Poetry preschool: My First Poems: 12 Great Poetry Books for Kids Ages 0 – 4
Poems — Preschool Poets
Sit down, world
so you don’t have tornadoes.
Trees, color your leaves.
Relax, people. Go to sleep.
Relax, wolves. Lay down by the trees.
Relax, bullets from guns.
Stop shooting people.
Fire, eat wood.
Poem About All Different Things
The tallest thing in the world
is a elephant’s trunk all the way to the sky.
The strongest thing in the world
is a strong dinosaur that eats tigers and elephants and people.
The bumpiest thing in the world
is a trampoline with ten thousand hundred frogs on it.
The loosest thing in the world
is that you have a loose tooth in your mouth and you can’t find it.
The ugliest thing in the world
is someone’s in your face and it looks ugly.
The easiest thing in the world
is playing a game that is so easy, you can’t do it.
The hardest thing in the world
is someone throws a rock on your forehead.
The loneliest thing in the world
is that you don’t have no friends and you’re crying in your house.
The softest thing in the world
is a cozy bear in the bed with a fake puppet.
This new year, I will still be five.
A five-year-old knows his letters.
This new day, I wish I had a new name.
I wish my new name was J-Money.
If my name was J-Money I would play with dollars.
I would play with my brother outside in a field
and tell his friends I got a new name.
This new day, goodbye.
Sometimes I wanna be a superhero.
Sometimes I wanna fly up high.
And through the clouds!
I would like to kick!
‘Cause that’s what a supergirl does.
Sometimes I like to pretend I’m in ice
and my hands and my feet
’cause ice makes you do nothing!
A Poem Play
The moms and dads take a nap
and then they go to work
and then they make dinner
and then they watch Netflix.
The moms and dads have two jobs.
They can’t come home ’cause their kids are teenagers now
and they can’t come home ’cause they work a double.
The moms and dads and their kids go in a big, big hot tub.
They stay there … mmmm …
The Old Snake Went to Sleep on the Grass
The old snake been playing in the backyard.
The old snake been swirling, swirling, swirling.
The old snake is a grandpa.
Has 14 grandsons.
That’s a lot of grandsons.
The old snake been playing in the backyard
They twist and turned
into purple, blue, and brown.
Mr. Grumpy, Mr. CRumpy, and Mr. Bumpy
Sometimes I like to play with bubbles.
When I miss a bubble, it goes by itself
all the way in the sky.
Sometimes me and my mommy throw snowballs at each other.
Sometimes I play with my grandma.
Sometimes I watch a movie with my grandma.
It feels like a big explosion
when I miss my grandma
when she goes to the doctor.
My brain goes like the ocean.
Then I feel like a big mommy-sister.
You play outside in the sun.
You climb on climbing things in the sun.
The sun looks at you outside.
It comes down and play with you.
The sun says, “I want to play with you.”
I want to say to the sun,
“This might shock you.
I love you.”
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.
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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
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Environment: Poems for Kids
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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
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Food: Poems for Kids
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Friendship: Poems for Kids
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Graduation: Poems for Kids
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Halloween: Poems for Kids
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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
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Hope: Poems for Kids
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Humor: Poems for Kids
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Immigration: Poems for Kids
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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
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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.
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Read the following poems about politics, elections, and government by poets like Elizabeth Alexander, Richard Blanco, Allison Adelle Hedge Coke, and more.
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Spring: Poems for Kids
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Summer: Poems for Kids
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Technology: Poems for Kids
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Valentine’s Day: Poems for Kids
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Poetry in the speech development of preschoolers | Preschool education
Author: Burmistrova Tatyana Leibovna
Organization: GBOU School No. 17 DO No. 3
“Read poetry to children. Let their ear become accustomed to the harmony of the Russian word, and let their heart
be filled with a sense of grace. Let poetry act on them like music”
VG Belinsky .
At present, the speech development of preschool children requires special attention from teachers, as many problems have arisen in connection with this. There are various methods, techniques and forms of work in this area. And, of course, children’s fiction and, in particular, poetry, plays a huge role in the speech development of a preschooler.
Teachers , dealing with the problems of methods of speech development noted the positive influence of poetry on the development of a child’s speech . So, Natalya Anatolyevna Starodubova in her work “ Theory and Methods of the development of speech of preschoolers ” notes that “a poetic work has a huge impact on children: it sharpens the senses, contributes to a more emotional perception of the content of the work; reveals the richness of intonations and sound composition of the word; develops sense of rhythm and rhymes, creative imagination, humor, helps to see and express in words the impression of the multi-colored surrounding world, teaches you to love a bright, well-aimed word.
Poetic speech is colorful, saturated with vivid images, phonetically rich. Children feel and love poetry.
Learning poems is of great benefit for preschoolers , as memory develops, horizons expand, speech is formed, vocabulary is replenished, the cultural level of the child is replenished.
Each time I wondered how I could best develop children’s interest in poetry. After all, a number of factors influence the memorization and reproduction of a poetic text: the content of the work and its form, as well as the individual characteristics of the child, in particular the degree of development of poetic hearing.
One of the most important factors, in my opinion, is the systematic and accustoming children to listen and read poetry constantly, as well as the quality of the artistic performance of the poem by adults. I think that first of all, it is necessary to evoke an emotional response in children when they first listen to a poem. Before reading a poem to children, I must feel the text myself in order to find the right tone, intonation of the poetic text.
The process of memorizing a poem is closely related to the child’s motivation: for example, the child knows that he will read a poem at a party or prepare for a reading competition, or to read a new poem to mom or dad. Thus, I came to the conclusion that the nature of memorization depends on the interests, on the will and striving of the memorizing child.
But not all children memorize verses with equal interest and equally quickly. Some children memorize the same poem quickly, others only a part of the text, and sometimes separate lines or stanzas, and only if the text is repeated many times. Some children, having memorized part of the text, change the words in the line during its reproduction, rearrange the syllables in the words, which is an indicator of a poorly developed poetic ear.
During a number of years of working with children, I came to the conclusion that one of the best ways to memorize are game movements, reading in faces, dramatization of poems. So, for example, when dramatizing the poem by S. Mikhalkov “What do you have?” we distributed the roles according to the wishes of the children, including children who poorly memorize the text were included. Then, as the child mastered one role, we offered him another role of his choice. So all the children memorized the whole poem. The collective performance of some verses, reading them in person, both in a group and at a children’s holiday, brings children together, creates a community of joyful experiences. Collectively pronounced individual remarks and quatrains make you listen well to reading in order to reproduce exactly those lines or stanzas that correspond to the nature of the role they perform. What is important here is not the mechanical reproduction of the entire text, but selective reproduction. This contributes to the development of voluntary attention. The change of sounds – the voices of an adult and the voices of children – also contributes to increased voluntary attention and better memorization. Children with great interest participate in collective reading.
Thus, I came to the conclusion that the collectivity of aesthetic experiences contributes to the desire to read poetry in all children of the group, including shy and silent children.
Poetic texts help to enhance impressions and bring up the right attitude to social life or natural phenomena, both in the process of organized educational activities and in the process of regime moments. Poems affect the child more than ordinary speech. The images that are given in poetic form are known to the child more deeply. Reading poems to children and showing them appropriate illustrations, I try to organize the pedagogical process in such a way that children understand the artistic image.
A deeper effect of a poem on a child is helped by preparing children for a better perception of it: looking at illustrations, videos, showing toys, etc. A preliminary explanation of incomprehensible words is advisable only if the incomprehensible word interferes with the perception of the meaning of the poem.
The work that needs to be done after reading the poem is also essential. For a more conscious perception, it is sometimes advisable to discuss what was read not immediately after reading, but after some time. An even deeper perception of the idea of the poem is helped by drawing on the plot of this work.
How can we tell if a child is reading a poem expressively? What is expressive reading for children? It is believed that such reading is called expressive, which quite clearly and distinctly conveys not only thoughts, but also feelings expressed in the work. Children’s reading becomes expressive when the child is taught to realize, understand the meaning of what is being read. When he hears the expressive reading of adults, when he is being created, they form an interest in reading.
Correct intonations help the expressive transmission of the thought of the poem. In order to correctly convey the intonation in a poetic work, it is necessary to feel, understand and determine the character of the characters very well. Correct intonation enhances the attention of the child, makes him feel better, deeper and comprehend the image of the work.
The expressiveness of reading also largely depends on how correctly the child makes stresses , maintains the necessary pauses .
Means that make reading expressive also include facial expressions and gestures . The facial expressions of the reading child should express naturalness, utmost restraint, combined with a personal attitude to the work. It is believed that gestures can be resorted to in rare cases. Teaching a child expressive reading should not be an artificial training and become an end in itself.
Clear and pure pronunciation of sounds and words is also a necessary prerequisite for the formation of expressive speech.
Thus, in the process of directly educational activities in regime moments, play activities, in order to obtain positive results in the speech development of children by means of poetry, the following tasks were solved:
I pay special attention to the choice of poetic texts for holidays, competitions, dramatizations. I try to make the texts clear and interesting in content.
It is important for us that children take an active part in the activities of the preschool, so that children not only memorize and read poems, but also would like to be heard. Teaching a child’s ear to poetry is the main task of such holidays.
In conclusion, I would like to quote the words of Vasily Aleksandrovich Sukhomlinsky “Giving a child the joy of poetic inspiration, awakening a living spring of poetic creativity in his heart is as important as teaching him to read and solve problems.”
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Features of the perception of poems by children of preschool age
“Read poetry to children, let their ears become accustomed to the harmony of the Russian word, let their hearts be filled with a sense of grace, let poetry affect them just like music does.” VG Belinsky
Children’s poetry is a poetic, rhythmically organized speech, including works of an epic, lyrical, lyrical epic, dramatic nature, addressed not only to the mind of the little reader, but also to his feelings .
The desire for poetry arises in children very early. It is no coincidence that the first children’s books were collections of nursery rhymes, poems, and songs. The freedom of children’s associations and attitudes draws children to poetry subconsciously. Although it is imperceptible at first glance, the role of poetry in the life of a child is very important, because it is with consonant lines that our communication with him begins. Rhymes create a sense of orderliness, harmony of speech, peace. The musicality of children’s poems is their undoubted merit. Poetry for kids helps to “tune the soul” to the perception of high feelings.
The relevance of the topic is determined by the fact that it is with poems that a child begins to get acquainted with fiction. Poetry today is the most important means of forming a child’s primary figurative idea of the world, educating him of aesthetic taste, mastering the laws of language. Works written in poetic form are easier to understand.
According to the federal state educational standard for preschool education: the manifestation of interest in poetry, as a social and normative age characteristic of the child’s possible achievements, is one of the targets of preschool education. The use of poems in the educational process helps in the development of the child’s speech, enriches his passive and active vocabulary. Among the many important tasks of educating and educating preschool children in kindergarten, teaching the native language, developing speech, speech communication is one of the main ones. This general task consists of a number of special, particular tasks, including the cultivation of interest in the artistic word. That is why the problem of forming interest in poetry is relevant .
The perception of a literary work is a complex creative process, mediated by all the life, aesthetic, reading and emotional experience of the listener, it has a number of features that are characteristic of a person’s perception of the surrounding world in all its complexity and, in particular, the perception of works of any kind of art. This is, first of all, its integrity, activity and creative character.
Perception is an active activity in which positive motivation, need and interest play a huge role. The purpose of this activity is to create an adequate picture of the reality surrounding a person, both given to him directly and refracted in the minds of the authors of works of art. Knowledge of the surrounding world and mastery of the values of spiritual culture are necessary for each person not only in themselves, but also for practical use, for interaction with the environment and, finally, to satisfy their needs.
One of the characteristics of the perception of a literary work by children is empathy with the characters. Perception is extremely active. The child puts himself in the place of the hero, mentally acts, fights with his enemies. At puppet theater performances, children sometimes intervene in events, try to help the hero, prompt the characters in chorus what not to do. E.A. Flerina also noted such a feature as the naivety of children’s perception: children do not like a bad end, the hero must be lucky (kids do not want even a stupid mouse to be eaten by a cat).
Numerous studies in the field of pedagogy and psychology have been devoted to the study of the problem of the characteristics of perception in childhood. Domestic psychologists L.S. Vygotsky, L.M. Gurovich, A.V. Zaporozhets, A.N. Leontiev, T.A. Repin, S.L. Rubinstein, B.M. Teplov, P.M. Yakobson et al. in their scientific works convincingly proved that children of preschool age can perceive works of art and their elementary aesthetic evaluation .
From their point of view, children are able to perceive not only the content of works, but also means of expression. Moreover, the perception of the poetic image is emotionally rich in nature, the child, with the spontaneity inherent in his age, takes part in the actions of the characters, experiencing their joys and sorrows.
The age-related dynamics of understanding a poetic work can be represented as a kind of path from empathy with a specific character, sympathy for him to understanding the author’s position and further to a generalized perception of the artistic world and awareness of one’s attitude towards it, to understanding the influence of the work on one’s personal attitudes.
The level of perception of a poetic work by a child is established on the basis of an analysis of the results of reading activity. The difficulty in determining the level of perception of a work is determined both by its originality and originality, the possibility of their different interpretations, and the complexity of the perception process, the need to take into account its different aspects, and above all emotions, imagination, thinking and age. The main criterion for determining the level of perception of a work is the degree of figurative concretization and figurative generalization. This criterion, put forward by N.D. Moldavian, takes into account the ability to perceive the artistic image in the unity of the concrete and the abstract, the individual and the typical. Figurative concretization is understood as the reader’s ability to recreate a complete image in his imagination on the basis of artistic details. Figurative generalization suggests that in a specific picture of human life described by the authors, the reader sees a generalized meaning, a problem posed in the work . O.I. Nikiforova identified the following levels of perception of a poetic work: the first stage is the direct perception of the work, that is, the reproduction and experience of the images of the work. At this stage, the leading role is played by the imagination, the work is perceived by the “heart”, and then by the mind. The second stage is understanding the content of the work. Thinking becomes the leader, and since it operates with what was emotionally experienced, it does not reflect the emotional perception of the work, but deepens it. The third is the influence of fiction on the child’s personality as the end result of the perception of works of art .
A child’s poetic perception develops and improves throughout preschool age. Based on the generalization of scientific data and his own research, L. M. Gurovich examines the age-related characteristics of the perception of a literary work by preschoolers, distinguishing two periods in their aesthetic development: from two to five years, when the baby does not clearly separate life from art, and after five years, when art, including the art of the word, becomes valuable in itself for the child.
Memorizing poems at different age stages has its own characteristics.
At younger preschool age, short nursery rhymes and poems are used for memorization (A. Barto “Toys”; E. Blaginina “Spark”; D. Kharms “Ship”, etc.). They describe well-known toys, animals, children. In terms of volume, these are quatrains, they are understandable in content, simple in composition, the rhythm is dancing, cheerful, with a pronounced rhyme. Often there is a moment of game action. These features of poetry facilitate the process of memorization. The presence of game moments, a small amount of verses make it possible to often repeat the text and use game techniques in the process of memorizing verses. Since children under four years of age have not yet developed the ability to arbitrarily memorize, the task of memorizing a poem is not set in the classroom. At the same time, poems are memorized in the process of repeated reading. The teacher repeats the text several times (5–6) using different techniques. Reading is complemented by play activities that children perform.
At the middle preschool age, work continues on cultivating interest in poetry, the desire to memorize and expressively read poetry, using natural intonations. Memorization of poems is carried out as a special lesson or as part of it, where the task is to memorize the work. Poems that are more complex in content and form are recommended, the volume is increasing (E. Blaginina “Mother’s Day”, “Do not interfere with my work”; S. Marshak “The Ball”, etc.).
The method of memorization becomes more complicated, a single lesson grid for the middle and senior groups, discussed above, is introduced. Of course, the duration of the lesson, the content and form of analysis, and the methods of teaching expressive reading at each age stage differ. In the middle group, especially at the beginning of the year, playing techniques occupy a large place; visual material is used. The older the children, the more it is necessary to rely on the understanding and conscious development of memorization and expressive reading techniques. When reading a poem in the middle group, in a brief analysis, you can draw the attention of children to artistic images, elements of comparison, metaphors, epithets (in E. Serova’s poem “Dandelion” – figurative epithets: white-headed dandelion, fragrant wind, fluffy flower).
At senior preschool age, the ability to meaningfully, distinctly, clearly and expressively recite poems by heart is improved, showing initiative and independence. Poems that are quite complex in content and artistic means are recommended for memorization (A. S. Pushkin “Spruce grows in front of the palace”; I. Surikov “Winter”; E. Blaginina “Let’s sit in silence”; E. Serova “Forget-me-nots”; S. Yesenin “White Birch”). In the preparatory group for school, the fables of I. A. Krylov “Dragonfly and Ant”, “Crow and Fox”, “Swan, Cancer and Pike” are given for memorization. The teaching methods are basically the same as in the middle group, but for better reproduction, children are helped to create a poetic mood, to imagine pictures of nature or circumstances to which verses are dedicated.
Preparatory work is of great importance at this age, providing a full perception of the work. The lesson is complicated by a deeper analysis of the verses. At the same time, one should not get carried away with the work of comprehending a poetic text. This reduces the artistic image, its impact on children’s emotions. The aesthetic impact is also reduced when explaining figurative expressions. The humor cannot be explained either. Poetry cannot be approached only from the cognitive side, forgetting about the power of charm that lies in the art form. Two sides are considered in the poem: the content of the artistic image and the poetic form (musicality, rhythm). It is necessary to teach the child to understand and perceive these two sides in their unity . Thus, the memorization and reproduction of verses is influenced by the following factors: psychological age-related features of assimilation and memorization of material; the content and form of the poem; quality of expressive reading of adults; techniques used in the classroom; individual characteristics of children.
The main task of an educator is to instill in children a love for the literary word, respect for the book. And for this it is necessary to draw the attention of children not only to the content, but also to the expressive means of the language of the poem and other works of fiction. Gradually, children develop a selective attitude towards literary works, an artistic taste is formed, and all subsequent acquaintances with a huge literary heritage will be based on the foundation that we lay in preschool childhood. Poems with bright, specific images are easier to remember, since the child’s thinking is figurative. Perceiving the poem, children mentally “draw” its content. The nature of memorization is positively influenced by interest in the content of the poem. Fast memorization depends on the setting for memorization, motivation (what is it for?). Poetry memorization includes two interconnected processes: listening to a poetic work and reproducing it.
Memorizing poetry is a great exercise for the brain. If, during lessons with logical toys, the left hemisphere of the brain works hard, then in the case of memorizing poems, not only the right hemisphere is active, but the entire brain. Scientists have long proved that a child who knows a lot of poetry in early childhood demonstrates better indicators of intellectual development than peers in later life .
References and references:
Alekseeva, M.M. Methods for the development of speech and teaching the native language of preschoolers: textbook. allowance for students Wednesdays. ped. textbook institutions / M. M. Alekseeva, V. I. Yashina. – Moscow: Ed. center “Academy”, 1997. – 399 p.
Alyabyeva, E.A. How to teach a child to memorize poetry: a method. allowance / E. A. Alyabyeva. – M .: TC “Sphere”, 2010. – 96 p.
Borodich, A.M. Methods for the development of children’s speech: Proc. Allowance / A.M. Borodich. – 2nd ed. – M.: Enlightenment, 2001. – 255 p.
Korst, N.O. Questions of analysis of works of art / Ed. prof. N. O. Korsta. – Moscow.: Enlightenment, 1969. – 284 p.
Karpinskaya, N.S. The development of children’s creative abilities in the process of teaching them expressive reading by heart, storytelling / comp. MM. Alekseeva, V.I. Yashina // Reader on the theory and methodology of the development of speech of preschool children. – M.: Academy, 2000. – S. 520-530.
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