STUDY OF METHODS AND APPROACHES ESTABLISHED IN PEDAGOGICAL PRACTICE FOR WORKING WITH A LYRICAL WORK IN KINDERGARTEN AND PRIMARY SCHOOL

Abstract

The present article presents a survey and theoretical study of the methods and methodological approaches
established in pedagogical practice for working with a lyrical work in kindergarten and primary school. After the
analysis of the obtained results, we looked for an answer to the question: Which of the methods and techniques used,
when perceiving and analyzing a literary work in kindergarten, contribute to the greatest extent to the construction
of continuity between literary education in preschool and primary school age? The results of the survey showed that
in order to introduce children to the theme of the work and to create an appropriate emotional attitude to prepare the
overall artistic perception of the work, children's teachers use a variety of methods and methodological approaches.
The same variety of methods was found at the stage of perception and analysis of a lyric work, and, like the teachers
at the elementary stage, the most significant of all methods turned out to be the teacher's reading. Often, in school
practice, the poem is examined in detail - verse by verse, which destroys the overall artistic fabric of the work.
Excessive fragmentation of the text also makes it difficult for children of preschool age, where the teacher reads
excerpts from the work and asks questions about them. In the overly fragmented analysis, the paintings, which
usually consist of several verses, cannot be perceived in depth. As the main difference between the two educational
levels, the more in-depth observation and discussion on the content of the text in the initial stage, as well as the
disclosure of the ideological and emotional content of the work through different types of reading - selective,
expressive, by roles, can be indicated. In elementary school, the aim is not to build performers of the artistic word,
but good readers, capable of expressing through their reading the emotional subtext of the work in such a way as to
convey to those who listen to them the idea of the work, the attitude of the author to the depicted, as well as the
emotional coloring of the poem. In addition, while children of preschool age most often recite the poem on behalf of
the lyrical character, in elementary school it is important for young students to understand that expressive reading
involves expressing the attitude of the author, not the lyrical character. All described methods and techniques for
working with a lyrical work in kindergarten have their natural continuation and upgrade in elementary school. Both
the professional competence of the teachers and their proven effectiveness in the artistic perception and re-creation
of the lyrical work are important for their confirmation in the pedagogical practice, and last but not least in the
development of the reading technique of young students.