SPECIFIC TASKS OF INTRODUCING CHILDREN TO LITERARY WORKS

Abstract

The cognitive task is inextricably linked with the evaluator due to the specific characteristics of artistic knowledge. Prediction occupies an intermediate position because it is conditioned not only by knowledge but also by the direction of the result. In turn, the task of being able to evaluate becomes an inspiration for the child, because emotions play a special role in evaluating the content of an artistic work in children. A work of art evokes certain emotions and conveys ideological and emotional content. The inspirational power of fiction evokes experiences as real as those of life itself. The ability of fiction to act as a source of deep emotions is the basis of its competence task, through which works of literature can fulfil everything necessary to satisfy human needs.

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