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The author of the paper focuses on mistakes of working with poetry on the level
of early school education.
She points out that teachers have a wide variety of poems for children, both classic
and modern ones. It is abundant in types, genres, poetic concepts, ways of depicting,
etc. However, the problem is their proper selection by teachers, which takes into account
the educational purposes and skills of reading them with children emphasising
Based on numerous lesson scenarios prepared by part-time students of early school
education (often active teachers), the author shows quite a common tendency to treat
poetry for children as an instrument. Usually they are a pretext for educational activities
on the environmental, health, ecologic or mathematic topics. The pedagogical postulate
of integrated education is too frequently realized at the expense of aesthetic and literary
education of the children.
The paper is closed by a set of mistakes made by students in preparing work on
poetry at the first stage of education.