Л. В. Зімакова, L. V. Zimakova


The article lights capabilities of modern children's literature in the communicative-speech development of children of early and preschool age on the theoretical and practical level. It is noted that the success of domestic linguodidactics models of preschool education depends on the successful combination of linguistic and communicative approaches to education of linguistic personality of the child. It has been proposed to consider a research problem under the angle of creating a "communicative-speech field”, agents of which are a book, a teacher and a child. The functioning of the model of pedagogical communicational and informational fields is associated with the characteristics of modern children's books, a set of personality-oriented pedagogical tools and emotional age and speech opportunities of the child. A modern book has a different typology, content and architecture (shape, material, structure) that allows it to compete with other sources of information. The article defines the important stages of the communicative speech-related activities by reading books to the child, tools of attracting the child to them: by form, by content or actions from the book; intriguing by united activities and by information, motivation, stimulation, "infection" by positive emotions; by word-building activities, things like that. The role of teacher is decisive while considering the personality of the child and ability to use the necessary techniques of strengthening and supporting the communicative speech activity of the child with the book.

Key words: modern children's book, communication, language, development, activities, communicative and linguistic field.


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