Many zealots of reading argue that you can read to a child from the moment of birth, and even better to start this noble work before birth. In the last months of pregnancy, you sit, stroke your tummy and read some "Winnie the Pooh". And then, as we are told, a born child will certainly “recognize” this book as a familiar one.
I have nothing against. I am for it". It is very useful for an expectant mother to read talented children's books, especially such as "Winnie the Pooh", because they have all the "magical" qualities of art, and even tune in to the child, subtly and unobtrusively tell about the peculiarities of his worldview.
I even believe that it is generally useful for a woman to read - not only during pregnancy, but also without her. And a “reading mother,” moreover, is an important circumstance for the appearance of a reading child in the future. As for the baby, it is not very important that he “recognizes” the text read to him in the womb or meets him “on the new ones”. Essential to meet.
But as a result, it turns out that the recommendation “start reading before birth” is devoid of any practical meaning, because it does not answer the question of when to start showing the child books, at what age. And how do you do it?

"Reading mom" is an important circumstance for the appearance of a reading child in the future.

Let's try to figure it out.
What is a book? First of all, it is a subject. Unlike a stone or a stick, this is a man-made object, created for certain, specifically human needs. Like a saucepan is created to cook in it, a comb for combing your hair, a chair for sitting on it, a spoon for eating. Accordingly, there are special rules for the use of this item.
The subject "book" is addressed to our imagination. In addition to the action of turning pages, it also requires us to do other, invisible, inner actions.

A book is a special subject for our imagination.

These two circumstances - the specific "objectivity" of the book and the child's ability to perceive it - determine the time of the book start for the little ones.

* * *
Since a book is a "specific object", it means that the child will be able to perceive its specificity when he reaches a certain degree of mental maturity. The surrounding objects begin to interest the baby quite early - when he begins to reach for them with his arms. But for some time (that which is called early childhood), the main purpose of such interest is to perform some kind of action on an object: put it in your mouth, throw it out of the arena, make it make some kind of sound. An eight-month-old, one-year-old and one and a half-year-old child is concerned not so much with the specific purpose of objects as with their properties, manifested in response to an action.
In other words, if you put a pot with a lid in front of your child, he will gladly take it off and put it back in place with noise. But this manipulation of the lid does not mean that the child "comprehends" the true purpose of the pan. At the moment, he comprehends the principle of "in and out". Like a donkey Eeyore, who received an empty honey pot as a gift. If you put a book in front of a child of the same age - large, beautiful, with sturdy cardboard pages, he will most likely find that the pages can be turned. This occupation - turning pages - will become the main one. But so far it has little to do with the perception of the beautiful, no matter how we convince ourselves that the whole point is precisely in the magic of the beautiful. The point is in the thick cardboard and in the volume of the item. Turning pages for a child of a certain age is not much different from manipulating the lid of a saucepan. There is nothing wrong with that. This is useful in its own way - provided that the book does not tear. Or if it doesn’t happen like that of one mother: on the advice of a progressive friend, I bought an expensive fashionable book for my eight-month-old son, and he gnaws at it.
So he is in his right! Explores the world around him in the ways available to him.

Turning the pages of a book for a young child is not much different from manipulating the lid of a saucepan.

The first signs that it is already "time" to show the baby books may be his attempts to use other items for their intended purpose. For example, carry a comb through your hair (and not just count the teeth that appear with it). Or you can independently bring a spoon to your mouth, use a cup. To put on different hats on the head - one's own and those of others, but precisely on the head. This is a signal that the book can also be perceived in its specific purpose - as an object for a special action.

The first signs that the time has come to show the baby books may be his attempts to use other items for their intended purpose.

But the baby himself, without an adult, still cannot perform this specific action. Leaving a small child alone with a book (even if it is made of thick cardboard) means creating conditions for turning the book into an object of arbitrary manipulations, placing it on a par with a saucepan or cubes.
- Look, Ksyushenka, who is this drawn here? This is a cat. See which cat? Oh, you kitty cat, kitty, gray pubis. Come, kitty, to spend the night, to swing our Ksyushenka (the word "baby" is very correctly replaced by the name of the baby). Look what the cat is doing? Shakes the cradle. Who lies in the cradle? Ksyushechka. Here she is, my Ksyushechka. How do I rock it? Like this…

In its true purpose, a book appears for a child only when he communicates with an adult about it.

Can this be called pure reading? It is rather a parental "ritual" over a book.
Speech improvisation, now and then leaving the written text, constantly appealing to the baby, to his experience, to interaction with him. One wonderful mother, who very early started showing her daughter books, described this process as follows: “How do we read? That's how. We open the book, look at the picture. I'm telling you something about this picture. I show where who is, what is the name, what is doing. And Ksyusha shows me where who is. She remembers well what is drawn here, and she really likes to look at the pictures and listen to how I tell something at this time. But when I start to read what is written, it stops me. She likes to listen to me invent something of my own more. "
This behavior is typical for children who are not yet speaking or are just starting to speak. It is conditioned by the laws of the child's speech development.
Speech - the most important achievement of a child and his most important life tool - grows out of communication with an adult, who in psychology is called a "close adult." In order for a baby to speak by the age of one and a half, he must hear human speech from birth. And not speech in general, not background speech, but the speech of a close adult addressed personally to him.

In order for a baby to speak by the age of one and a half, from birth he must hear human speech addressed personally to him.

Observations of babies in babies' homes lead to sad conclusions: “technical speech” has no influence on the development of babies. The tape recorder can work twenty-four hours a day - "sing" lullabies and tell nursery rhymes. This will not in any way advance the speech development of single children. Even constantly talking nannies can make very little difference in a situation. There are too few of them for such a number of pupils. They too rarely address their words to a particular child. So, orphans experience a communication deficit in general, and a verbal communication deficit in particular. This is one of the most important reasons why such children lag behind their peers in development. Doctor of Psychological Sciences Elena Smirnova writes in her book "Crawlers and Walkers" that it is completely useless to refer to young children (these are children aged from one to three), when they are in kindergarten, for example, with the word "children". They simply “do not hear”, do not refer to themselves as such a “collective” address. Each must be called by name.
Book speech is a generalized address. After all, it was not written for this particular child. To perceive it, the child must learn to “hear” the word “children”. This usually occurs between the ages of two and three. The ability to classify oneself as a member of the “children” group is closely related to the awakening of individual self-awareness (in order to rank oneself, one must first learn to distinguish oneself). We learn that it has "awakened" by the appearance of the pronoun "I" in the child's speech, which, as a rule, marks the most important event - the "crisis of three years." It is clear that the mark "three" is rather arbitrary. Some children experience the crisis six months earlier, others six months later. From the point of view of reading, the main thing is the appearance in the child of a new sense of self, associated with "I".
With the emergence of "I" a new stage of socialization begins, i.e. it is possible to expand the circle of communication, it is possible to establish new relationships with a variety of people - not only with close adults. The expanding social circle certainly includes such "interlocutors" as the authors of children's books. This is the moment that marks the beginning of a new, "book" period - when the child's ability to perceive texts increases dramatically, the number of texts available for understanding greatly increases.
But we begin to read to the baby much earlier, focusing on the child's speech capabilities.

With the emergence of "I", the child's ability to perceive texts increases dramatically.

As soon as the kid begins to speak in sentences (albeit in short ones) and clothe his desires in words, he can no longer only participate in the "ritual" over the book, but also listen to the "hard" given book text. The ability to perceive the book text in each child develops at its own pace, like his speech.
But this ability grows from verbal communication with a close adult, from communication around the book, built on verbal improvisation. The smaller the child, the more adequate verbal communication in the form of storytelling is for him.
So it is necessary to "kamlan" over books.

Marina Aromshtam

Many zealots of reading argue that you can read to a child from the moment of birth, and even better to start this noble work before birth. In the last months of pregnancy, you sit, stroke your tummy and read some "Winnie the Pooh". And then, as we are told, a born child will certainly “recognize” this book as a familiar one.
I have nothing against. I am for it". It is very useful for an expectant mother to read talented children's books, especially such as "Winnie the Pooh", because they have all the "magical" qualities of art, and even tune in to the child, subtly and unobtrusively tell about the peculiarities of his worldview.
I even believe that it is generally useful for a woman to read - not only during pregnancy, but also without her. And a “reading mother,” moreover, is an important circumstance for the appearance of a reading child in the future. As for the baby, it is not very important to “recognize” the text read to him in the womb or to meet him “on the new one”. Essential to meet.
But as a result, it turns out that the recommendation “start reading before birth” is devoid of any practical meaning, because it does not answer the question of when to start showing the child books, at what age. And how do you do it?

"Reading mom" is an important circumstance for the appearance of a reading child in the future.

Let's try to figure it out.
What is a book? First of all, it is a subject. Unlike a stone or a stick, this is a man-made object, created for certain, specifically human needs. Like a saucepan is created to cook in it, a comb for combing your hair, a chair for sitting on it, a spoon for eating. Accordingly, there are special rules for the use of this item.
The subject "book" is addressed to our imagination. In addition to the action of turning pages, it also requires us to do other, invisible, inner actions.

A book is a special subject for our imagination.

These two circumstances - the specific "objectivity" of the book and the child's ability to perceive it - determine the time of the book start for the little ones.

* * *
Since a book is a "specific object", it means that the child will be able to perceive its specificity when he reaches a certain degree of mental maturity. The surrounding objects begin to interest the baby quite early - when he begins to reach for them with his arms. But for some time (that which is called early childhood), the main purpose of such interest is to perform some kind of action on an object: put it in your mouth, throw it out of the arena, make it make some kind of sound. An eight-month-old, one-year-old and one and a half-year-old child is concerned not so much with the specific purpose of objects as with their properties, manifested in response to an action.
In other words, if you put a pot with a lid in front of your child, he will gladly take it off and put it back in place with noise. But this manipulation of the lid does not mean that the child "comprehends" the true purpose of the pan. At the moment, he comprehends the principle of "in and out". Like a donkey Eeyore, who received an empty honey pot as a gift. If you put a book in front of a child of the same age - large, beautiful, with sturdy cardboard pages, he will most likely find that the pages can be turned. This occupation - turning pages - will become the main one. But so far it has little to do with the perception of the beautiful, no matter how we convince ourselves that the whole point is precisely in the magic of the beautiful. The point is in the thick cardboard and in the volume of the item. Turning pages for a child of a certain age is not much different from manipulating the lid of a saucepan. There is nothing wrong with that. This is useful in its own way - provided that the book does not tear. Or if it doesn’t happen like that of one mother: on the advice of a progressive friend, I bought an expensive fashionable book for my eight-month-old son, and he gnaws at it.
So he is in his right! Explores the world around him in the ways available to him.

Turning the pages of a book for a young child is not much different from manipulating the lid of a saucepan.

The first signs that it is already "time" to show the baby books may be his attempts to use other items for their intended purpose. For example, carry a comb through your hair (and not just count the teeth that appear with it). Or you can independently bring a spoon to your mouth, use a cup. To put on different hats on the head - one's own and those of others, but precisely on the head. This is a signal that the book can also be perceived in its specific purpose - as an object for a special action.

The first signs that the time has come to show the baby books may be his attempts to use other items for their intended purpose.

But the baby himself, without an adult, still cannot perform this specific action. Leaving a small child alone with a book (even if it is made of thick cardboard) means creating conditions for turning the book into an object of arbitrary manipulations, placing it on a par with a saucepan or cubes.
In its true purpose, a book appears for a child only when he communicates with an adult about it.
- Look, Ksyushenka, who is this drawn here? This is a cat. See which cat? Oh, you kitty cat, kitty, gray pubis. Come, kitty, to spend the night, to swing our Ksyushenka (the word "baby" is very correctly replaced by the name of the baby). Look what the cat is doing? Shakes the cradle. Who lies in the cradle? Ksyushechka. Here she is, my Ksyushechka. How do I rock it? Like this…

In its true purpose, a book appears for a child only when he communicates with an adult about it.

Can this be called pure reading? It is rather a parental "ritual" over a book.
Speech improvisation, now and then leaving the written text, constantly appealing to the baby, to his experience, to interaction with him. One wonderful mother, who very early started showing her daughter books, described this process as follows: “How do we read? That's how. We open the book, look at the picture. I'm telling you something about this picture. I show where who is, what is it called, what is doing. And Ksyusha shows me where who is. She remembers well what is drawn here, and she really likes to look at the pictures and listen to how I tell something at this time. But when I start to read what is written, it stops me. She likes to listen to me invent something of my own more. "
This behavior is typical for children who are not yet speaking or are just starting to speak. It is conditioned by the laws of the child's speech development.
Speech - the most important achievement of a child and his most important life tool - grows out of communication with an adult, who in psychology is called a "close adult." In order for a baby to speak by the age of one and a half, he must hear human speech from birth. And not speech in general, not background speech, but the speech of a close adult addressed personally to him.

In order for a baby to speak by the age of one and a half, from birth he must hear human speech addressed personally to him.

Observations of babies in babies' homes lead to sad conclusions: “technical speech” has no influence on the development of babies. The tape recorder can work twenty-four hours a day - "sing" lullabies and tell nursery rhymes. This will not in any way advance the speech development of single children. Even constantly talking nannies can make very little difference in a situation. There are too few of them for such a number of pupils. They too rarely address their words to a particular child. So, orphans experience a communication deficit in general, and a verbal communication deficit in particular. This is one of the most important reasons why such children lag behind their peers in development. Doctor of Psychological Sciences Elena Smirnova writes in her book "Crawlers and Walkers" that it is completely useless to refer to young children (these are children aged from one to three), when they are in kindergarten, for example, with the word "children". They simply “do not hear”, do not refer to themselves as such a “collective” address. Each must be called by name.
Book speech is a generalized address. After all, it was not written for this particular child. To perceive it, the child must learn to “hear” the word “children”. This usually occurs between the ages of two and three. The ability to classify oneself as a member of the “children” group is closely related to the awakening of individual self-awareness (in order to rank oneself, one must first learn to distinguish oneself). We learn that it has "awakened" by the appearance of the pronoun "I" in the child's speech, which, as a rule, marks the most important event - the "crisis of three years." It is clear that the mark "three" is rather arbitrary. Some children experience the crisis six months earlier, others six months later. From the point of view of reading, the main thing is the appearance in the child of a new sense of self, associated with "I".
With the emergence of "I" a new stage of socialization begins, i.e. it is possible to expand the circle of communication, it is possible to establish new relationships with a variety of people - not only with close adults. The expanding social circle certainly includes such "interlocutors" as the authors of children's books. This is the moment that marks the beginning of a new, "book" period - when the child's ability to perceive texts increases dramatically, the number of texts available for understanding greatly increases.
But we begin to read to the baby much earlier, focusing on the child's speech capabilities.

With the emergence of "I", the child's ability to perceive texts increases dramatically.

As soon as the kid begins to speak in sentences (albeit in short ones) and clothe his desires in words, he can no longer only participate in the "ritual" over the book, but also listen to the "hard" given book text. The ability to perceive the book text in each child develops at its own pace, like his speech.
But this ability grows from verbal communication with a close adult, from communication around the book, built on verbal improvisation. The smaller the child, the more adequate verbal communication in the form of storytelling is for him.
So it is necessary to "kamlan" over books.

An excellent article that I would recommend to all reading families. Well, just in case, if someone has not read about the age at which the child can be introduced to the book, at which age it is better to consider and comment, and at what age it is better to read it. You can find it in the magazine "Mom and Baby".

How to read to a child? Live communication with the book that the baby "reads" with his mother is a significant step towards the development of his imaginative thinking and intelligence. A good book generously fills the child's need for new information and gives him new impressions that will stay with him for life. With the help of the printed word, parents can find the shortest way for a child to understand what kindness, generosity, nobility, and true friendship are.

Alexandra Morozova, Irina Alexandrova
Alexandra Morozova - preschool teacher; Irina Aleksandrova - philologist, teacher of the highest category.

0 to 5-6 months

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

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. The time comes for the kid 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, study the material from which it is made with the help of fingers, taste it and examine the pictures. This is how the baby has the first experience of communicating with the book.

Illustrations in such books should be large, bright, better with different textures and, if possible, "speaking". For example, a cow, when touched, begins to moo, and a dog - to bark. And the mother must help the baby learn to "communicate" with them correctly: take the baby in her arms, leaf through the book together, examine it, press together on the sounding devices and rejoice. Children under one year old are able to concentrate on a book for only a few seconds, so for a child of this age, you can buy several bright books. They should be within the reach of the baby, then he will gladly reach from one to the other. If you notice that the child's interest in books has cooled, remove them and offer new ones. After some time, the little one will be happy to look at the "old" books again.

Toy books can be with or without text. The text, in turn, should be short and rhythmic - for example, in the form of small melodious quatrains. They should be read in a chant and with a well-pronounced intonation.

There are many such books on the book market now. When choosing them, among other things, you need to pay attention to whether the hygiene requirements for such publications are met. 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 old

At the age of one to 2 years, more and more new words appear in the child's vocabulary. The kid has to systematize them, comparing them with specific objects and memorizing them in their 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: "the object is its name." And here again a smart, kind book comes to the rescue.

At this age, many children are especially fond of books about animals. Studying them, a child can 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 over the pages of his books, looking for cats in them. Such "love" can be used to broaden the child's horizons - for example, tell where the kitty lives, what it eats, what habits it has. This is how 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, unpretentious fairy tales with endless repetitions - "Kolobok" ("I left my grandmother ..."), "Turnip" ("Pull - pull") and others. Repetitions help the child to better imagine what is happening and to assimilate the meaning of what he heard.

At the age of up to 2 years, illustrations continue to play a large role - visual images and words gradually become one whole for the baby, and this is already the basis for the development of visual-figurative thinking. Drawings from the first books help to form an accurate idea of ​​the world in which he came to the child. This is why books for this age need to 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 decoration. 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 for the picture to 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 read the text, they look at the illustrations for the text and ask the child about the following questions: "Who is drawn here? Do you remember, we read about him now?" You can buy a puppet theater, then you can read the text and show the characters of the fairy tale at the same time. 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 the fairy tale, his mobile fingers open and close the door of the hut, roll the bun along the path, stroke the fluffy back of the chanterelle. You just need to make sure that the baby's actions correspond to the text read at this moment - then the baby will better absorb the content and will not lose interest in the reading process itself. Pay attention to the expression in his eyes and facial expressions as well. The child's emotions will tell you a lot: what surprised him, made him happy, frightened him. An observant mother, after such classes, will be able to draw some conclusions about the character of the growing man (how sensitive, fearful, receptive, etc. he is).

When you sit down with your child to read a book, do not forget to first create an atmosphere appropriate for this activity - nothing should distract the child's attention from reading. To enhance the emotional perception of the text, sometimes you can put on quiet classical music - select it in advance so that it matches the intonation of the work being read.

A child from one to two years old can look at a book for 10-20 minutes, but do not force him to do it by force, otherwise you will disgust books.

2 to 3 years old

A two-year-old child continues to explore the world through imitation, so reading at this age should be accompanied by a picture of the action taking place on the pages of the book. For example, mom opens her palms wide and wiggles her fingers, showing how a butterfly flies in, then puffs out her cheeks and spreads her arms out - the clumsy Toptygin hobbles through the forest. Thus, a three-dimensional picture is built in the baby's mind: he hears what his mother reads to him about Mishka Kosolap, sees his image in the drawing 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 club-footed Bear - at this age he really likes to be a "repeat": jump like a bunny, wave his tail like a mouse, and break a testicle, and then cry over him, like a grandfather with a woman ...

By the age of three, the baby already speaks well and turns into a real little thing - questions are pouring out of him, like from a cornucopia, including during reading. While reading the book, explain to the child all incomprehensible words and expressions, just do not overdo it. There is a funny example: the mother, who was explaining to the child what "tsokotukha" is, went into such a jungle that the child fell asleep without waiting for his favorite fairy tale. Read the text several times - kids love it. When there are fewer questions, there is an opportunity to work on the content of the read.

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 child will try to "read" on his own.

At the same age, it is appropriate to explain to a child how a book is arranged - what is a cover, binding, title page for. 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 use it to guess what the book is about.

Children of this age love to re-read their favorite fairy tales several times. Every time before the baby starts reading, offer another fairy tale, even if you are sure of his refusal. At this age, the child is overwhelmed by a crisis of contradictions, so your goal can be achieved by the method of the opposite: if you don't want it, you don't need it, then I'll read it to a doll or bear. In a second, the child will say: "Read to me too!" Children under the age of three or even four years old listen mainly to the melody of the text, verse, they do not reproduce the storyline well. And they learn to react to the text by looking at you. Therefore, show your emotions correctly and do not be afraid to read K. Chukovsky's "Cockroach" to a little: 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 vigorous 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 old

In the period from 3 to 6 years old, the child grows up quickly, and with him his books grow up. For this age, the tales of 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 has 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 extra-textual information. Don't forget about 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". In parallel with reading, looking at illustrations helps to deeper comprehend what you read.

At this age, the child can already perceive a work of art only by ear. For its better perception, the baby should read. And in order for children to accumulate not only information about the characters and events, but also to learn to connect the content of the book with its design and vice versa, it is imperative that, immediately after reading, each book read with the children should be considered in accordance with all the rules:

• first, the mother "eye to eye" reads the text to the child and does not show pictures;
• then we look at the cover together, then slowly turn over the pages;
• think over 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
• should be expressive, correctly placing accents-stresses. If it's hard for you to do this right off the bat, practice it first.

By the age of 5, some children begin to read on their own, but this is not worth it - as a result of scientific research, it has been proven that until the age of 6, a child mainly develops the right hemisphere, which is responsible for aesthetic development, and only then the left hemisphere is connected (mathematical ), which is also responsible for reading.

For parents who want reading to remain one of their child's lifelong hobbies, there are important points to keep in mind.

First, one should take into account the psychophysical characteristics inherent in children of each age group.

Third, instill in your child respect for the book. It's good if the family is initially sensitive to books. At the very least, books should be kept in a specific location. The kid should be taught from an early age that the book should not be torn, it should be read or examined carefully - it is "alive", it tells us many fascinating stories. You can introduce a tradition at home: “invite” each new book into the house as the most dear guest, “seat” it in a place of honor on the bookshelf among other books-friends. Look at the illustrations for the new book, guess who or what the story will be about. One should read a new book only when the child is emotionally ready for. Fourthly, do not read hastily with the child, turn reading into a kind of ritual. The child can take a position that is comfortable for him - most often the kids climb up to their mother's lap. Plant him so that you can see the reaction of the crumbs. For the first time read "eye to eye" without being distracted by the illustration. Explain to your child that the book doesn't like being interrupted. Then look at the pictures and ask the child questions to them, try to find out if he understands what it is about, or if something is not clear to him. Be sure to explain what the child did not understand and read the text again.

Fifth, in order not to discourage the child from reading, never force him to read, And do not look at the clock - be guided only by whether the baby is interested or not. Never shame your child (especially in the presence of strangers) for not picking up a book for a whole week - this can cause him mental trauma. A win-win option, as in many other situations, remains education with love: leafing through your favorite books in an embrace with a child, reading, assigning roles with dad, you can achieve a much greater effect than excessive severity and prodding.

Section: Development, learning (rhymes for children who do not speak well). Poems in 2 years. Do all children speak well? And in general, when exactly did your child first recite the poem, and what was it like? How did you start learning the verse?

For two months, children from 2 to 17 years old all over Russia recited poems about spring and spring holidays as part of the competition “Children Read Poems for Reading, we started very early. When my daughter was about 6 months old, I began to recite poetry to her while laying down.

What poetry do you read to a child? Are you planning to read Blok, Pasternak, Mayakovsky, Fet and Tyutchev, etc.? If so, at what age? What verses do you teach with your child?

When the child began to try to read, I hung the names of objects (wall, door, kitchen, toilet) throughout the apartment, the names of everyone Reads words wherever he sees - on the street, in a store, in books. He counts (plus, minus up to 10) does not matter, it’s hard to learn poetry, (I think not enough ...

According to my observations, non-reading children begin to read in the classroom at 6-7, if the family has a reading culture. I began to read in order to remember my childhood, so that in front of the child it would not be ashamed that I did not know fairy tales and poems, and then I just liked it and when I appeared ...

We started reading very early. When my daughter was about 6 months old, I began to recite poetry to her while laying down. A woman should evaluate her strength as follows: can she smile at this child when her husband is still ill.

Start reciting the poem in front of your child for yourself. First, repeat it completely three times (more In addition, if a child is constantly read poetry, it becomes familiar and understandable to him. Therefore, make him learn rhymes like this ...

When do children mature to listen to fairy tales and poems? When can you start reading them at night and not only? I don’t have enough nerves. And our folder reads. It looks something like this: He starts reading - Anka is sitting on his lap.

Child books

The search for the correct answer to this question worries so many parents whose babies have just been born. Indeed, on the one hand, the baby still does not understand anything, and reading aloud seems like a meaningless exercise. But on the other hand, psychologists and pediatricians have long established that the earlier this process begins, the easier it is for the child to learn to speak later. And according to recent data, even social adaptation and communication with peers are much better for those children whose parents read aloud to them from an early age.

Surprisingly it may sound, but from the very birth. Yes, the kid is not yet able to understand not only the meaning of what he has read, but even to make out the words. But in any case, he hears the voices of his parents, picks up their intonation, and the emotional connection between him and those around him becomes closer. At the same time, an unconscious accumulation of information occurs, not understanding the words, the child, nevertheless, hears them and gradually learns to recognize. Children with such baggage in the future will begin to speak earlier than their peers, and their speech will be more correct and more literate. According to experts, the best option for reading at an early age would be to develop a kind of ritual - reading a book at night. Of course, it is worth paying attention to books in the daytime, but if the child gets used to the fact that before going to bed he is sure to read a fairy tale, it will become a habit and develop a need for this process for many years.

Which books to choose?

In any bookstore there is a huge selection of books created especially for children. But before deciding on a purchase, parents should themselves critically evaluate the edition they like.

First of all, you should pay attention to the content - for the smallest, you should not buy books with an abundance of text, two or three lines or a small quatrain on the page will be enough. The older the child becomes, the more meaningful the literature with which he gets acquainted should be, but at first it should be limited to simple and uncomplicated texts. Rhymed nursery rhymes and short poems are much better perceived by kids. Very often the child remembers them perfectly and then recites with pleasure as soon as he learns to speak. The development of cognitive abilities is another plus of early reading, so the joint study of fairy tales and poems should become a must for those parents who dream of raising a smart and developed child.

The second important point is the illustrations. It is worth flipping through the book in the store to make sure that the pictures in it are adequate and can be safely shown to the baby. They should be bright, large enough and at the same time fully correspond to reality. The last point is very important, since it will be easy for the child to recognize the drawn objects and compare them with what surrounds him in reality. Therefore, the objects depicted in the children's book should be similar to themselves in reality.

And one more important point is the quality of the publication itself. After all, the young reader will definitely try his new book for strength and taste. Therefore, the sheets in it must be cardboard, and the paints used to create it must be of high quality. The book should not have an unpleasant chemical smell, the sheets should be well fixed, and the cardboard should be dense.

Fairy tales or stories - what to choose?

Much here depends on the experience that the young reader has accumulated. In the first year of life, of course, you should give preference to fairy tales ("Teremok", "Kolobok", etc.). But a little later, it is worth starting the transition from the magical world to the real one, and gradually include stories about children in the reading program. It is desirable that the hero of the story be close in age to the baby - this way it will be easier for him to understand the plot and behavior of the characters. At the same time, the child will learn to relate himself to other children and evaluate his own actions.

Children's literature consists of the richest fund of foreign and domestic poems, stories, stories, fairy tales, and all of them are designed for a specific age group. Very often in some books on the last page there is an inscription: "for primary school age", "for preschool age", "for reading by parents to children." Today the book market is quite large and it is difficult to navigate in it.

Children 1-3 years old. Of course, this is the smallest age group of children, children who cannot read at all. Therefore, such children require a lot of attention from their parents, it is the parents who should read books to their kids. But for this age there are books in which there is practically no text, but on the other hand there are many different colorful and understandable drawings that will be interesting to the baby.
When a child turns two, he already demands completely different books. Books with more text, more speech, because at this age the child should hear as many different words as possible. After all, it is from the age of two that the child begins to gain his vocabulary. From the age of two, the child often needs to read books, various books, listening to certain stories, fairy tales, the child will better form speech skills, and this is very important.

Recent studies have shown that modern children start talking six months later than their peers 20 years ago. This is due to the fact that young children themselves do not read and their parents do not read books to them.

For children aged one and a half years, you need to read small rhymes by Marshak, Barto, folk tales "Teremok", "Kolobok", "Chicken Ryaba", "Turnip". Closer to two years old, you can begin to acquaint the child with the work of Chukovsky - "Fly-tsokotukha", "Cockroach", "Moidodyr", "Doctor Aibolit".

Children 3-4 years old. For children over three years old, voluminous works can be perceived quite easily, it is better to read them to the baby in the evening, before bedtime. These include the immortal creations "The Adventures of Pinocchio" by Tolstoy, "Kid and Carlson" by Astrid Lindgren, "Winnie the Pooh", "38 parrots", "Three from Prostokvashino" and "Gena the Crocodile and all, all, all."

Four-year-olds begin to be aware of everything that is happening around them, and also to express their opinions on this matter. It is very important for parents not to miss this moment and add Snow White, Cinderella, The Adventures of Bambi the Deer to the bookshelf. In such books, there are many relationships, experiences and pains, such feelings are needed for a small person, he must understand them.

Children 5-6 years old. It is much easier to decide on a book for a 5-6 year old child, at this age he has certain life experience, so he is able to learn and understand a lot. Children of this age can enroll in the children's library, where they can choose one or another book themselves. Today, many children at this age already read on their own, and even more so, they are able to independently make a choice of a particular book. The helpful advice of adults on the choice of books is, of course, also pertinent.

How to read books correctly for a child? Each parent must clearly understand one common truth - it is not enough for a child to read a book once. Each time, having read this or that book to the kid, you need to ask him about whether he understood the content, what he understands, what he did not understand. This is especially true for voluminous works that are divided into several evenings.

When you read a book, be sure to stop at those places and those words that are not entirely clear to the baby. Very often he can come across incomprehensible words, this also applies to books with a complex storyline. To know more precisely how much the child understands the book, you can ask him a few questions about what he has read.

Regarding the duration of reading, everything here is very individual - for some children it is enough to read 10 minutes, while others can listen for half an hour.

If the baby is not listening

One of the most common problems in today's children is not the desire to listen to a book for a long time. This is understandable, the modern child has a sufficient number of sources for information or entertainment. Today, children have access to the Internet, television, computers, videos, etc. It is for this reason that reading may seem boring and uninteresting to him.

For a child to have an interest in reading or listening to books, he should watch TV and sit at the computer for less time. In this case, all his interest can be switched to books.

Everyone remembers how parents or educators read fairy tales to them in childhood. A fairy tale is communication with a baby in a magical language that he understands well, these are small safe lessons in life. Young children identify with the main character of the fairy tale and live with them, learn from his mistakes. With the help of fairy tales, parents teach the child how to behave in different life situations. Fairy tales teach the baby to be empathic and compassionate, listening to fairy tales, they become more attentive and assiduous.

Start reading fairy tales you can practically from the cradle, only the child will learn to perceive them well not earlier than 4 years. A kid who is not yet a year and a half should read the fairy tales "Turnip", "Gingerbread Man", "Ryaba Chicken" and fairy tales in verse. In these fairy tales, there are animals and minor worries about the fate of the characters in fairy tales, which are carried for the baby. The main task of parents when reading fairy tales to toddlers is teaching them to listen. Let the child sit down on his or her lap and listen to phrases and words that are still incomprehensible to him.

If parents read fairy tale with a soft intonation and a calm voice, the baby feels like warmth and joy comes from the book they are holding in their arms. Negative impressions from hearing a sad fairy tale can cause a child to feel fear. And if the experiences of a fairy tale are stressful, then the baby instinctively defends against them and strives to get to the happy end as soon as possible. Therefore, children under 4 years of age should not read the tales of Korney Chukovsky "Cockroach" and "Mukhu-Tsokotukh", even though these tales have good rhyme.

Semantic expressions, such as "swallowed", "torn", "trampled", "scared", can traumatize the child's psyche. Similar fairy tales by other authors, where there are similar phrases, do not need to be read to the kids, let him grow up a little and when he understands the plot of the fairy tale, you can familiarize himself with these world famous children's works. For the smallest children, it is better to read the tales of V.G.Suteev, the poems and tales of V.M. Stepanov, the poems of Marshak, Agniya Barto, Mikhalkov, Blagina and others. Parents need to filter tales carefully before reading them to a young child. When buying a book for your baby, pay attention to the age at which it is recommended to read them to children. If there is no such information on the book, then leaf through it yourself.

Illustrations and pictures should be on the book every time you open a new page. They help to better perceive the plot of the tale. Scary images on the cover and inside the book should not be, many children are afraid of them. It is better for small children to buy cardboard books so that they cannot tear their sheets of paper. Read the plot of a fairy tale or poem carefully. A children's story for kids should be short and simple, with a happy ending and carry the idea that parents want to convey to their baby. If you think that there are negative elements there, then for now refuse to buy this book.

For the baby to remember fairy tale better, psychologists advise not to read, but to tell them. The fact is that when a person tells a fairy tale, his voice is more trusting and warm. When telling the story, the child feels more the attitude of the parent himself towards the hero of fairy tales and more easily understands whether he condemns the hero or admires him. However, you should not overdo it and get too carried away, telling a story in a scary voice and sobbing, gesturing with your hands and showing scenes from the fairy tale. The task of the parents is not to frighten, but to convey the state of the hero in a quiet and calm voice. Show the kid illustrations, children remember what they saw for a long time. Ask your baby questions, although he still does not know how to answer them. Questions make him think and make him want to ask you about the moments of the tale that interest him.

Reading fairy tales is necessary in accordance with age baby... From the age of two, you can read fairy tales with a more complex plot to your child. For example, the Hare and the Fox "," Teremok ", Bunny" and the like. For children over 3 years old, tell fairy tales where people are present along with animals. These are fairy tales "Masha and the Bear", "Puss in Boots", "Geese-Swans", "Cancer Neck" and others. Fairy tales, where characters are wizards and sorcerers, it is better to start reading after 5 years of age.