Background. Perception of fiction is one of the types of children’s activities that allows solving problems of speech, social and communicative, cognitive, artistic and aesthetic development of the child. Reading fiction can be considered as an activity, as well as a special kind of cultural practice aimed at enriching children’s independent activities. The variety of tasks related to working with a book and options for solving them require studying the current state of organizing classes on the perception of fiction in kindergarten.
Objective. To identify modern features of organizing classes on the perception of fiction by preschoolers based on the materials of the competitions “Reading Bianki” for teachers of kindergartens in the Ivanovo region.
Sample. The study involved 143 teachers of preschool organizations in 15 municipal districts of the Ivanovo region. 116 works of participants in the regional competition were analyzed.
Methods. The analysis of video recordings of classes and the study of competition works were used as research methods.
Results. There is a general tendency to overload educational activities with game techniques and surprise moments, as well as a desire to replace the discussion of a literary work with its retelling, game and productive activities. It has been established that teachers are not always able to determine the values and meanings laid down by the author of the work and promote their understanding by children. Based on the analysis of the contestants’ materials, the main types of questions used in the discussion of a literary work are highlighted.
Conclusions. Among the features of competitive (open) classes, it is noted that in most cases, additional activities do not contribute to children’s understanding of the meaning of a literary work, but are aimed at memorizing it or are conditionally related to the theme of a fairy tale or story. It has been revealed that with a serious approach to preparing the external design of classes, teachers do not pay attention to the substantive side of organizing developmental communication with children, maintaining a dialogue and helping to discover the meaning of a literary work.