Presentations reading mom in kindergarten. Reading mom-reading family project. Productive activities of children

Project

≪ READING MOM

General experiences and general reflections of a confessional nature are the best bonds of a family. Time will pass, the child will become an adult. They will forget the authors and stories, but the bewitching voice of the reading mother will remain in the memory of the heart forever and will find a place for itself next to the conscience.

I.I. Tikhomirova

Relevance

The book in the hands of mom is the main educational force, with which neither moral maxims nor the system of punishments and rewards can be compared. What was revealed to the child from the pages of a book read to him by his mother in early childhood becomes a part of him, is forever associated with the warmth of the mother's voice.

Guiding and accompanying the thought and mental movements of children in response to the images they read, mothers developed their creative abilities, awakened natural talent.

Reading a mother is not an easy task. It requires not only patience, effort, time, but also certain skills, knowledge, skills. She demands from the mother:

Reading and pedagogical culture;

Mastering the ways of choosing the best children's books according to the age of the child;

Target:

To ensure the child's right to a reading childhood by reviving the traditions of mothers reading, to form a positive image of a reading mother in society.

To improve the quality of family relationships on the basis of maternal reading - the most important condition for improving the quality of life in general.

Create in the public mind an attractive image of a mother reading to her child.

Tasks:

Educating young mothers about the value of introducing a child to books and reading from infancy.

Formation of the maternal reading repertoire for children of early and preschool age.

Development of comprehensive measures aimed at teaching practical skills of reading aloud to a child and organizing communication on this basis.

Familiarization of mothers with different types of children's literature, taking into account the age stages of the child's development.

Acquaintance with the sources of selection of the best books for reading a child.

Integration of the family with libraries, bookstores and other social institutions for the successful implementation of the child's reading development.

Involving mothers as volunteers for reading aloud to children at preschool educational institutions.

Providing library assistance to mothers reading.

By the composition of the participants: group

By terms of implementation: short-term (from 05.05.2017 - 01.06.2017)

By target installation: practice-oriented

Expected Result

1. Increasing the interest of children and parents in fiction.

2. Revival of the tradition of home reading.

3. Generalization and dissemination of the experience of family education in introducing children to fiction.

4. Increasing the competence of family members in matters of educating a literate reader.

The main content of the project

The modern system of preschool education uses a large number of variable and alternative programs for teaching and educating children. The approaches to the process of education and upbringing of preschoolers are very diverse, but the main goal of these programs is to educate a kind, intelligent, creative person who is able to sensitively relate to people, to the world around him, that is, to lay the foundations of a real person.

Development of the child's personality, his creative abilities;

Introducing children to universal human values;

Formation of creative imagination;

The development of curiosity as the basis of cognitive activity.

For the successful implementation of the project, the tasks that need to be solved in the family and kindergarten were solved.

In family	In kindergarten
daily reading of fiction to children;	daily reading of works of art, conducting conversations on the content of the work, developing the child's ability to express their own opinion about what they read;
use handwritten books and magazines created by children in the home reading process;	introduce children's periodicals into the reading circle;
introduce children's periodicals into the reading circle;	control the process of family reading. Give advice to parents on how to organize family reading;
monitor the selection of children's literature, talk about what they read, about literature, about the benefits of reading;	develop individual literary preferences in children;
to interest children in reading with continuation, to encourage them to retain the content of what they read in their memory;	involve children in creating their own books, handwritten magazines, use them in the process of group reading;
teach the child the correct handling of the book, focus his attention on who created the book, what is the name, who illustrated it;	to intensify the work of the kindergarten library (discussion of individual literary works, exhibitions of books with illustrations by different artists for one literary work);
to create a children's home library, to teach how to use the book and magazine fund of the public children's library;	develop the need for daily communication with fiction, teach children to respect the book, to understand its role in human life;

The project offers a variety of forms, methods and techniques for working with children: preparation for perception by telling individual episodes from the biographies of the writers; retelling of entertaining episodes interrupted at the most interesting place; expressive reading of the parent (educator);

Children are offered a wide range of games:

Role-playing games "Library", "Bookstore", "Bindery";

Games based on read books, quizzes, crosswords;

Games - dramatizations - a child, playing a role as an "artist", independently creates an image using a complex of means of verbal and non-verbal expressiveness. The word is associated with the actions of the characters. In these games, ready-made texts are played;

Theatrical games - dramatizations educate children in the expressiveness of movements and speech, imagination, fantasy, creative independence, the attention of children, visual perception, imitation, as the basis of independence, improves.

In addition, children reflect their impressions of the books they have read in productive activities: sculpting and drawing.

The implementation of the project involves:

Joint activities of parents and children;

Educator-parent interactions;

Interaction of the educator with children;

Interaction of all subjects of the educational process: teachers - children - parents.

Organizational stage.

(first week of the project)

1. To study methodical and pedagogical literature on this topic.

2. Make up notes of educational activities, scripts of literary holidays, quizzes, tournaments.

3. Develop long-term planning for working with children in educational activities and regime moments.

4. Conduct a survey of parents.

5. Develop long-term planning for interaction with parents.

6. Upgrade the development environment. Conduct pedagogical diagnostics with children at the initial stage.

Practical stage.

(second - third week of the project)

1. Introduce long-term planning for working with children in educational activities and regime moments.

2. Introduce new forms of work with children.

3. Implement a long-term plan for interaction with parents.

4. Conduct workshops, consultations for teachers in order to improve professional competence in introducing children to fiction.

5. Conduct workshops, consultations for parents in order to increase psychological and pedagogical competence in educating a literate reader.

6. To control the implementation of the project.

The final stage.

(fourth week of the project)

1. Conduct pedagogical diagnostics of children at the final stage.

2. To process the results of the project implementation.

4. Make a presentation of the project within the framework of the garden competition "Reading mother - reading country".

5.Decorate the exhibition of the competition "Book with your own hands"

Project results

1. Methodical products

The project "Reading Mom - Reading Country" was created, aimed at families raising preschool children;

A long-term plan of interaction with parents to educate a literate reader has been developed;

Developed a long-term plan for working with children in educational; activities and regime moments for introducing children to fiction;

The experience of family education in introducing children to fiction is generalized.

2. Information and practical products

Presentations have been created: “The history of the book; How the book came to us; Detailed biography of the authors in the presentations "

Information (photographs, reports) has been posted on the website of the kindergarten on the Internet;

Creative report on the implementation of the project "Reading Mom - Reading Country";

Publication of the project of work Internet site "Educator of the XXI century"

II. Social impact

Parents:

Family reading traditions are maintained daily;

Increase the child's interest in fiction;

Expand the circle of children's reading by introducing new thematic headings;

Show respect for reading and treat it as a serious and very important and necessary occupation.

Pupils:

Know how to independently select works of art for family reading;

They know how to properly handle a book, conduct conversations about what they have read, analyze the text at an accessible level;

An interest in literature as an art form was formed;

The moral qualities of the child are formed;

The need for daily communication with fiction was developed;

III. Perspective

On the basis of the educational project "Reading Mom - Reading Country", introduce the tradition of introducing preschool children to fiction by holding an annual holiday "Knizhkin iminins".

Literature

1.Gritsenko Z.A. Put your heart on reading - M .: Enlightenment, 2000.

2. Gurovich L.M., Beregovaya L.B., Loginova V.I. Child and book. - M .: Education, 1992.

3. Zhukova G.D. Parents' Meeting on Children's Reading. - M: Russian School Library Association, 2007.

4. Zhukova G.D. Family Reading in the Year of the Family.- M: Russian School Association, 2007

5. Nezhdanova L. I., Kichenko E. A. Working with family and promoting family reading - M .: Education, 1996

6. Feast of books and reading. A collection of scripts to attract children to reading and the ability to work with information. Russian State Children's Library. -M: School Library Reading Support Program.

7. Fiction for preschool children recommended by the organizers of the competition "Reading mother - reading country"

APPLICATION

to the project "Reading Mom - Reading Country"

CONTEST

for preschool children and parents

"Book with your own hands"

Interaction with the kindergarten with the library.

Parents meeting in the preparatory group

"Are we a reading family?"

Productive activity of children.

Photo report

"A reading mother is a reading country."

Fostering a culture of reading is one of the most important tasks. This goal can be reached in many ways. In my work, I try to achieve it by working with the child and with the parents. Books are ships of thought, wandering along the waves of time and carefully carrying their precious cargo from generation to generation. The book is the foundation on which the culture of a nation is built. We children and adults love the book! It helps us to get to know and understand each other better, contributing to the fact that adults' memory of childhood, where they all come from, enlightens, elevates, and for children the path to adulthood was not so thorny. Because childhood inevitably leaves us, and books remain with us forever! The book teaches, heals the soul, fosters taste, forms views. Reading talent is not just a natural gift, but the result of hard work. In fostering a culture of reading in children, one can rely on the entire arsenal of folk wisdom, weaving it into work with the reader. These are proverbs, sayings, riddles on the topics of books, literacy, reading. Instilling in a child a culture of reading, it should be remembered that you yourself are the most important example for him. It is difficult to convince a child of the usefulness and fun of reading if he sees that those around him prefer televisions and computers to books. Reading has been and remains the main means of introducing a child to culture. Therefore, it is so important to develop and maintain in children a love and interest in reading.

Reading Mom Project (1) .docx

Pictures

Municipal autonomous preschool educational institution "Kindergarten number 77" of the urban district, the city of Sterlitamak, Republic of Bashkortostan Project "Reading mother - reading family" HEADS: Azilgareeva Raikhana Rafailievna Ableksanova Gulnara Zufarovna Educators of the MADOU "Kindergarten number 77"

Project "Reading Mom - Reading Family" 2017 As part of the project "Reading Mom and Reading Family" in our kindergarten, a survey of parents "Traditions of Family Reading" was conducted. After analyzing the questionnaires of our group, we came to the conclusion that little time is given to reading in a modern family. Books have replaced television and computers. In order to increase the interest of parents and children in fiction, we prepared and held a parent meeting on the topic: "The value of fiction for the comprehensive development of children." An educator of the highest category took part in it, who told about the importance of a preschooler's speech and held a master class on breathing exercises, finger games with parents, recommended which books to buy and read to children of 34 years old. At the end of the meeting, we read the statement of K. I. Chukovsky "A book for children is really good food, tasty, nutritious, light, contributing to their spiritual growth." And they invited the parents to take part in the project activities "Books are the best friends." Purpose: To help parents realize the value of children's reading as an effective means of education and upbringing of preschoolers. Objectives: 1. To promote the formation of interest in books, works of fiction. 2. To foster the ability to listen and understand works of different genres, to express emotions. 3. Develop elements of creativity, teach to use what you read in other activities (play, productive, in communication). 4. Provide information to parents about the importance of reading fiction books in the development of the child. Working on this project, I wanted to achieve the following results:

1. Increasing the interest of children and parents in fiction. 2. Revival of the tradition of home reading. 3. Generalization and dissemination of the experience of family education in the introduction of children to fiction. 4. Increasing the competence of family members in matters of educating a literate reader. Project type: cognitive, practical and informational. Project participants: children, educator, parents, educator of the highest category, library worker. Terms of completion: November 2016 April 2017 Duration: long term. Stages of the project: 1. Organizational and preparatory (November) 2. Main (December-March) 3. Final (March-April) At the first stage, the following was carried out: 1. Observation of children. Analysis of the problem, accumulation of information. 2. Work with periodicals "Preschool education". "Hoop", "Child in the garden". 3. Questioning parents on the topic of the project, processing personal data. 4. Development of a project on the topic "Books are the best friends" 5. Production by parents of a sub-project, a photo album.

6. Conversations, looking at books, working in the book corner 7. Creative assignments for parents. At the second stage, all the joint work of children, educator and parents. 1 photo: A “book exhibition” was organized in the group, where the children looked at and got acquainted with the book. 2 photos: "Creative workshop", where children drew, sculpted, made applications based on the books they read, and parents and children drew pages from their favorite fairy tales and created from these pages the book "Pages from a Book." ... 3 photos: "the book" got sick ", children love to look at books and reinforce the ability to use them carefully

In the process of implementing the project, we carried out a cycle of direct educational activities to generate interest in works of fiction. We introduced children to fiction using: 4 photos: Theatrical activity; staging of fairy tales, nursery rhymes, showing of theaters

With their help, we created “Books are different” in the group minimums and wrote a mini-essay “A book in the life of my child”.

A pleasant surprise for the children was a meeting with the grandmother of one of the pupils, who works in the library. I also carried out work on the preparation and provision of information for parents on the topic of this project: 1. Consultations for parents “What books should children buy?”, “How to choose a book? ”,“ Good advice so that a child loves books ”,“ Read my mother a fairy tale, or which books are better to be friends with ”,“ What and how to read to a child at home ”. 2. Information "How to organize home reading", "Recommendations for the development of readers' interest", "How to teach a child to take care of books!" years". 3. Memo "How to teach a child to take care of books", "Family and books" 4. Parents' meetings. 5. Creative activity of parents. Third final stage.

There was a quiz on fairy tales with parents and children, where they guessed the names of fairy tales, jointly staged fairy tales, played word games "Say a word" Generalized pedagogical experience We began our work on this topic with the definition of "book culture". According to V.I. Gulchinsky "Book culture is a part of the culture of society, as a historically conditioned public activity for the creation, distribution, consumption and storage of books." Preschool education should ensure the development of the personality of children in various activities. One of them is speech development. It includes: mastery of speech as a means of communication and culture; enrichment of an active vocabulary; development of a coherent, grammatically correct

dialogical and monologic speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature. When monitoring this topic among pupils and their parents, we found that: children have poorly developed speech (they cannot correctly express their thoughts when retelling a work, they do not use epithets, comparisons); there is no interest and need for reading (do not show interest in looking at books, reading (perceiving) books). The book is, first of all, a cultural phenomenon, a collection of cultural ways of perceiving the world of habits and the need for reading. However, at the present stage, a lot of information that is interesting for children comes from cartoons, computer games, and television programs. And the heroes have long been different from their literary prototypes. During a conversation with parents, it was established that the tradition of reading has been lost in families. As a result, children are not interested in the book. Modern children live and develop in the era of informatization and computerization. Increasingly, the first acquaintance of older preschoolers with classical literature occurs through the Internet and television. Therefore, it depends on us, as a teacher, how the preschooler's first "relationship" with the book will develop. To educate the reader as a child, we ourselves must show interest in the book, understand its role in human life, know the books, be able to have an interesting conversation with the child and help to comprehend the work. We not only embody the task of introducing children to the book, generating interest in the reading process in them, but also a deep understanding of the content of the work. We are faced with an important task - each work must be conveyed to children as a work of art, to reveal its intention, to infect the listener with an emotional attitude to the feelings, actions and experiences of the heroes. That is why one of the main directions of my pedagogical activity is to familiarize preschool children with the origins of book culture. Conclusion Fostering a culture of reading is one of the most important tasks. This goal can be reached in many ways. In my work, I try to achieve it by working with the child and with the parents.

Books are ships of thought, wandering along the waves of time and carefully carrying their precious cargo from generation to generation. The book is the foundation on which the culture of a nation is built. We children and adults love the book! It helps us to get to know and understand each other better, contributing to the fact that adults' memory of childhood, where they all come from, enlightens, elevates, and for children the path to adulthood was not so thorny. Because childhood inevitably leaves us, and books remain with us forever! The book teaches, heals the soul, fosters taste, forms views. Reading talent is not just a natural gift, but the result of hard work. In fostering a culture of reading in children, one can rely on the entire arsenal of folk wisdom, weaving it into work with the reader. These are proverbs, sayings, riddles on the topics of books, literacy, reading. Instilling in a child a culture of reading, it should be remembered that you yourself are the most important example for him. It is difficult to convince a child of the usefulness and fun of reading if he sees that those around him prefer televisions and computers to books. Reading has been and remains the main means of introducing a child to culture. Therefore, it is so important to develop and maintain in children a love and interest in reading.

The social project "Reading Family - Reading Nation", which started in 2017 in Yakutsk, went beyond the capital.
Relay and project symbol - wise owl - transferred to the Ministry of Culture and Spiritual Development and representatives of the uluses.
NSsumming up took placein the republican media center.

« Thank you for the mission provided. We will definitely pass this symbol on to those who will implement the project together with us. This is, first of all, the National Library, as well as a library for the blind and visually impaired. I think they will actively pick up the baton", - said the Deputy Minister of Culture and Spiritual Development Vladislav Lyovochkin.

Also, "wise owls" were transferred to members of the Public Chamber, representing the Neryungrinsky, Srednekolymsky, Olekminsky districts and the central regions of Yakutia.

In addition, six Yakutians received diplomas of “Ambassadors for Children's Reading”. This status obliges them to work to promote children's reading in their municipalities. Among them is a children's writer Valentin Egorov, advisor to the head of the republic Tatiana Tarasova, the main initiator of the project Lena Efremova and the school librarian of the city classical gymnasium- Besakaeva Oksana Musabievna - CONGRATULATIONS !!!

The chairman of the RShBA of the Republic of Sakha (Yakutia) - Elena Vladimirovna Gusevskaya also spoke at the round table.
She spoke about the fact that school librarians of the republic are also struggling with the crisis of children's reading. These "fighters of the invisible front" are currently working as leaders not only for children's reading, but also attract mothers to read to their children.
There are about 600 school libraries in the republic.
And teachers-librarians work in them. In recent years, school libraries have been transforming.
From libraries where textbooks and books are issued according to the program, they are turning into centers of culture, education, information, centers of family reading.
It is no coincidence that in the new educational standards (FSES), the library at the school has a role over the subject area in teaching.
Adopted Professional Standard for Education - Where Educational Librarians Play an Important Role!

All school libraries in the republic are working on family reading.

Since 2015, Yakutia has taken up the Russian project "Reading Mom - Reading Country".

How many excellent manuals RSBA has issued to help parents.

This is the magazine "Chitaika" - where the best modern and

Soviet works for children, with a tab for tips for adults (what questions to ask children about the read works).

The book by Irina Ivanovna Tikhomirova "Let's open our hearts to goodness" - a school for developing reading - was written for reading by mothers to children. Short works of Soviet writers on spiritual and moral topics. And questions for each piece are for conversations with children.

We read with mom. Digest of the best competitive works on the topic "Reading mother - reading country"

Compiled by I.I. Tikhomirov. - M .: RShBA, 2016 .-- 232 p. (Professional library of the school librarian: Supplement to the magazine "School library". Series 1; issue 5.) - ISBN 978-5-9908635-2-1

A digest of the best competitive works on the theme of the All-Russian project of the RSBA “Reading Mother - Reading Country”, addressed to help librarians and a wide circle of the parental community, is the development and implementation of interactive programs for teaching parents of preschoolers and schoolchildren the basics of organizing children's reading at home. The digest presents different approaches to understanding the role of the school library in the development of the reading culture of mothers, their awareness and orientation in the field of children's fiction, the formation of skills in reading aloud with the child, the ability to captivate him with a book and reflect on it, taking into account the individual development of the child and his interests ...

The digest included 16 best competitive works performed in the nominations "Family Reading Methodist", "Researcher" and "Educator". Sections of the digest are formed by the compiler on a thematic basis. They selectively represent certain fragments of the competition works, the most significant for educational librarians in theoretical and practical terms. In addition to content novelty, the reader will find in the presented material many interesting statements of great people about the role of books and reading in the lives of children and adults.

Download edition (.pdf)

The world of a child begins with a family. And the reading habit originates, first of all, in the family. A good book in the hands of parents and their child is a good sign that this family will reign reading atmosphere.

Unfortunately, not all parents understand that reading together is not only an awakening of interest in reading, but thanks to reading together, a child from early childhood gets used to the fact that reading is not only necessary, but also very interesting.

I got acquainted with the work experience of the school in Krasnodar No. 32, which became a participant in the All-Russian project "Reading Mom - Reading Country". The project was intended to ensure the child's right to a reading childhood by reviving the traditions of family mother reading, to form a positive image of a reading mother in society. The first in Russia "Reading Mom's Room" was opened in this school. In the mother's room, specially selected works from children's literature are read aloud.

I have developed the Reading Mom project for the pupils of my group. Having conducted a survey of the parents of the pupils, I was convinced that the problem of family reading is becoming especially relevant and significant for children as well. The child grows up surrounded by non-reading adults.

Mom's reading aloud from early childhood acquaints the child with the very process of reading. Family reading contributes to the early and correct development of native speech and is distinguished by a lively contact between the child and the mother, the sound of her voice, accompanied by facial expressions, gestures, as well as the opportunity to ask a question, get an explanation, and have a vital conversation about the book read.

Parents, pupils and the teacher of the group became the participants of the project.

Ways to solve the problem;

1. Selection of visual material and illustrations, equipment, selection of poems and creation of a card index for joint reading.

At this stage of the project, I studied the literature on this problem in detail, and prepared visual material. A card index of poems was developed for joint reading.

2. Preparation of a developing subject-spatial environment in a group.

The next stage in the preparation of the project was the organization of a book exhibition in a group.

3. Attracting parents, inviting them to cooperation, getting to know the goals and objectives of the project;

The parents were interviewed and consulted on this issue. I have developed brochures and leaflets on the topic of the project. A card index with recommended literature was presented to the parents.

4. Implementation of the project.

The implementation of the project began with the joint activities of parents and children. Mothers read to the children at home and came to the group. To determine the most reading mother, reading the family in the rays of the sun and in the baby books, notes were made about the poems read.

The project ended with the production of books by mothers and children, with their favorite poems read.

Increasing the interest of children and parents (legal representatives) in the joint reading of fiction.

Revival of the family reading tradition.

The preschool educational institution has created conditions for organizing joint reading.

I noted that mothers developed an interest and need for reading books to children, which means that all the work done was not in vain. It is planned to continue work in this direction with the creation of the “Reading Mom's Room” in the kindergarten and with the involvement of a wider circle of parents and pupils.

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Master Class. Reading Mom Project

I got acquainted with the experience of the school in Krasnodar No. 32, which became a participantAll-Russian project "Reading mother - reading country". The project was intendedto ensure the child's right to a reading childhood by reviving the traditions of family mother reading, to form a positive image of a reading mother in society.The first in Russia "Reading Mom's Room" was opened in this school. In the roommothers read aloud specially selected works from children's literature.

I have developed project "Reading Mom" for the pupils of their group.Having conducted a survey of the parents of the pupils, I was convinced that the problem of family reading is becoming especially relevant and significant for children as well. The child grows up surrounded by non-reading adults.

Mom's reading aloud from early childhood acquaints the child with the very process of reading. Family reading contributes to the early and correct development of native speech andIt is distinguished by the child's lively contact with the mother, the sound of her voice, accompanied by facial expressions, gestures, as well as the ability to ask a question, get an explanation, and have a vital conversation about the book he has read.

Parents, pupils and the teacher of the group became the participants of the project.

Ways to solve the problem;

Selection of visual material and illustrations, equipment, selection of poems and creation of a card index for joint reading.

At this stage of the project, I studied the literature on this problem in detail, and prepared visual material. A card index of poems was developed for joint reading.

Preparation of a developing subject-spatial environment in a group.

The next stage in the preparation of the project was the organization of a book exhibition in a group.

Attraction of parents, inviting them to cooperation, acquaintance with the goals and objectives of the project;

The parents were interviewed and consulted on this issue. I have developed brochures and leaflets on the topic of the project. A card index with recommended literature was presented to the parents.

Project implementation.

The project ended with the production of books by mothers and children, with their favorite poems read.

5. The effectiveness of the implementation of the technology used.

Increasing the interest of children and parents (legal representatives) in the joint reading of fiction.

Revival of the family reading tradition.

The preschool educational institution has created conditions for organizing joint reading.

General experiences and general reflections
confessional character - the best family ties.
Time will pass, the child will become an adult.
They will forget the authors and stories,
but the enchanting voice of a reading mom
will remain in the memory of the heart forever
and will find a place for himself next to his conscience.

I.I. Tikhomirova

PROJECT INITIATOR AND ORGANIZER:

Association of School Librarians of the Russian World (RSBA)

PROBLEM:

A peculiarity of the crisis of children's reading in the 21st century in Russia is a weak reading environment: a child grows up surrounded by unreadable adults and in the absence of high-quality collections of children's literature in home and school libraries.

PROJECT IDEA:

The project is designed to combine the Russian traditions of attracting people to reading with foreign developments, in particular, with the experience of Chinese teachers in Shanghai, where 15-year-old schoolchildren took 1st place in the international PISA study in terms of reading quality. The secret of their success is in a unique reading program organized in all Shanghai schools, where, in addition to teachers' rooms, parent rooms are open, which are called rooms for mothers. There are reading moms' clubs and classes in psychology and pedagogy of children's reading. Every Friday in all schools in Shanghai, mothers read aloud specially selected works from children's classics or modern children's literature, and children choose the best mother of the month. The project has become an informational occasion for the media, including television, where an educational show is held. It should be noted that a hundred years ago the idea of teaching practice of maternal reading was realized by the famous teacher and editor-in-chief of the magazines "Children's reading" and "Education and training" Viktor Petrovich Ostrogorsky (1840-1902). During the crisis of children's reading and teaching literature at school, which was observed at the end of the 19th century in Russia, he took up the organization of maternal readings. Through his magazines, he sent letters to mothers of educational nature, how to help children in literary education at home.

As noted by Irina Ivanovna Tikhomirova, the main developer of the Reading Mama program, a methodological system for maternal reading developed by V.P. Ostrogorsky, on whose experience the whole of Russia studied and spiritually developed, today needs revival. It sounds especially modern in the context of the tasks of the Society of Russian Literature and the National Program for the Support of Children and Youth Reading in the Russian Federation. Particular attention in the project is paid to young mothers whose childhood passed in the 90s of the XX century, when, due to social reasons, parents were unable to pay due attention to their children, and they grew up without a book vaccination during their years of growing up. Most young women today have not experienced the happiness of emotional closeness with their mothers through books and reading as children. The lack of their own experience of communicating with the book in childhood led today novice mothers to a misunderstanding of its true value, negatively affected the children, and created a lack of warmth in family relations. For Russian mothers, this project will create a kind of hobby club, a reading mothers club, a community of mothers who want to develop themselves and develop their children.

PROJECT OBJECTIVES:

To ensure the child's right to a reading childhood by reviving the traditions of mothers reading, to form a positive image of a reading mother in society.

Strengthen the library's involvement in the system of universal reading education for young mothers and increase parental competence in children's reading.

To popularize the best pedagogical experience of raising children in a family by means of books and reading, to use a variety of forms of including mothers in the implementation of the Project.

PROJECT OBJECTIVES:

Organization of PR campaigns, high-profile events to popularize maternal reading.

Development of modern approaches and technologies for overcoming the functional illiteracy of schoolchildren and their parents.

Formation of interest of the parent community in the revival of the best traditions of family reading.

Development and transmission of information, technological, consulting and management programs and methods for the development of mother reading into the parent environment.

DIRECTIONS OF PROJECT IMPLEMENTATION:

Professional development of the Project participants through the Reading Moms clubs, school parent-teacher meetings, seminars, contests, network sites on the Internet.

Creation of software and methodological support of the Project.

Creation of special experimental sites at organizations of additional education for children and schools.

Organization of cooperation between libraries, schools and other social institutions in the promotion of maternal reading.

Creation of a bank of innovative programs to improve the qualifications of the Project participants.