Phenomenon of self-learning to read in preschool age

The introductory part of the article provides historical information about the origin and development of types of reading and readers in Russia. The main part describes the experience of children self-learning to read in the conditions of different social groups families in the past and present. The results of survey methods, questionnaires, and comparative analysis of materials used in the study of the problem of self-learning to read are shown. The opinion of scientific psychologists (D.B. Elkonin) and methodist (M.R. Lviv) on self-learning to read in preschool age is expressed. In the process of studying the methodic phenomenon of self-learning to read, the pedagogical conditions necessary for the implementation of the desired result are developed and generalized. We emphasize the importance of the theory of developing the correct reading activity of professor N.N. Svetlovskaya for the professional organization of learning to work with a book in kindergarten. The conclusions reflect a pedagogical pattern: knowledge of the age capabilities of preschoolers contributes to the correct choice of types of reading activity, which should be combined with the game as the leading children’s activity, as well as with methods and techniques of work on the general and speech development of the child. In summary, the problem of further research of the topic is named.