Poetry preschool: My First Poems: 12 Great Poetry Books for Kids Ages 0 – 4

Poems for Kids | Academy of American Poets

The following selections of poems are curated around specific themes and are appropriate for young readers.

Find poetry lesson plans, essays about teaching, a glossary of poetry terms, and other educator resources on our Materials for Teachers page. Visit our Poetry for Teens page to find more selections of poems tailored to a high school audience. Encourage students to participate in the Dear Poet project. And, celebrate Poem In Your Pocket Day virtually on April 30.

Poems Kids Like

Read a selection of poems kids love by poets like Lewis Carroll, Jack Prelutsky, Shel Silverstein, Emily Dickinson, Langston Hughes, and more.

Animals: Poems for Kids

The following poems are about animals by poets like Alberto Blanco, Elizabeth Bishop, William Blake, Lewis Carroll, and more.

Arab American Heritage Month: Poems for Kids

To celebrate Arab American Heritage Month in April—and the rich tradition of Arabic poetry all year long—browse this selection of poems by classic and contemporary poets.

Autumn: Poems for Kids

The following poems are about the autumn season by poets like Emily Dickinson, Robert Frost, Brenda Hillman, Edward Hirsch, Amy Lowell, and more.

Asian/Pacific American Heritage Month: Poems for Kids

Celebrating Asian/Pacific American Heritage Month the following selection of poems features poets like Chen Chen, Tina Chang, Li-Young Lee, Marilyn Chin, and more.

Beginnings: Poems for Kids

The following poems are about beginnings by poets like Naomi Shihab Nye, Theodore Roethke, Walt Whitman, Ella Wheeler Wilcox, and more.

Black History Month: Poems for Kids

The following poems celebrate Black History Month with poets like Jericho Brown, Kwame Dawes, and more.

Caribbean American Heritage Month: Poems for Kids

To celebrate Caribbean American Heritage Month in June—and the rich tradition of Caribbean American poetry all year long—browse poems by both classic and contemporary poets.

Cities: Poems for Kids

The following poems are about cities, such as “New York at Night” by Amy Lowell, “In a Station of the Metro” by Ezra Pound, “Passers-by” by Carl Sandburg, and more.

Environment: Poems for Kids

A selection of poems about the environment and climate crisis by poets like Jeffrey Bean, Camille T. Dungy, Joy Harjo, and more.

Family: Poems for Kids

The following poems are about family by poets like Richard Blanco, Nikki Giovanni, Yesenia Montilla, and more.

Father’s Day: Poems for Kids

The following poems are about fathers and fatherhood by poets Jorge H. Aigla, Tina Chang, David St. John, E. E. Cummings, and more.

Food: Poems for Kids

Read a selection of poems about food that are appropriate for young people like “Tamales on Christmas ” by Christian Robinson, “This is Just To Say ” by William Carlos Williams, and more.  

Friendship: Poems for Kids

Read a selection of poems about friendship by poets like Lucille Clifton, John Keats, Joanna Fuhrman, and more.

Graduation: Poems for Kids

The following poems are about graduating, moving forward, and getting older, with poems like “The Road Not Taken” by Robert Frost, “Dreams” by Langston Hughes, and “Instructions on Not Giving Up” by Ada Limón.

Halloween: Poems for Kids

The following classic and contemporary poems are great for celebrating Halloween, including “The Raven” by Edgar Allan Poe, “Black Cat” by Rainer Maria Rilke, “Dusk in Autumn” by Sara Teasdale, and more.

Hispanic Heritage Month: Poems for Kids

Celebrating National Hispanic Heritage Month, the following selection of poems features poets like Francisco X. Alarcón, Brenda Cárdenas, John Olivares Espinoza, and more.

Holidays: Poems for Kids

To celebrate the holiday season, read a selection of holiday-themed poems like “Christmas Trees” by Robert Frost, “The Feast of Lights” by Emma Lazarus, “The Passing of the Year” by Robert W. Service, and more.

Hope: Poems for Kids

The following poems are about hope by poets like Maya Angelou, Jane Hirshfield, Langston Hughes, and more.

Humor: Poems for Kids

Read a selection of funny poems that are appropriate for young people like “Mother Doesn’t Want a Dog” by Judith Viorst, “The List of Famous Hats” by James Tate, and more.  

Immigration: Poems for Kids

The following poems are about immigration featuring poets Lory Bedikian, Richard Blanco, Marilyn Chin, Kwame Dawes, and more.

LGBTQ Pride Month: Poems for Kids

Celebrating LGBTQ Pride Month, the following poems feature poets like Chen Chen, A. E. Housman, Donika Kelly, and more.

Libraries: Poems for Kids

The following poems are about libraries, librarians, and the joys of reading from poets like Nikki Giovanni, Philip Metres, Alberto Ríos, and more.

Love: Poems for Kids

Read a selection of poems about love, friendship, romance, and devotion like “How Do I Love Thee?” by Elizabeth Barrett Browning, “Love Comes Quietly” by Robert Creeley, and more.

Mother’s Day: Poems for Kids

The following poems are about mothers and motherhood like “Wonder Woman” by Angelo Geter, “Remember” by Joy Harjo, “La suavecita” by Lupe Mendez, and more.

Myths and Fairy Tales: Poems for Kids

The following poems are about fables, fairy tales, folklore, legends, and myths by poets  Homer, Saeed Jones, Kim Addonizio, Mei-mei Berssenbrugge, and more.

Native American Heritage Month: Poems for Kids

Celebrating Native American Heritage Month, the following poems feature poets like Richard Calmit Adams, Joy Harjo, Lois Red Elk, M. L. Smoker, and more.

Nature: Poems for Kids

Read a selection of poems about nature, wildlife, and the outdoors like “Pursuit” by Elizabeth Bradfield, “Patience Taught by Nature” by Elizabeth Barrett Browning, and more.

Politics: Poems for Kids

Read the following poems about politics, elections, and government by poets like Elizabeth Alexander, Richard Blanco, Allison Adelle Hedge Coke, and more.

Reading and Writing: Poems for Kids

The following poems explore the themes of reading, writing, and poetry by poets like Yves Bonnefoy, Emily Dickinson, Martín Espada, and more.

School: Poems for Kids

Read a selection of poems about school, learning, and the classroom by poets like Catherine Barnett, Eamon Grennan, Brenda Hillman, and more.

Social Justice: Poems for Kids

Read the following poems about social justice, identity, and human rights by poets like Elizabeth Alexander, Maya Angelou, Ross Gay, Amanda Gorman, and more.

Spanish: Poems for Kids

A selection of poems in Spanish and English include “Arbolé, arbolé/Tree, tree” by Federico García Lorca, “Despedida/Farewell” by Francisca Aguirre, and more.

Sports: Poems for Kids

The following poems are about sports, including baseball, basketball, track, and wrestling with poems like “Victory” by Sherman Alexie, “The Trouble Ball” by Martín Espada, and more.

Spring: Poems for Kids

Read the following poems about spring, growth, and renewal by poets like E. E. Cummings, Toi Derricotte, Emily Dickinson, Robert Frost, John Keats, and more.

Summer: Poems for Kids

The following poems are about summer and warm weather with poems like “A Boat, Beneath a Sunny Sky” by Lewis Carroll, “Fishing on the Susquehanna in July” by Billy Collins, and more.

Technology: Poems for Kids

Read a selection of poems about technology, invention, and information by poets like James Arthur, Hannah Brooks-Moti, Noah Eli Gordon, and more.

Thanksgiving: Poems for Kids

To celebrate gratitude and the Thanksgiving season, read the following poems by poets like Joy Harjo, Lydia Maria Child, Paul Laurence Dunbar, and more.

Travel: Poems for Kids

The following poems are about vacations and travel like “Vacation” by Rita Dove, “Passing through Albuquerque” by John Balaban, “Road Trip” by Kurt Brown, and more.

Valentine’s Day: Poems for Kids

To celebrate Valentine’s Day, the following classic and contemporary poems about love, heart, and friendship, are appropriate for young people.

Visual Art: Poems for Kids

The following poems are about paintings, sculptures, and other forms of visual art, as well as poems about artists and the artistic process.

War: Poems for Kids

Read the following classic and contemporary poems about war, wartime, and veterans by poets like Rita Dove, Jori Graham, June Jordan, and more.

Winter: Poems for Kids

The following poems explore the themes of winter, snow, and cold weather like “[‘Tis the first snow—]” by Matsuo Basho, “London Snow” by Robert Bridges, and more.

Women’s History Month: Poems for Kids

The following poems celebrate Women’s History month and honor the legacy of women poets.

Poetry for Kids: Preschool-Grade 2

Poetry for Kids: Preschool-Grade 2 | Skokie Public Library

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By Skokie Staff Youth Services

Delightful poetry books for younger kids, featuring animals, nursery rhymes, counting, silliness, and one great big cuddle!

• Kids

• Off to See the Sea

  by Grimes, Nikki

  The illustrations and the lyrical text turn bath time into a joy-filled adventure. There’s so much to see and love in the pictures, and it’s really fun to read aloud.

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• Animal Ark: Celebrating Our Wild World in Poetry and Pictures

  2017

  by Alexander, Kwame

  National Geographic photography and Kwame Alexander’s poetry–what a gorgeous combo!

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• You Read to Me, I’ll Read to You: Very Short Mother Goose Tales to Read Together

  2005

  by Hoberman, Mary Ann

  These read together books are so much fun! There are scary tales, fairy tales, and more in this series. And if your child isn’t reading yet, that’s OK–you will love reading both parts.

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• I Am Enough

  2018

  by Byers, Grace

  Poetic affirmation of loving yourself, exactly the way your are!

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• One Minute till Bedtime: 60-Second Poems to Send You off to Sleep

  2016

  Lots of great poets contributed to this compendium of short poems, many of which will help send little ones off to sleep.

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• Mother Goose: Numbers on the Loose

  2007

  by Dillon, Leo

  Beautifully illustrated collection of well-known and not-so-well-known nursery rhymes. Bonus: includes lots of counting opportunities to share.

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• Kiyoshi’s Walk

  2020

  by Karlins, Mark

  A neighborhood walk unleashes the power of poetry.

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• A Great Big Cuddle: Poems for the Very Young

  2015

  by Rosen, Michael

  Silly nonsense poems that are joyful and bouncy!

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• Fresh-Picked Poetry: A Day at the Farmers’ Market

  2017

  by Schaub, Michelle

  Different kinds of poetry capture the feel of a summer morning at a farmer’s market.

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• Truckery Rhymes

  2009

  by Scieszka, Jon

  Fun nursery rhyme collection for fans of trucks and other things that go-go-go!

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• We Sang You Home

  2016

  by Van Camp, Richard

  Poems about the joys and wonder of having a new baby in the house.

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Introducing poetry to children | Material:

Introducing poetry to children

Acquaintance of preschool children with poetic works is an integral component of the educational work of the kindergarten.

Poetic art develops in children the aesthetic perception of the text, a sense of harmony, beauty, fantasy, initiative, brings up artistic taste, the ability to respond emotionally to figurative speaking.

Poetry lays the foundations of spirituality, patriotism, enables the child to perceive the world around him in all its inseparable unity.

For preschoolers, poetry is, first of all, a discovery. Discovery of figurative sounding of a word, poetic rhyme, magic melody, artistic image.

Introducing the little listener to the real sources of high poetry is the main goal of the work of educators. The realization of this goal largely depends on the teacher himself, on his ability to convey the artistic image to the child in an interesting, bright, accessible way, to evoke an emotional response to this image, to reveal the aesthetic qualities of a poetic work.

Preschoolers should not only listen to poems, but also feel them in their hearts. K. Chukovsky called such a process of introducing a child to poetic art “poetic education.”

When to introduce children to poetry?

Acquaintance of children with poetic works can take place not only in the process of special classes, but also individually during short minutes of poetry, in the course of other activities, during preparation for calendar and folk holidays.

Most of the poems that preschoolers learn in kindergarten are memorized. Therefore, their artistic reading by children depends on the pedagogical skill of educators.

A teacher can use some poetic works not only for memorization with preschoolers, but also for familiarizing young listeners with the melody of the sound of a literary word, its imagery and expressiveness.

Children can act out the poetic content of poetic works, stage them.

Memorizing poems with a child helps to develop the skills of correct and clear pronunciation of sounds, words, and phrases.

Methods of introducing children to poetry

Preschool age is considered the most favorable period for the artistic perception of poetry. Preschoolers love to listen and read poetry. They give them a clear advantage over prose works.

In early childhood, when listening to an artistic poetic work, its direct content has no significance for children and remains in the background.

Poems that the teacher introduces to preschoolers should be highly artistic, understandable to children, able to evoke certain emotions in them.

The methodology of work to familiarize preschoolers with poetry has its own characteristics. For younger preschoolers, it is necessary to select poems that are small in volume (4-6 lines), close and accessible in content, rhythmic. They must necessarily have dynamic movement, musical rhyme, convey the full action.

To a greater extent, these requirements are met by poetic works of oral folk art, such as the rhymes “Ladushki-ladushki”, “Magpie-crow”, “There is a horned goat”, songs (“Hare”, “Sleep, dear little son”), chants (“Sun”, “Rain”, “Ladybug”, etc.).

Poetry in the younger group

Acquaintance of preschoolers with poetic works in the first younger group of kindergarten takes place in the process of daily communication. So, while observing natural phenomena, the educator can emphasize their beauty, clarify some features, talk about their properties with the help of a magical artistic word. This is helped by such poems as “Snowflakes” by A. Deruzhinsky, “Bee” by S. Sokolov-Voyush, etc.

Children will be much more interested in those regime moments where poetic works will sound: “I myself”, “The cat is waking up”, etc.

Reading poems

Acquaintance of children with toys can also be accompanied by reading interesting poems.

These include: “Bird”, “Fox”, “Bear” by A. Yakimovich, etc. It is desirable to use the same works for reading during independent games of children with appropriate toys.

An example of artistic reading of a poem by an educator allows him to set the time in artistic and speech activity for a certain emotional contact with children.

And the repeated repetition of a poetic work, which is accompanied by certain actions aimed at determining the main features of the thing, enables the child to visually see what is being told in beautiful figurative words.

So, when reading the poem “My Horse”, looking at the toy is simultaneously accompanied by the word and movements of the educator. The attention of children is directed to identifying parts of the horse’s body, describing its beautiful harness. Such reading directly includes the child in active artistic and speech activity.

Playing techniques in getting acquainted with poetry

The main place in introducing poetry to younger preschoolers belongs to play techniques. The game form of acquaintance with poetic works encourages children to remember them better, and then to recreate them clearly and figuratively. So, before reading the poem by T. Klyashtornaya “The Mistress”, you can create a game situation “Let’s drink Mishka with tea”, and after that, read the verse itself to the children. It is desirable to accompany the reading of N. Galinovskaya’s poem “Lullaby” with a doll game.

After the educator introduces the poem to the children using various techniques, you can call the children, if they so wish, to repeat the poem on their own. When reading a poem to children, the teacher should encourage them to tell further, suggest words or whole lines that the child did not have time to remember.

Artistic and speech classes

Artistic and speech classes for memorizing poems with younger preschoolers are determined by a certain structure. Reading a poem is always accompanied by the performance of active actions.

Poetry, which is memorized with children in the classroom, can be repeated in the morning, in daily activities during the day, during games, while getting acquainted with the outside world, in the classroom of other sections of the program.

Familiarization with poetry in middle groups

Methods and techniques for conducting classes to familiarize children of middle preschool age with poetry are expanding significantly.

Introductory conversations

So, at the beginning of the lessons, it is already possible to conduct an introductory conversation with them. At the same time, the teacher addresses preschoolers with questions that are related to the content of the work, or invites them to recall the relevant events. Here you can also show a picture or a thing about which children will learn a poem.

Such a conversation before reading a poem will provide an opportunity to refer to the child’s own experience, evokes appropriate associations in him.

Thus, when memorizing Y. Kolas’s poem “The Song of Spring”, the teacher remembers with the children what changes have taken place in nature. What interesting and new things did they see in the spring when they went to kindergarten?

Examining reproductions of paintings

You can look at a reproduction of Levitan’s painting “March”, note what signs depicted in this painting tell about the onset of spring. Ask to list them, ask why there have been such changes in nature.

A short talk about the squirrel, the mistress of the forest, will help children to better understand the meaning of the poem “Squirrel” by Y. Pechaly.

During the conversation, the children are asked what forest animals they know. Which of the forest dwellers, more than other sweets, loves nuts?

They offer to describe this animal in such a way that everyone would immediately guess. After such a conversation, the educator reads a poem to the children.

As already noted, in addition to the introductory conversation before reading the poem, you can examine with children a certain thing or toy, living creature or plant.

So, before reciting the poem “Pencils” by S. Sokolov-Voyush, consider children’s drawings that are drawn with multi-colored pencils; before memorizing the poem “Snowdrop” by Deruzhinsky – a bunch of snowdrops.

Game situations and problem tasks

You can start art and speech classes for memorizing poetry in middle preschool age by creating a game situation or solving a problem task.

Game situations

The game form of familiarizing the child with poetic works encourages them to be firmly remembered, and then reproduced figuratively and clearly. For example, before reading Y. Tuwim’s poem “Vegetables”, invite children to play the game “Vegetable Shop”.

The educator himself can buy all the vegetables that are described in the story in this store, and then read the poem to the children.

Problem tasks

A problem question before memorizing the poem “Bunny” by E. Los will make its perception more interesting. Children must answer whether it is possible to see a sunbeam on the wall and things when the sun hides behind a cloud.

Having prepared the children for the perception of the poem, the teacher expressively reads the text, after which an elementary analysis is made.

Questions are put in such a way as to determine whether the child understands the text, as well as in order to reinforce individual words and expressions.

At the same time, it is desirable to include words and expressions from the verse itself in the questions. Then the teacher encourages the children to listen to the poem again and memorize it.

If necessary, the teacher can read the poem again. Then the memorization of poems with the child begins individually, the children themselves read by heart.

The reading of the poem begins with those who remember well. While telling a poem, children can prompt them with individual words and even whole lines, at the same time it is necessary to teach children to tell the work expressively, with intonation.

Memorizing poems with a child or staging during storytelling

On this occasion, it is even desirable to spend time in staging a verse, where the educator reads a poem from the author, and the child performs a certain role in accordance with the content of the poem.

With the further restoration of this poetic work, two children can volunteer. This technique contributes to a more conscious assimilation of the content of the poem, helps to master the appropriate intonation, expressiveness of reading.

Pupils of middle preschool age should be able to reproduce the poem clearly and accurately. At the same time, the teacher directs more attention to the development of their executive skills.

It is necessary to teach preschoolers to control the power of the voice, to convey the meaning of what is read by placing stress, pauses. Children should already be able to notice where the intonation changes and why.

Gestures and facial expressions

Gestures and facial expressions play an equally important role during the reading of a poem. To work them out, you can invite children to convey the content of poetic lines with expressive gestures.

At the same time, the teacher reads a poem, and the child “tells it with his hands”.

Preschoolers find precise and very expressive gestures while reading Russian folk rhymes and songs.

When offering poems for memorization, children of this age should be given the right to choose, taking into account their interests.

So that poems are not forgotten, they must be read more often: at holidays, evenings of rest, short moments of poetry, etc.

Poetry in the life of older preschoolers

Poems with more complex content and larger size are selected for older preschool children.

In order for pupils to perceive the poem more deeply and understand its meaning, the teacher conducts observations of natural phenomena.

So, memorizing poems with a child “Golden Autumn” by S. Novikov prevents children from observing this time of the year, identifying colors, smells, and language.

Before you start memorizing poems with your child R. Borodulin’s Riddles in the Garden, you can see real vegetables. Consideration of pictures with images of animals prevents the memorization of the poem “About a cat and a mouse” by E. Los.

The educator should pay special attention to verses that are rich in poetic expressions and unfamiliar words.

So, in the poem “Autumn is coming” by V. Rabkevich, it is said that “autumn is riding through the field on a pockmarked horse.” Therefore, after reading the poem, you need to ask the children how they understand this expression. Why does autumn ride on a “pockmarked horse”? Overwhelmed with impressions, children will become interested in verse, its poetic images will become close and understandable to them.

After the first reading with the children, certain words and phrases are clarified. After re-reading, they conduct a conversation on the content of the poem.

The educator warns that children will learn the poem by heart and therefore it is necessary to listen to it carefully. She reads the text one more time, and then calls the children one by one to repeat the poem.

Choral memorization of poems with a child in kindergarten is not recommended.

Older children quickly memorize a poem, but do not always consciously assimilate its content. If a poetic work belongs to lyrics, then the nature of the verification of its perception will have its own characteristics.

Acquaintance of children with landscape lyrics

For example, if this is landscape lyrics, then it would be right to help children see, feel and remember the picture that the poet created, the state of nature, which is displayed in poetic lines, feel the melody, music of the verse, its mood, determine the personal mood when reading the poem. At the same time, it is very important to pay attention to the figurative language in which the poems are written, to their rhythm.

In this case, you can advise the child to draw what he imagined while reading the poem. “Oral drawing” is very useful. So, children are offered to remember and orally draw their ideas of those visions of nature that are described in the verse.

Humor in verse

Separately, it is necessary to dwell on the perception of humorous poetic works by preschoolers. The teacher should draw the attention of the children to the funny lines in the text, but not engage in their detailed explanation. What is funny, cheerful is accepted not by logic, not by analysis, but by a special sense, a sense of humor.

If the teacher still tries to explain such works, then the funny ceases to be funny. For a preschooler, all humorous works, first of all, are a kind of verbal game, the rules of which are determined by the very purpose of the verse.

Memorizing poems with a child – how to teach?

At senior preschool age, when playing a poem, the child reads it from beginning to end. The teacher only prompts individual words or puts leading questions up to those words that the child forgets.

For example, memorizing poems with a child by N. Gilevich “Our Mother” you can help tell the poem with the help of the following questions: “How did mother take care of us?”, “What did she teach to speak in her native language?”

Imitating the teacher, children learn to read expressively, with the appropriate intonation.

The teacher can explain to preschoolers how to read certain parts of the verse, sometimes with tenderness, with tenderness, sometimes with a special intonation.

Role-play reading

Senior preschoolers read role-play texts and act them out.

After memorizing the poem, the educator distributes roles among the children and explains to them when and what part of the verse should be read. Role-playing develops the child’s attention, makes him follow the text.

Children of senior preschool age can get acquainted with several poems by different authors on one close topic in one lesson. At the same time, one verse is memorized from memory, while others are simply read with their subsequent artistic analysis.

It is very interesting for children to find in different verses the words by which poets convey the same events, to compare, contrast them with each other.

Every teacher faces difficulties in memorizing poetry. If it is intended for matinees, then the easiest option is to give it away, let them teach with their parents.

And most often with this approach there is neither clarity, nor intonation, nor the beauty of poetry and words.

How is memorization of poems carried out in the senior and preparatory groups?

Didactic games like “Find a word that sounds similar” are held both as part of classes and in free time. Before the text sounds, you need to explain unfamiliar words.

On the example of Y. Kolas’s poem “The Coming of Winter” we will try to show a simple method of memorizing a poem.

You can start playing the game “Find a similar sounding word” already in a week, for example: matu – cotton wool, spirit – fluff, sleigh – Vane and other phrases.

Then one morning or evening, when a snowstorm howls outside the window, frost on the windows, which are described in the poem, you draw the attention of the children to this.

And again, not immediately: “Look, the frost left traces.” Let them see for themselves without electric light, look out the window at the street, while you yourself quietly read one or two lines: “Close the house tightly so that the cold does not blow. Snow lies like a sea, like a white ocean, doesn’t it?

Walk around showing that white ocean of snow. On a sheet of paper, children freely apply strokes, and you prompt: “Draw both along and across!” Or call the children to you not just: “Come here,” but joyfully: “Come here!” This is how children learn new words.

And now it’s time to listen to a poem about winter. You are reading, and half of the words are familiar. You only need to establish logical connections.

Educator: “Why do you need to tightly close the house? So that . .. “The children finish saying:” So that the cold does not blow. If the lyrics are not a line of poetry, then read it so that the children hear the author’s word. And echoed again. The game is called “Echo”. The teacher reads the line, and the children repeat.

Then the content is analyzed, but not by standard questions, but by focusing on emotional perception: “Did you hear what I read to you, or did you see it?

What did you want to do when I read the lines? What music should sound when we listened to a poem? Cheerful, frozen, angry, fantastic? Let the children think and express themselves.

Then the poem is read in full, the teacher allows those who want to draw whatever they like in the verse. But it will be a secret. Nobody shows anyone. Children draw.

If there is a simple language in the poem, then the children perform the reading in roles at will. It has been noticed that most likely children memorize texts in roles or in games when they read the text and help with movements. One or two times – and the text is studied.

Random memorization of verses with a child

Memorization of verses with a child or a group of children takes place arbitrarily. Children can negotiate, even play, and then the teacher allows them to look at the pictures and guess which line is shown and how it sounds in the poem. The rest of the kids help out. You don’t have to make sure everyone says the verse.

Project “Poetry for Children” to introduce children of primary preschool age to fiction | Fiction project (junior group):

CHILDREN’S INSTITUTION HELL OF COMBINED TYPE No. 3 “FIREFLY”

(MBDO No. 3)

155043, Ivanovo region, Teikovo, Molodezhnaya st., 12A,

tel. 8(4932)-92-96-64, 8-963-152-96-64, e-mail: [email protected]

TIN 3704002708 KPP 370401001

Project

“Poetry for Children”

for the involvement of children

90 002 junior preschool age

to fiction

Developed by:

E. Yu. Mikhailichenko

Teikovo

2019

Type of project: educational and creative.

Project duration: mid-term

Project participants: children of the second junior group of kindergarten (4-5 years old),

9000 2 . . . parents of pupils.

Educational area: Cognitive,

speech,

artistic and aesthetic,

social and communicative development.

Relevance of the project:

– Memorizing poems broadens the horizons of the child, enriches the vocabulary;

– Develops the skills of pronunciation of sounds in words and phrases;

– Develops auditory attention, memorization abilities, sense of rhythm and rhyme.

Objectives:

– Formation of a valuable attitude to the book among preschoolers through cognitive and creative activities;

– Introducing children to the world of culture and cultivating artistic taste through the formation of children’s interest in poetry, the ability to expressively read poetry;

– Education of aesthetic taste;

– Continue to develop a respect for books.

Tasks:

– Raise interest in poetry, develop the ability for a holistic perception of poetic works, ensure the assimilation of the content of works and emotional responsiveness to it;

– To form initial ideas about the features of a poetic work, about its specific features, about composition, about the simplest elements of imagery in the language;

– To cultivate literary and artistic taste, the ability to understand and feel the mood of a poetic work;

– Capture the musicality, sonority, rhythm, beauty and poetry of works; develop a poetic ear.

Expected results:

– Children improve their speech skills, the ability to pronounce full sentences;

– Children will enrich and activate the vocabulary;

– Learn to understand the idea of ​​the poem about who did a good deed and who did a bad one.

– There will be an interest in poetry, a desire to tell them with a natural intonation, loudly enough.

– Poems will teach children the skills of a culture of behavior: to be polite, kind, disciplined. 

– To involve parents in the life of the kindergarten, to actively introduce children to fiction and poetry.

Stages of work:

1. Preparatory stage:

– Definition of the goals and objectives of the project.

– Selection of riddles, proverbs and poems about the book.

– Selection of methodological literature, fiction for reading, audio recordings, table theater set.

– Selection of information and literature for compiling a card index “Poetry for children”.

– Drawing up an action plan for the implementation of the project.

2. Milestone:

Work with children:

– Exhibition of favorite books;

– Conversation with children on the topic: “Different books are needed, different books are important”;

– Examination of illustrations for poems;

– Draw your favorite characters;

– We introduce children to poems about books;

– Reading poems by children’s poets;

– Replenishment of the corner “Knizhkin House”;

– Repair of books;

– Making bookmarks for books;

– Dramatization of the poem “Fly-Tsokotuha”

– Drawing up a card index “Poetry for children”

Work with parents:

– Conversation on the topic: “Reading together”;

– Consultations for parents: “Knizhkin hospital”.