bogatyrs" - 2 volumes - I highly recommend finding it!

At the age of ten:

History textbooks for grades 5 - 7 with my comments

Textbooks of natural history and biology for grades 3 - 7

"Three Musketeers" A. Dumas

J. Verne "Children of Captain Grant", "Mysterious Island", etc.

"Lord of the Rings" D.R. Tolkien

"Harry Potter" by J.K. Rowling

L. Voronkova "Trace of fiery life", etc. - on her books, I raised love and understanding of history in my son.

J. London "White Fang", "Call of the Wild"

At the age of 12, Svyatoslav read without stopping:

"Crusaders" - G. Senkevich

M. Semenova - "Valkyrie" and the whole cycle about the Vikings, "Wolfhound" ( only the first part)

The Witcher - A. Sapkowski

"The Lost World" - A.K. Doyle.

"Monday starts on Saturday" and "It's hard to be a god" - B. and A. Strugatsky

On the edge of the ecumene - I.A. Efremov

List of books that my older children aged 13 - 14 read with pleasure

A.N. Tolstoy - "Nikita's Childhood"

A. Green - "Scarlet Sails"

R.L. Stevenson - "Black Arrow", "Treasure Island"

"White detachment" A.K. Doyle

J. London - "Smoke Beilu" - this is a series of stories about friendship, courage, about how you can live in constant overcoming of your weakness, and at the same time sincerely enjoy difficulties and accomplishments.

R. Kipling - "Kim" - about how a boy overcomes difficulties and dangers, friendship, devotion to the Teacher,

G. Wells - "War of the Worlds",

"Angelica" and continuation - A. and S. Golon(good for girls, but requires mom's comments )

M. Stuart "Hollow Hills", etc.

In 11th grade:

"It's hard to be a god" and in general B. and A. Strugatsky.

"Razor's Edge" - I.A. Efremov, after watching the film "Alexander the Great" - "Thais of Athens".

Books that help to overcome the instinct of a loser and a coward in oneself, a hymn to work and risk, plus an educational program on the economy of capitalism: D. Clavell "Shogun" and "Tai Pan", then watching TV shows (after, not before!)

With my comments with great pleasure were read "Master and Margarita" M.A. Bulgakov, "Walking through the torment" A.N. Tolstoy.

I managed to insist and draw into reading such books necessary for the school curriculum as "War and Peace" L.N. Tolstoy, "Quiet Flows the Don" by M.A. Sholokhov. After the book it is useful to watch a movie - all together and with a discussion!

For adults who have come to Kitezh, we recommend starting to read world literature from the novels The Master and Margarita, The White Guard by M.A. Bulgakov, "Quiet Flows the Don" by M.A. Sholokhov, "War and Peace" L.N. Tolstoy, The Brothers Karamazov by F.M. Dostoevsky, as well as the works of I.A. Bunina, A.P. Chekhov, N.V. Gogol, M.E. Saltykov - Shchedrin.

If you have the impression that you have already read all this in your school years, then anyway, try to re-read it. Most likely it will turn out that due to your youth and lack of life experience, you have missed a lot of things. I re-read War and Peace at the age of 45 and was shocked by the power of Tolstoy. I don’t know what kind of person he was, but he knew how to reflect life in all its contradictions like no one else.

"Inhabited Island" and "Monday Starts on Saturday" by A. and B. Strugatsky- for children and youth, but if you have not read before, then I recommend it at any age. And only then

Ugly Swans, Roadside Picnic, Doomed City by A. and B. Strugatsky other.

M. Wilson "My brother is my enemy" and "Live with lightning".
G. Hesse "The Glass Bead Game", but, by the way, the whole.

G. Marquez "One Hundred Years of Solitude".

R. Rolland "Life of Ramakrishna".

"Twice-Born"- this is mine, but also good.

Spiritual literature in the protective coloring of fantasy:

R. Zelazny "Prince of Light",

G. Oldie "The Messiah clears the disc", "The hero must be alone."

Five volumes of F. Herbert "Dune".

K. Castaneda(except for the first volume - there it is more about drugs to increase circulation).

About psychology:

books by N.I. Kozlova- easy and humorous.

For those with a penchant for philosophy:

A. Maslow, E. Fromm, L. N. Gumilyov, And A. Efremov - "The Hour of the Bull" and "The Andromeda Nebula"- these books are much smarter than is usually noticed.

In terms of self-knowledge, I personally helped a lot to rethink the works of an ethnopsychologist A. Shevtsova. If you understand his unusual terminology, it's great, albeit unusual.
If you haven't read books related to spirituality before, then don't start with Maigret's "Anastasia Chronicles" or "Surfing with Transzeeland" anyway. I don’t believe in books written by our compatriots under the names “Rama”, “Sharma”, etc. There is more spirituality in the novels of F.M. Dostoevsky and L.N. Tolstoy or Lives of Russian Saints. But if you are looking for “lightly spiritual” literature, then read R. Bach “The Seagull named Jonathan Livingston”, “Illusions” or P. Coelho “The Alchemist”, but I don’t recommend it in large doses, otherwise you can stay on this level.
I recommend starting the search for yourself and the meaning of life with books N.I. Kozlova Written with humor and to the point. He does not write about the spiritual, but teaches him to see the real world and not to deceive himself. And this is the first step to the higher.
Books by F.A. Malyavin - "Confucius" and a translation of the life story of the Taoist patriarch Li Peng. By Qigong - master's books Choma(he is ours, Russian, so his experience is, as it were, more “edible”).
It is better to read books that are serious and demanding. But they bring to a new level of awareness of themselves and the world. Among them, in my opinion:
D. Balashov "The Burden of Power", "Holy Russia" and all other volumes. A very complex language, stylized as Old Russian, but if you break through the verbal delights, then this is the best that has been written about our history.

And whoever writes about our history, the classics still have a taste of truth and life:

M.A. Sholokhov "Quiet Flows the Don"

A.N. Tolstoy« The Road to Calvary".

For modern history:

A.I. Solzhenitsyn "The Gulag Archipelago", "In the First Circle"

A. Swan "White Sun of the Desert" The book is even better than the movie!

Just real literature

R. Warren "All the King's Men».

D. Steinbeck "The Winter of Our Anxiety", "Cannery Row"- not at all spiritual, but everything is about life and brilliantly written.

T.N. Thick "Kys"

V. Pelevin "Life of insects", "Generation of Pepsi", and much more.

Once again, I will make a reservation, I have listed far from everything, and the ones listed vary greatly in quality, but they do not argue about tastes.

Reading several books at the same time is not an activity for everyone, but sometimes it is useful and necessary to gather a large amount of information or enjoy works of various genres at the same time. By switching between books, each one is new to you, and this can be a good way to compare them. If you are not sure what to read, starting several books at the same time, you can make decisions about choosing one of them.

Steps

Set aside time for reading. If you don't read a single book, then starting several at the same time will slow down the reading process altogether. Even if you only have a few minutes a day to read, you can still switch between different books.

Choose a few books according to your interests and motivations for reading.

Books may or may not be related, depending on your purpose. If you are researching a specific topic, then they will probably be related. If you read for fun, books can be any choice you desire.
Choose books that appeal to you. It will be easier to return to a book that you enjoy.

Check every book. You can read the beginning (one at a time) or the preface. Look at the table of contents, read or review the conclusions, introductions and conclusions.

Start reading each book while your attention is fresh. Try to start on the day you bring her home or the day you start the project. Use your fresh interest to read most of the new book on the first go. Dedicate yourself fully to reading each book in turn. By reading more the first time, you will also get a good advantage.
- You don't have to start multiple books on the same day to read them at the same time. Instead, try the "ladder" principle, starting on the next one before you finish the first one.
Spread the books around. Leave one on your nightstand, another near your dining table, and a third in your bag. Read the book closest to where you are. Choose a book according to the focus or mood you feel when visiting a particular place.
- Place one in your home bathroom within easy reach of the toilet, especially if it's non-fiction with lots of short subtopics. You will be surprised at how often you read in the bathroom. Don't place it where the shower can get it wet, and be sure to have a towel with you during your bath to dry your hands before touching the pages. It may be worth considering a shelf for books in the bathroom.
Mix books of various types and formats. Listen to an audiobook in the car, keep a paperback or e-book in your bag, have e-books on your iPad, and more. Depending on your purpose, choose books on a variety of subjects, easy and hard to read, so that you have choices for different places and moods. Reading on various topics will help you differentiate books.
- Your mind can do well with different books read in the same time period but in different places. So, have books for the car or train, to and from work, books for drowsy afternoons and bedtime readings, books for getting instructions, like cookbooks.
- It should be borne in mind that reading a book volume with political overtones before bed will go harder than reading in a light genre. This is another good reason to have multiple books to read at once! A good bedtime reading choice is rereading an old favorite when you know how the plot ends, and it's easier to put the book down when you're already napping.
Plan your reading time, even if it's not very strict. If the library or project timeline doesn't make you read faster, still pay attention to when you start each book and how you progress. Use this information to keep the focus on the book.

Don't ignore any book so long that you forget the plot or where you read it. The books you read at the same time must compete for your attention. If a book interests you much less than others, change your approach. Read this book separately. Read this book with others of the same level of interest. Or stop reading it altogether.

Read an entire chapter or section at a time if you can, or at least find a good place to stop. Reading the entire section at a time will help you maintain continuity as you move from one book to another. Reading one or two shorter sections of a book at a time can also help you better understand difficult-to-read texts.

Let your focus and preferences guide you. If you find yourself caught up in the books and feel the urge to keep going, go ahead. Read a book that you are able to read in that mood.

Read a difficult book with a fun book as a reward. Read a funny book for a while after you get through a difficult book.

Take notes at key points as you read, or mark pages you need to find again for a project.

Try to devote more time to reading the endings and less attention to other books for a while. Endings in fiction are often the most intense part of a story. In the scientific literature, they usually contain conclusions, conclusions, and other important information. Either way, try to read with more continuity towards the end.
The library is a great place to check out a book, especially if you're not sure what you want to read.
Take written notes when reading research books. Insert your notes as bookmarks. If you write something down, it will help you recover your train of thought and recall the information you read. Small sketches can also help if you can sort them out later.
If you prefer, you can read many books in sequence, especially if parallel reading is not acceptable to you.
Calculate how many books you can comfortably read at the same time. Start with two or three books and increase the number as you get more experienced with switching between books.
Read together about unrelated subjects, genres, and ideas. This can help you differentiate books. Also, it can sometimes lead to a combination that you wouldn't otherwise consider. Take the opportunity to explore different topics at the same time.

Warnings

Especially when reading numerous fiction books, choose ones that take place in different periods or have completely different themes to avoid confusing characters and storylines.
Keep in mind the dates and dates for the beginning and end of reading, if they are set.
Take precautions not to lose or damage library books.

The opportunity to read a book with your child can be found simply and easily, you just have to want and not miss a free minute of leisure. To begin with, sit comfortably and comfortably where you plan to read a book with your child. Then you need to tune in to reading, calm down. In order to establish silence, you can invite the child to close his eyes and imagine that a magical land is opening before him.

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Advice for parents

"Reading books together!"

Story starts. Take your time and don't read too fast. Let your words become slow and gentle streams that pour from the pages. If you know the plot of the story well, then from time to time take a break from the book, look at the baby, at his reaction to what he heard. If the child begins to get distracted while reading, you can stop for a while, give the child the opportunity to calm down and at the same time not miss the details of the story. Reading should not oblige you to start a discussion of what you have read immediately after the narration has ended. It is worth allowing the child to speak on the topic of the book in the first place, this will give him the opportunity to form his own opinion and demonstrate it. And if the child begins to "finish" the story, to come up with an alternative plot, do not interfere with him, just listen and, trusting in the child's imagination, try to become a co-author of a new interesting story.

Children of all ages love to have stories read to them. But it is best not to read them, but to tell the child. For children, fairy tales are a theater, a small journey into a fantasy land. A feature of the child's psyche is the ability to perceive and imagine the image that parents draw for them when reading or telling a fairy tale.

Before reading, it is necessary to give the child the opportunity to choose one or another book that is most interesting to him. Even if he once again prefers the same fairy tale, it is necessary to read this work to him again. Repeated selection suggests that a particular book provides the child with the necessary information for development, and when reading, some kind of work takes place in the mind of the child. A journey into the world of fairy tales develops imagination, fantasy and encourages the child to write. In his fairy tales and stories, the child shows himself to be fair, protects the offended and weak, and punishes evil.

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In the theater hall of the library you can watch a puppet show and take part in a fairy-tale game

After the reconstruction, the children's library "GOROD", which combined education and entertainment, has become one of the favorite places for recreation. Here they admit that they often see how a child who wants to spend a day off in her space introduces his parents to the library. And here they are glad about this, because one of the principles that are promoted in the "CITY" is that parents should learn to read fairy tales together with their children.

Elena Shpakovskaya,
Head of the Marketing Sector of Libraries of the Krasnogvardeisky District of St. Petersburg

Zinaida Vorontsova,
head of the children's library "CITY"

Modern parents want their children to read

Parents today have changed a lot. Now they are interested in children reading. We have observed this trend over the past three years. If 10 years ago they were interested in watching cartoons in the library with their children, now they flatly refuse to do so. They say we're here to get kids to read.

The library must go beyond the book

Play is a child’s natural and favorite activity, so we use play moments in any of our activities. Whether it's a master class, a performance or an exhibition, we definitely involve the child in the action and thus every event turns into a game. Our goal is not to reveal didactic facts to the child, but to attract him, to interest him in some topic or story, so that he has an impulse to learn and read something himself.

For these purposes, it is promising to involve publishing houses in cooperation. In addition to many children's books, they write interactive programs and can also host things themselves. For example, the Samokat publishing house publishes a series of books about Elmer, the checkered elephant. You can invite a representative of the publishing house to talk about the book and teach the children how to draw an elephant. According to the manuals that accompany many children's book novelties, any librarian can conduct interesting master classes. It's a great tool that libraries need to adopt.

Also, early development is in trend now, and many children's publishing houses pay attention to various branches of knowledge. For example, the Umnaya Masha publishing house has a series where Smeshariki set up various experiments and talk about scientific phenomena to a child. We decided to develop the direction of children's science books and create an interesting science day. When a child can read in a book, look at an illustration, and make something with his hands based on what he read, the effect is absolutely amazing. In each book, we try to find an opportunity to go beyond it, and in each event to find a thread by which you can return to the book.

We teach parents to read with their children

It is not enough to captivate children with reading, we teach parents how to read a fairy tale with children. One of our projects "Fairy tale after fairy tale" is dedicated to this goal. Here we teach the parents of a preschooler to work with a book, to present it. We want parents not to miss the important moment of a child's meeting with a fairy tale. Because a fairy tale is the most important step in a child's entry into literature, it is the foundation. It is a fairy tale that speaks to the child on the most serious topics and can tell him about good and evil, about love and death in its understandable, universal language, which captures the life experience of many generations. Therefore, we strive to convey to parents that in no case should a child grow up without a fairy tale.

As part of this project, the Lukomorye Theater was created: here we stage a fairy tale, put on a puppet show directly from the original text, and the presenters explain some unfamiliar words while watching. After the performance, children are often involved in a game based on a fairy tale, they can express their understanding through a drawing, take a book to read home. The club has existed for six years and is very popular, children grow up, leave, new ones come, and all members of the club (both parents and children) are our most active readers. And we remind you that a book read in time can change the fate of a child, the key word is “on time”. It is important not to miss the right books at the right time, every age has its own book.

Orient parents in the book space

Now a sea of literature is emerging, in which it is very difficult for parents to navigate, even we, librarians, do not have time to follow everything. Therefore so it is important to collaborate with publishers, many of which are resurrecting the book review format. Representatives of the publishing house come to the library and tell parents and librarians about book novelties. After all, no one will read hundreds of books, and such a guide to interesting publications that are currently being published helps to stay in the know.

Whether the latest children's literature is worth attention, or whether parents should opt for proven classics is a difficult question. There is always a lot of controversy around tastes and preferences. After all, once Lydia Charskaya was also not published, they said that this was a banal ladies' reading, but you can read her books. Until recently, we scolded Harry Potter, and now it is generally recognized that this is a wonderful literary fairy tale, since it speaks of the creative elements of life. Therefore, we are of the opinion that it is not so important what exactly a child reads, as long as he reads, as long as he picks up a book.

At an early age, parents guide the reading of the child and, of course, they often choose the classics, literature of the peoples of the world. When children grow up, they already decide what to read. And there is nothing wrong with the fact that they choose modern children's literature. They will definitely learn to navigate the literary stream, if from the first steps next to them there were parents who helped them in this.

We promote books on social networks

To get children interested in reading, we choose different tools. In social networks we have a fairy-tale character bookworm Philemon. Every Friday, he announces a book that he himself has read: talks about her and invites the children and parents to come for her. We can afford it: we have large collections, about 50 thousand publications, most of the books are in several copies, and even if they are taken home to read, there are still books in the fund.

You know, they publish amazingly beautiful, interactive children's books that attract the attention of a child, reprints of classics are also wonderful. Librarians have absolute confidence that the paper book for the younger age will not go away. After all, tactile perception of the world at an early age is very important. And if adults remember that in childhood they loved to leaf through books and inhale their smell, they will again want to pick up a book.

The book is the first step towards information literacy

Of course, new technologies in the children's library should also be present. Electronic catalogs, a lot of discs with educational games - we do not go away from that. A child can simply sit down at a computer, do homework, access the Internet. But when meeting with teachers, we often hear the opinion that it is very important to teach a child to work with a book. Only after he has learned to fully work with the book, he will be able to work with information on other media, because only when working with printed text does he develop the ability to evaluate and analyze. If he does not learn to work with information on paper, it will be very difficult for him to choose from electronic content what is most valuable. If he learns to choose from paper, he will work more efficiently on the Internet. Therefore, activities where the book is used are considered by teachers to be the most valuable.

Babysitter combined pedagogical and library methods

Another of our successful projects is the Biblionnanny, in which we managed to fully implement the principle of edutainment, to combine education and entertainment. This circle was conceived for children who do not go to kindergarten. A child who attends the Bible Nurse for four years will complete the school preparation course: he will learn to read, write, and solve logical problems. But parents can leave the baby for an hour at a time to look after him. Half of our team has a pedagogical education, this is very important. Biblionyan employs an experienced teacher who knows modern teaching methods. We combined pedagogical knowledge and library experience and, apparently, guessed the needs of our environment: The whole district is interested in the nanny.

The children's librarian is universal

The librarian profession has changed tremendously over the past ten years. To keep up with the times, you need to have the most versatile knowledge and abilities. The children's librarian is becoming universal at all: he must master modern technologies and at the same time be a teacher, an artist, an expert in children's reading, all rolled into one. Therefore, those who remain in the profession are very interesting, unique in their own way. The image of the librarian as the custodian of book treasures is a thing of the past forever. Even the title of the position is changing: now we have not only a librarian and bibliographer, but a specialist in library, leisure and exhibition activities. You see, he is in charge of leisure, and exhibitions, and all kinds of events, and content. Today, people come to work in the library not only with a library education, but also with a pedagogical, philological, and cultural education. And we are happy about it, because it brings a new perception. Look at what an amazing video filmed by graduates of the Institute of Film and Television about the library. N. V. Gogol! Interesting people always bring something of their own.

Children need to see what we are

The library should be within walking distance, especially on the outskirts of the city, where there are not many cultural centers. We all understand that the process of change is very slow. There are more than 10 libraries in our district, and some of them will be repaired in years, but the content needs to change now. It is necessary to work in a new way now, because the reader is already different. Libraries need to be aware of all the innovations that appear in the city and country. Now bookstores, shopping and entertainment centers are also taking over some of our functions and holding similar literary events. And we strive to be interesting and make ourselves known so that children can see what we are, then they will come to us. After all, a child must read certain books at a certain time, so we must be there.

Acquaintance with the book is possible already at the most tender age (from 0 to 5-6 months), and it is better to start it with children's poems and songs: babies feel poetic and musical rhythm very well. Still not understanding the meaning of words, they are already able to adequately respond to their rhythm and intonation of their mother's voice: if mother's words sound playful and fun, the baby smiles; if mom speaks in a serious voice, he also becomes serious. This is how the baby develops vital emotions.

6 months to a year

From 5-6 months, the child begins to actively use his hands - he likes to touch various objects, shake them, taste them. It's time for the baby to get acquainted with toy books that help develop his tactile memory and fine motor skills, which in turn stimulates the development of speech. A child can feel such a book, studying the material from which it is made with the help of fingers, taste it and look at the pictures. So the baby has the first experience of communication with the book. The illustrations in such books should be large, bright, better with different textures and, if possible, "talking". For example, a cow, when touched, begins to moo, and a dog barks. And the mother should help the baby learn how to “communicate” with them correctly: take the baby in your arms, leaf through the book together, look at it, press the sounding devices together and rejoice. Babies under one year of age are able to focus on a book for only a few seconds, so a few bright books can be bought for a child of this age. They should be within reach of the baby, then he will be happy to stretch from one to the other. If you notice that the child's interest in books has cooled down, remove them and offer new ones. After some time, the baby will be happy to look at the "old" books again. Toy books can be with or without text. The text, in turn, should be small and rhythmic - for example, in the form of small melodious quatrains. They must be read in a singsong voice and with a well-defined intonation. There are many such books on the market today. When choosing them, among other things, you need to pay attention to whether the hygienic requirements imposed on such publications are observed. First of all, look at the material from which they are made - it must be safe for the child, durable and, preferably, washable.

1 to 2 years

From the age of one to two years, more and more new words appear in the child's vocabulary. The kid has to systematize them, comparing them with specific objects and remembering in his own way. In order for a strong connection between an object and its "name" to form in the child's mind, this chain must be repeated many times: "an object is its name." And here again a smart, kind book comes to the rescue. At this age, many children especially love books about animals. Studying them, a child may fall in love, for example, with a cat and for some time will not notice other animals depicted in the book at all. He will again and again happily turn the pages of his books, looking for cats in them. Such "love" can be used to expand the horizons of the child - for example, to tell where the cat lives, what she eats, what habits she has. So the child develops the first conscious interest in the book as a source of positive emotions and new knowledge. It's time for a one-year-old child to master short, simple fairy tales with endless repetitions - "Gingerbread Man" ("I left my grandmother ..."), "Turnip" ("Pull - pull") and others. Repetition helps the child to better imagine the picture of what is happening and learn the meaning of what he heard. At the age of 2 years, illustrations continue to play a large role - visual images and words gradually become one for the baby, and this is the basis for the development of visual-figurative thinking. Drawings from the first books help to form in the child an accurate idea of the world in which he came. That is why books for this age should be well illustrated. And adults need to help the child connect the picture and the text together. When buying the book itself or a collection of fairy tales and poems, pay attention to their artistic design. Books for toddlers should contain a minimum of text and a maximum of illustrations. The most important requirement for drawings in books for young children is that the picture be large, colorful, picturesque, and most importantly, understandable to the baby. If the baby does not understand what is shown in the illustrations, he will lose interest in this book. For example, when mom or dad reads the text, they look at the illustrations for the text and ask the child something like this: "Who is drawn here? Do you remember we read about him just now?" You can buy a puppet theater, then you can read the text and at the same time show the characters of the fairy tale. For the same purpose, books with three-dimensional pictures should be added to the baby's first library. While the baby's ears are listening to a fairy tale, his moving fingers open and close the door of the hut, roll the bun along the path, stroke the fluffy back of the fox. It is only necessary to ensure that the actions of the baby correspond to the text being read at that moment - then the baby will better learn the content and will not lose interest in the reading process itself. Watch also the expression of his eyes and facial expressions. The emotions of the child will tell you a lot: what surprised him, delighted, frightened him. An observant mother after such classes will be able to draw some conclusions about the character of the growing little man (how sensitive, fearful, receptive, etc.). When you sit down with your child to read a book, do not forget to first create an appropriate atmosphere for this lesson - nothing should distract the baby's attention from reading. To enhance the emotional perception of the text, sometimes you can put on soft classical music - pick it up in advance so that it matches the intonation of the work you are reading. A child aged from one to two years old can look at a book for 10-20 minutes, but do not force him to do this, otherwise you will cause an aversion to books.

From 2 to 3 years

A two-year-old child continues to master the world through imitation, so reading at this age should be accompanied by an image of the action taking place on the pages of the book. For example, mother opens her palms wide and wiggles her fingers, showing how a butterfly flies, then puffs out her cheeks importantly and spreads her arms - clumsy Toptygin hobbles through the forest. Thus, a three-dimensional picture is built in the mind of the baby: he hears what his mother is reading to him about Mishka Kosolap, sees his image in the picture, and in addition, with the help of his mother's movements, he learns what clumsiness is. After the baby, he will try to portray the clubfoot Mishka himself - at this age he really likes to be a "repeater": jump like a bunny, wave his tail like a mouse, and break a testicle, and then cry over him, like a grandfather and a woman ... By the age of three, the baby is already he speaks well and turns into a real why - questions pour out of him, as if from a cornucopia, including while reading. When reading a book, explain to the child all incomprehensible words and expressions, just do not overdo it. There is a hilarious example: a mother, who was explaining to a child what a "clatter" is, went into such a jungle that the child fell asleep without waiting for her favorite fairy tale. Read the text several times - kids love it. When there are fewer questions, it becomes possible to work on the content of the reading. Coloring books and books in which the image of objects is inserted directly into the text increase the child's motivation to read: going from picture to word, the baby will make attempts to "read" on his own. At the same age, it is appropriate to explain to the child how the book is arranged - why do we need a cover, binding, title page. It can be said that a book, like a person, has its own passport - a title page, its own style of clothing - a format, a "talking cover" that tells us about the author of this book, about the title. Ask your child to describe in words what the picture on the cover is about and guess what the book is about. Children of this age love to re-read their favorite fairy tales several times. Each time before the baby begins to read, offer a different fairy tale, even if you are sure of his refusal. At this age, the child is overwhelmed by a crisis of contradictions, so you can achieve your goal by the opposite method: if you don’t want it, you don’t need it, then I will read to a doll or a bear. After a second, the child will say: “Read to me too!”. Children under the age of three, or even up to four years old, listen mainly to the melody of the text, verse, they poorly reproduce the storyline. And they learn to respond to the text by looking at you. Therefore, show your emotions correctly and do not be afraid to read to the baby "Cockroach" by K. Chukovsky: this is scary for you, from the height of your life experience. And for a child, this poem is nothing more than a cheerful performance with a cheerful rhythmic pattern. Children at this age do not complete the logical chain and do not think, for example, about what will happen to the wolves if they eat each other.

From 3 to 6 years

In the period from 3 to 6 years old, the child grows up quickly, and his books grow up with him. For this age, fairy tales by Pushkin, Andersen, Ershov, Volkov, Bazhov, Russian folk tales are suitable. So that the baby does not get lost in literary events and images, ask him to retell what he read - everything in order, from the very beginning. This will develop his memory and logic. A children's book is a harmony of text and graphics, text and non-textual information. Don't forget the illustration. At this stage, it will serve as a practical guide in communicating with the book. The drawing should be designed for long-term viewing, the child returns to it more than once. The text next to the picture makes the latter "readable". Looking at illustrations in parallel with reading helps to comprehend what is read more deeply. At this age, the child can already perceive a work of art only by ear. For its best perception, the baby should read. And in order for children to accumulate not only information about the characters and events, but also learn to associate the content of the book with its design and vice versa, it is imperative that immediately after reading, each read book should be considered with the children according to all the rules:

first, the mother "eye to eye" reads the text to the child and does not show pictures;
then we consider the cover together, then slowly turn the pages;
think about what is shown on the cover, distinguish between illustrations and inscriptions;
we demonstrate the order of reading the inscriptions from top to bottom, highlight the author's surname and the title of the book among the inscriptions on the cover;
we correlate the author's surname with the child's personal reading experience, and the title of the book with the picture on the cover
follows expressively, correctly placing accents-accents. If it’s hard for you to do this right away, practice first.

List of literature for children from 0 to 2 years:

1. Any book with "correct" illustrations, washable or made of thick cardboard. 2. Series "My first book": "This is me"; "Animals"; "The car"; "Check"; "The words"; "Farm" 3. Series "Mishutka": "Bon appetit"; "What to wear"; "Favorite toys"; "Cheerful day S. Kozlov. "I'm lying in the sun." 4. Series "Lessons for kids": "Your toys"; "Counting"; "Everything sings"; "Let's play" 5. Series "Stompers": R. Sef. "Who looks like whom" 6. Series "For the smallest": "Tales in verse" (A. Barto, B. Zakhoder, V. Berestov, K. Chukovsky, E. Uspensky, I. Tokmakova; 7. "Turnip" Russian folk tale in the processing of A. Tolstoy, "The Snow Maiden and the Fox" Russian folk tale from the collection of A. N. Afonasiev. 8. "Teremok". 9. V. A. Stepanov. "How do you live? What do you chew?" B. Zakhoder "Songs of Winnie the Pooh".

List of literature for children from 2 to 4 years old

- "Golden Book for Children" "Turnip". Russian folk tale in the processing of K. Ushinsky, fig. S. Bordyuga and N. Trepenok; - "Kolobok". Russian folk tale in the processing of K. Ushinsky, fig. A Savchenko; - Cockerel and bean seed. Russian folk tale in arr. O. Kapitsa. rice. M. Rudachenko; - S. Marshak. "Children in a cage", fig. S. Bordyuga and N. Trepenok; - V. Suteev. "Chicken and Duckling"; "Under the mushroom"; - L. Tolstoy "Three Bears", fig. S. Bordyuga and N. Trepenok; - S. Mikhalkov. "Stubborn frog", fig. V. Suteeva; - S. Mikhalkov. "My puppy", fig. V. Suteeva; - S. Marshak. "The Tale of the Stupid Mouse"; - S. Marshak. "The Tale of the Smart Mouse", fig. S. Bordyuga and N. Trepenok; - K. Chukovsky. "Telephone", fig. V. Kanashevich; - "Swan geese". Russian folk tale in arr. L. Eliseeva; - K. Chukovsky. "Floating fly", fig. V. Konashevich; - K. Chukovsky. "Cockroach", Fig. V. Konashevich; - K. Chukovsky. "Crocodile", fig. V. Suteev; - V. Suteev. "Uncle Misha", fig. V. Suteev; - B. Zakhoder. "Toptyzhka Bear", fig. G. Bedareva; - A.S. Pushkin. "Lukomorye"; - I.A. Ischuk. We read from the pictures, - V.N. Kosygin. "Tru-la-la", Articulation gymnastics, - S. Marshak. "Cheerful account";

List of literature for children from 3 to 6 years old

To the above works are added: 1. "Little Red Riding Hood", retelling by L. Kuznetsov, fig. T. Wolfa.. 2. "Three Little Pigs", trans. M. Tarlovsky, fig. T. Wolf. 3. "Puss in Boots" trans. L. Yakhnina, fig. T. Wolf. 4. "Cinderella", translated by A. Hansen, fig. T. Wolf. 5. "Sleeping Beauty", retelling by L. Yakhnin, fig. T. Wolf. 6. "Tin soldier", retelling by S. Letova, fig. T. Wolf. 7. "The Little Mermaid", translated by A. Ganzen, fig. T. Wolf. 8. "Flint", retelling by L. Kuznetsov, fig. T. Wolf. 9. "New Year's Tale", publishing house "Samovar", 1996.

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