MK preschool educational institution Poroshinsky kindergarten No. 12
COGNITIVE - CREATIVE PROJECT
JUNIOR GROUP No. 2
Business card project
Location :
MKDOU "Poroshinsky kindergarten No. 12
Deadline: from 01/15/2018 to 01/25/2018
educators junior group № 2:
Vasilyeva Elena Gennadievna
Body Alina Konstantinovna
Project passport
Project type : cognitive - creative
Project type by number of participants : group
Project duration : short
Expected Result:
Develop interest infolk artdesire to draw and sculptfolk toy, listen to fairy tales, learn songs, nursery rhymes. Cultivate love for the motherland.
Project participants
The project is carried out with children of the younger group with the participation of parents.
Relevance and choice of topic
project
Introducing children to folk culture, folk art is a means of shaping their development of spirituality.
It is worth remembering that preschool age is the most important stage in the formation of a person's personality, its foundation. And it is with early age it is necessary to cultivate respect for the labor traditions of ancestors, their wisdom and culture, rituals and customs. Getting acquainted with the cultural values and traditions of their people from early childhood, drawing inspiration from their close environment, children absorb this love, it is on this basis that the prerequisites for citizenship, patriotism and love for the Motherland are laid. But like any other feeling, patriotism is acquired independently and experienced individually. It is directly connected with the personal spirituality of a person, its depth. Therefore, without being a patriot himself, the teacher will not be able to awaken in the child a feeling of love for the motherland. It is to awaken, and not to impose, since spiritual self-determination lies at the heart of patriotism.
Objective of the project:
Introducing children to national culture, developing interest in Russian folk art.
Project objectives :
1. Introduce children to folk art and crafts.
2. Give an idea of folk toys
3. Development of aesthetic and moral perception of the world.
4. Raise interest in history and folk art, respect for its traditions.
5. Involve parents and children in joint creativity "
Stages of project implementation:
Stage 1 - organizational
. drawing up and discussing a phased work plan;
Setting goals, objectives, relevance of the project;
Selection of methodological, reference and
fiction on the topic;
Select photos and video materials;
Selection of the necessary equipment and
benefits for practical enrichment
project.
Selection of material for organized activities with children, illustrations depictinghandicrafts, folk toys (matryoshkas, Dymkovo toy).
Stage 2 - Project implementation
Game activity:
. Role-playing games
"Visiting Matryoshka".
. Didactic games:
"Golden spoons. Guess the item".
"Decorate the Matryoshka",
Russian puzzlesfolk tales.
"Choose a Color".
. Outdoor games and relay races
"Carousel", "The mother hen and the chicks", "Swan geese"
Educational and cognitive activity:
Examination of pictures, illustrations on the topic, conversations
Talking to children and showing picturesfolk toys. Albums of folk crafts
. conducting a group of thematic GCD with children:
Stories and conversations aboutmatryoshka toy.
ISO:
Folk toy "Matryoshka"
modeling. "Pretzels"
conversations about the life and traditions of ancient Rus'.
Integrated lesson:
"Journey to the fairy tale Kolobok"
IZO: Dymkovo toy "Duck"
Artistic and speech activity
retellingfairy tales"Turnip" , reading Russian folk tales."Goby - black barrel, white hooves". "The wolf and the seven Young goats""Geese Swans", "Masha and the Bear", "Wintering of Animals", "Zayushkina's Hut".
Learning songs and rhymes"Chicken - Ryabushka", "Three Hens Outside", "kalachi", Listeningfolk songs"Cockerel", "Okay".
Theatricalization of fairy tales
Interaction with parents
Consultation for parents "The role of folklore in the development of children's speech"
Folder - mover"Folk crafts of Russia"
. Individual conversations, helping children learn: nursery rhymes, riddles, counting rhymes
Stage 3 - Final
Summing up the work
Drafting a project report
Game-journey "Visiting Grandma Avdotya"
Result
Get to know Russian folk art
Expanding the idea of folk art
Interest in folklore is growing, children have learned children's ditties, nursery rhymes;
Further development of the project
Continue work on the formation of cognitive activity of children
Expand and systematize children's knowledge on this topic
Folklore plays a special place in the development of a child's speech. It is the artistic word that contributes to the development of the ability to listen to works, enrichment and activation of the dictionary. According to the Federal State Educational Standard, the teacher uses the artistic word in sensitive moments, when organizing a joint gaming activity kids. And listening to music of a different nature and game exercises with musical instruments allow children to develop phonemic, musical ear, to arouse interest in folk art. You will find a description of the games and a selection of folk rhymes for children in the annex to the Thematic Week "Music and Folklore" plan.
Social and communicative development
Work continues on the formation correct behavior in public places through a variety of game situations "Toy store", "The cat came to us." Social and communicative development is facilitated by game situations “How the hat and jacket quarreled”, “Let's help the animals get dressed for a walk”, a conversation about kindergarten employees.
cognitive development
Speech development
The active use of small folklore forms allows solving the problems of speech development. The exercise “Who is this?”, listening to the audio recording “Who is screaming like”, compiling descriptive stories about objects following the model of the educator contribute to enriching the vocabulary of the kids.
Artistic and aesthetic development
Artistic and aesthetic development occurs due to the acquaintance of children with some musical instruments: a drum, bells, spoons, rattles. Kids repeat familiar round dance games, learn new songs and nursery rhymes, imitating the movements of animals. The teacher plans various musical and didactic games aimed at the development of pitch, timbre hearing in children 2-3 years old.
Physical development
The teacher introduces children to the folk game "Duck", creates conditions for children's independent motor activity, continues to acquaint them with the ways of using physical education equipment: balls, hoops, rattles, etc., which allows solving the problems of physical development of children of the 1st junior group.
Check out the theme week snippet
Monday |
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| OO | cognitive development | Speech development | Physical development | ||
| 1 p.d. | Game situation "Toy store". Purpose: to teach to recognize objects by verbal description, to use generalizing words. | The game "Find the item according to the description." Purpose: to form the ability to highlight the main features of the subject. | Adding nursery rhyme illustrations to the book corner. Purpose: to form an aesthetic perception, to enrich the vocabulary of children. | The game "Sad and funny bunny." Purpose: to develop the ability to name the state of the character shown in the picture, to develop the desire to play with the teacher. | R.n.p.i. "Duck". Purpose: to introduce children to the game. |
| Pro- buzz | Game situation "I like it in kindergarten". Purpose: to develop ideas about the positive aspects of kindergarten. | Looking at pictures of wild animals. Purpose: to encourage children to name and highlight individual parts of animals: tail, ears, eyes, etc. | Finger game "Winter". Purpose: to promote the development of motor skills and speech. | Games in the book corner, independent theatricals. Purpose: to show children how to play with theatrical masks. | Exercise "Builder". Purpose: to develop coordination of movements, motor skills. |
| OD | |||||
| 2 p.d. | Game-situation "Let's dress the doll for a walk." Purpose: to form the basis of game behavior, to contribute to the appearance of the plot in the game. | Matryoshka games. Purpose: to form the ability to highlight the size of an object, build a row in height. | The game "Magic Bag" (based on poems by A. Barto). Purpose: to remember works, to encourage children to repeat small works. | Examination of wooden painted spoons. Purpose: to introduce the folk musical instrument, to support the desire to play with adults. | The game "Ring the bell." Purpose: to exercise children in bouncing, to develop interest in outdoor games. |
Tuesday |
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| OO | Social and communicative development | cognitive development | Speech development | Artistic and aesthetic development | Physical development |
| 1 p.d. | Exercise "That's how we do it." Purpose: to teach when undressing before going to bed, take off a dress or shirt, then shoes, learn how to take off tights correctly, hang clothes on a chair. | Winter talk. Purpose: to continue to form ideas about the seasons. | Di. “Multi-colored chest” Purpose: to form the ability to focus on the ending when agreeing words in the gender. | Drawing with the subgroup "Pancakes and bagels". Purpose: to continue to form the ability to depict objects of a rounded shape, to work with paints. | P.i. "On a flat path." Purpose: to develop the ability to walk in a straight line, exercise in balance. |
| Pro- buzz | Exercise "Touch gently." Purpose: to teach children to engage in different forms of communication. | Games with natural material. Purpose: to continue to teach to distinguish the form of an object, to develop quantitative representations. | Exercise "Ay doo-doo, doo-doo, doo-doo." Purpose: to remember the words of the game, to please the children, to consider a wooden pipe. | Construction "Fence of bricks and cubes." Purpose: to form the ability to lay out bricks on a narrow edge, to fix the names of colors. | P.i. "Bring the flag." Purpose: to form the ability to step over a stick, exercise in balance. |
| OD | |||||
Theme: "Introduction to a small form of oral folk art - nursery rhymes"
Target:
Introduce children to a nursery rhyme as a genre of oral folk art, exercise in recognizing colors (red, green)
Material: 2 dolls, a table and a chair for a doll, caps for staging, a diaper, a dog, a tray with apples and cucumbers, a nursery rhyme CD (chicken, cabbage, Zainka dance ...) treat
Course progress.
Guys, we have guests. Doll Dasha and children of the second junior group (greeting)
And they came to us to see what toys you have and how you play with them. Do you know that for a long time, when your grandparents were small, they didn’t have toys, there weren’t such beautiful books as you have. And so the parents made toys themselves. And so that the children would not be bored, they came up with little funny songs, which they began to call nursery rhymes. Now we will show how you can play with a doll and a dog. I will wrap the doll in a diaper and put her to bed saying a nursery rhyme:
Bye bye, bye bye
Doggy don't bark
Belopapa, don't whine
Don't wake our baby.
Dark night can't sleep
Our baby is afraid
Doggy don't bark
Don't scare our baby!
In the morning, washing the doll, we say:
Water, water,
Wash my face
To make your eyes sparkle
To make cheeks blush
To laugh mouth,
To bite a tooth.
And now we will show our guests how we sing and dance
Rhyme "Chicken-ryabushechka"
Rhyme "Cabbage"
And for staging the nursery rhyme "Hare, look like ..." we will put on bunny ears
Well done! Everyone liked the way you sang and danced. Guys, you know that it is customary to treat guests. Now we will treat Dasha with apples. Here on my tray are apples and cucumbers. Now you will take turns coming up to me, taking one apple from the tray and treating Dasha. Well done! And I will treat our guests with bagels. Our lesson is over. Dasha will visit other children and tell how you taught her to play. (children say goodbye to guests)
Target.
Introducing children to oral folk art.
Tasks.
Recall a familiar fairy tale based on visual images. To form the ability to hear and answer questions about the plot of a fairy tale, to distinguish between appearance animals, correctly name them. Develop attention, memory, thinking, the ability to guess riddles, fine motor skills.
To cultivate friendliness, interest in fairy tales, in joint creative activity, the desire to help a friend who has fallen into trouble. To consolidate the ability to roll out lumps from plasticine.
Material and equipment:
napkins, plasticine, boards, oilcloth.
Preliminary work:
reading and retelling the fairy tale "Kolobok".
Lesson progress:
Educator: Guys, do you like fairy tales? Today we will remember a Russian folk tale. And which one do you guess.
Illustration: house on the edge of the forest.
On the edge of the edge in a small hut, the table stands on a thick leg, next to it is a chair by the window, two barrels under the table, this is how we see the house. Who lives there, please? Children's answers.
Grandfather and grandmother lived together. They lived, were, did not grieve, and loved tea with dryers.
Illustration: grandfather and grandmother drink tea.
And then one day, the grandfather says to the woman: “Baba bake me ...” listen to the riddle.
He is scraped along the box,
By the bottom of the barrel he is meten,
He has a ruddy side
He is cheerful... (Kolobok)
Who is this? Children's answers.
What is the name of our story? Children's answers.
The grandmother went to the barn, scratched and broomed, finally baked it.
Illustration: the bun freezes on the window.
I put it on the window, I decided to cool it. He lay down, he lay down, as he cooled down and ran away. Right off the shelf, beyond the threshold... And through the forest, without roads, a bun rolled. He left his grandmother, he left his grandfather.
Illustration: the bun rolls along the path.
Rolled, rolled kolobok and rolled to visit us (takes out a bun from the basket). Look guys, kolobok, what is it? Children's answers.
Ouch! Ouch! Guys, the bun is hot! He's just out of the oven, let's blow on him and he'll cool down.
Breathing exercises.
"Bubbles". Children take a deep breath through the nose, inflate the "cheeks - bubbles" and slowly exhale through the slightly open mouth. Repeat 2-3 times.
Guys, the bun invites us on a journey through a fairy tale. Let's follow him and see who he meets in the forest. To get into the fairy tale we need to go along the path.
Illustration: Path in the forest along which the bun rolls.
A gingerbread man rolls along the path, and towards him ....
In the summer he jumps in a gray fur coat,
And in winter in a white coat
long-eared runner,
Little coward.
He is afraid of everyone in the forest -
And the bear and the fox
Only here, for sure,
Kolobok is not afraid. (Bunny)
Who is this? Children's answers.
Illustration: bun and hare.
Guys look at the bunny, what a soft fluffy coat he has, what do you think he loves, is there a bunny? Children's answers.
Guys, the bunny invites you to do exercises with him.
Physical education minute
It's cold for a bunny to sit
Need to warm up the paws
Paws up, paws down
Pull up on your toes
We put our paws on the side,
On toes skok-skok-skok
And then squatting
So that the paws do not freeze
jump hare much
He jumped ten times.
Guys, while we were doing exercises with you, the bun rolled away from the bunny.
Let's chase him down.
He rolled there
Where he has never been.
He rolled, did not get bored
And met someone...
Came out of the bushes to meet him, guess the riddle
He is in a cold forest.
Walks, angry hungry.
Everyone is afraid of him, he loves to bite. (Wolf)
Who is this? Children's answers
Illustration: bun and wolf.
Guys, do you remember what the wolf said to the kolobok? Children's answers.
And what song did the bun sing to the wolf? The children sing the kolobok song.
And the bun rolled on.
On the path to the forest met a big beast.
Walks through the forest without fear
Likes to roar with soul.
He is of all the heroes of a fairy tale,
The thickest and largest. (Bear)
What a miracle, what a beast? Children's answers.
The bear wanted to eat the bun, but it wasn’t there - it was, the bun of the bear was not afraid, sang a song to him, and rolled on.
He didn't want to be dinner
Jump along the path and jump,
The bun rolled away.
This beast, even though he wanted to eat,
Yes, he was out of work:
Because of spiky legs
Kolobok could not catch.
And the bun rolled on, singing a song.
Illustration: bun and fox.
We met a fox
curious eyes,
Lurking behind a stump
bright red light,
And calmly observes:
Who walks in her forest?
I saw a bun
eyes lit up,
In a fairy tale, this beast is bad,
He pretended to be deaf.
He left his grandfather
And he left his grandmother.
Only, unfortunately, in the forest,
I met a sly Fox.
Guys, what a fox? Children's answers
The fox asked the kolobok to sing a song for her, and then he says:
Gingerbread man, you are a gingerbread man
You have a rosy side
You sit down on my nose,
Yes, do it all over again.
Guys, the fox wants to eat the kolobok, let's help him. Let's chase the fox.
Children drive the fox away with the words:"Go away fox, don't eat the bun"
Well done boys. You helped the kolobok to escape from the fox. And now let's make a friend for the kolobok, so that he returns to his home with him, and it was not boring for him to walk through the forest. But first, let's warm up our fingers:
Finger gymnastics
Quickly knead the dough (open and close palms)
Divided into pieces (imitate plucking)
Rolled out all the pieces (three hands on palms)
And blinded the balls (showing two fists).
Productive activity: Children sculpt "Kolobok".
Guys, let's give a bun to a friend. We remind him to never run away from home again, because it is very dangerous to walk in the forest alone.
Children say goodbye to the kolobok.
What fairy tale we traveled? What is it called? Who did the bun meet on its way? Children's answers.
Topic: "Introduction to a small form of oral folk art - nursery rhymes"
Target:
· Give the concept of oral folk art.
Introduce children to the nursery rhyme as a genre of oral folk art
· Help memorize a new nursery rhyme.
Material: doll, basin, bucket, ladle, toys (bunny, dog)
Course progress.
Guys, look, Tanya's doll came to visit us. (Greeting)
And Tanya came to us to play with you and see what toys you have (the guys show toys) Tanya likes your toys. Do you know that for a long time, when your grandparents were small, they didn’t have toys, there weren’t such beautiful books as you have. And so the children made their own toys. And so that the children would not be bored, the people came up with little funny songs, which they began to call nursery rhymes. Let's play with Tanya and tell her what we know nursery rhymes. (the doll was wrapped in a diaper, we put it in bed and the children tell a nursery rhyme):
Bye bye, bye bye
Doggy don't bark
Belopapa, don't whine
Don't wake our Tanya.
Doggy don't bark
Don't scare our Tanya!
Guys, it's time for Tanya to get up, let's wake her up together. (children help wake up the doll) The teacher picks up the doll.
And now, guys, let's ask some water to help us wash and cheer Tanya. (children read a nursery rhyme.):
Water, water,
Wash my face
To make your eyes sparkle
To make cheeks blush
To laugh mouth,
To bite a tooth.
And now, guys, I'll show you who came to visit us today - this is a bunny. And now the bunny and I will tell a new nursery rhyme. (the teacher takes a hare toy and reads the nursery rhyme “Hare, look like ...” (in abbreviation) during which the hare “performs” actions corresponding to the text).
Zainka, go
Gray, go
Like this, like this, go like this.
Zainka, stamp your foot,
Gray, stamp your foot,
Like this, like this, stomp
Zainka, dance,
Gray, dance,
Like this, dance like this.
Zainka, bow,
Gray, bow
Like this, bow like this!
(Children repeat 2 times)
Well done! The bunny liked the way you read the nursery rhyme about him. And now it's time for our guests to leave, Tanya and the bunny will go to visit other children. (children say goodbye)
Abstract of the lesson for the first junior group on the development of speech using small forms of folklore.
Theme. "Let's help the cockerel to call the sun"
Tasks: 1. Continue to acquaint children with small folklore forms;
2. Cause in children the joy of repeating nursery rhymes with the teacher;
3. Contribute to the formation of expressive intonation speech of children of early preschool age.
Equipment and materials: Bi-babo doll "Cockerel", media installation.
Lesson progress:
Educator: Guys, let's hold hands and smile at each other. (sit on chairs) A cockerel is heard singing Educator: Guys, who is shouting “ka-ka-river?” Children: Rooster. The teacher offers to call the cockerel. The children call: “Cockerel, cockerel - golden comb, come to us” (the cockerel does not come out) Educator: And how do you need to say hello to the cockerel so that he understands us? How does a cockerel crow? (Children's answers) The children call the cockerel: “Ku-ka-re-ku!” (a cockerel appears from behind a screen) Educator: Hello, Petya-cockerel! Guys, look how beautiful the Cockerel is? What is a cockerel? (the teacher shows body parts and asks several children to answer) Children: (Beak, eyes, head, wings, tail, scallop)
Educator: That's how important the cockerel walks. Let's walk like a cockerel. (Children imitate the movements of a cockerel, together with the teacher they tell a nursery rhyme).
Tail with patterns
Boots with spurs
white feathers,
Red comb.
Who is that on the peg?
(children in chorus) Cockerel!
Educator: Cockerel, we know a nursery rhyme about you. Do you want to listen? Let's tell the cockerel a nursery rhyme.
Cockerel, cockerel,
golden scallop,
butter head,
silk beard,
Do you let the kids sleep?
Educator: Cockerel.
Why don't you let your kids sleep? Cockerel: And this, I wake up the sun so that the children do not oversleep in kindergarten! Educator: And why is Cockerel, are you sad? Cockerel: I forgot the song with which I wake up the sun. Educator: Yes, it's sad, right, guys? Children, do you think we can help Rooster? How? (children's answers) That's right, we can introduce the Cockerel to a new song about the sun. And you want to know which one? But from the beginning, let's think and tell what kind of sun? (children's answers) Educator: That's right, guys. The sun is so big (shows). This is so warm (hugs himself with his arms). The sun has such rays (shows). And like children, the sun smiles at us, show us. Well done!
Educator: Now listen, I will read you a nursery rhyme (Reading the nursery rhyme is accompanied by a slide show)
sun, sun,
Look out the window
Shine a little
I'll give you peas!
Educator: Let the guys repeat the nursery rhyme. (children repeat the nursery rhyme several times.) Educator: Cockerel, now you try. (the cockerel does not say the last line of the nursery rhyme) Guys, did the cockerel read the nursery rhyme correctly? Who will help him? (the teacher asks several children to repeat the nursery rhyme). And now let's all together with the cockerel. Well, what a cockerel, can you handle it? Cockerel: I'll try now.
The cockerel reads a nursery rhyme and an iridescent sun appears on the screen. Teacher: Is the sun out? Did you guys manage to help Petya the cockerel? How did we help him? (children's answers) Did you like the new nursery rhyme? Cockerel: Thank you guys, and I really liked your nursery rhyme, I promise that I will not forget it. And so that you don’t feel sad in cloudy weather, I give you this sunbeam. (A sunbeam from a flashlight or mirror appears in the group). Bye! Educator: guys, let's play with a sunbeam
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The use of oral folk art in the development of children's speech
Introduction.
1. The development of children's speech in the research of psychologists and teachers.
2. Speech. Types of speech.
5. Types of oral folk art that contribute to the development of the child's speech.
8. Pedagogical conclusions.
Bibliography.
Introduction.
Russian folk art never ceases to amaze and amaze with its deep content and perfect form. It is constantly being studied, and the eyes of historians, art historians, and teachers are turned to it. Another great Russian teacher K.D. Ushinsky characterized Russian folk art as a manifestation of the pedagogical genius of the people. He emphasized that literature, which the child encounters for the first time, should introduce him "to the world of folk thought, folk feeling, folk life, to the realm of the folk spirit." Such literature, introducing the child to the spiritual life of his people, first of all, are the works of oral folk art in all its genre diversity.
Folklore - folk art, most often it is oral; artistic collective creative activity of the people, reflecting their life, views, ideals, principles; poetry created by the people and existing among the masses of the people (tradition, songs, ditties, anecdotes, fairy tales, epic), folk music (songs, instrumental tunes and plays), theater (dramas, satirical plays, puppet theater), dance, architecture, visual and arts and crafts. Folklore works by their content and form the best way meet the tasks of the upbringing and development of the child, adapted to children's needs. Gradually, imperceptibly, they introduce the baby into the element of the folk word, reveal its wealth and beauty. They are a sample of speech. But also K.D. Ushinsky noted that fewer rituals are known in families, songs are forgotten, including lullabies (16, p. 26). “Folk tales contribute to the assimilation of all forms of language, which make it possible for children to develop their own speech skills when telling,” wrote K.D. Ushinsky. (17).
Today, this problem is becoming even more relevant.
The absence or lack of time for parents to develop communication with children, as well as not paying attention to the content of the baby’s speech, the lack of its activation on the part of parents, leads to problems in the development of children’s speech.
Unfortunately, the child spends more time at the computer than in a live environment. As a result, works of folk art are practically not used even in younger age. Preschool age is a period of active assimilation of the spoken language by the child, the formation and development of all aspects of speech: phonetic, lexical, grammatical. Full knowledge of the native language in preschool childhood is a necessary condition for solving problems of mental, aesthetic, moral education children. The sooner the teaching of the native language is started, the freer the child will use it in the future.
A kindergarten teacher has more opportunities to educate children in the spirit of their native culture than a school teacher, because he lives with children, and folklore can become not a subject of study, but a part of this natural everyday life, decorating and spiritualizing it. But life in line with folk culture cannot be imposed on a teacher. It can only be the result of the natural choice of a free person who sees this as a blessing for children and feels the pulse of his native culture in himself. (13, p.12)
therefore the purpose of our work:to reveal the influence of Russian oral folk art on the development of the speech of preschool children, to study the ways and methods of introducing children to folk art.
1. The development of children's speech in the studies of psychologists and educators
The direction of work on the development of preschoolers special means literary and speech activity involves familiarizing children with the means of artistic expression, mastering the grammatical culture, the development of dialogic and monologue coherent speech.
The problem of language proficiency has long attracted the attention of well-known researchers of various specialties.
A. M. Gorky wrote that in folklore, as in language, “the collective creativity of the whole people, and not the personal thinking of one person” is reflected, that “it is possible to explain the unsurpassed deep beauty of myth and epic to this day by the gigantic power of the collective based on the perfect harmony of idea with form.
Folklore expresses the tastes, inclinations, interests of the people. It reflects both those folk traits that were formed under the influence of a working way of life, and those that accompanied the conditions of forced labor in a class society.
The results of research by psychologists, teachers, linguists have created the prerequisites for an integrated approach to solving the problems of children's speech development. (L. S. Vygodsky, A. N. Leontiev, S. L. Rubinshtein, D. B. Elkonin, A. V. Zaporozhets, A. A. Leontiev, L. V. Shcherba, A. A. Peshkovsky, V (V. Vinogradov, K. D. Ushinsky, E. I. Tikheeva, E. A. Flerina, F. A. Sokhin.)
The works of representatives of different areas of science clearly prove how important the role of properly organized communication is in speech development.
Therefore, an integrated approach is important when solving the issue of the development of speech and speech communication in kindergarten (adults with children and children with each other, both in the classroom and outside the classroom). Adults should provide for a significant increase and enrichment of the opportunities for participation in speech communication of each child, while the full mastery of the native language in the most sensitive period for this should be of paramount importance.
2. Speech. Types of speech.
The development of speech is most closely connected with the development of consciousness, knowledge of the world around us, and the development of the personality as a whole. At preschool age, a process of initiation and mastery of the language of their people, amazing in its significance for the development of the child, takes place. The child learns his native language, first of all, by imitating the lively colloquial speech of others. The treasury of the richest Russian language opens before him in the brilliant works of oral folk art. His perfect examples - proverbs, riddles, fairy tales - he not only hears, but also repeats and assimilates. They enter his language, of course, in a content accessible to him. Spoken language and works of oral folk art are closely intertwined in their influence on the child. It is necessary that these precious grains sound in the living word that children hear from adults every day. Only under these conditions the language of the child will be alive and bright.
A great place is given to the development of dialogical speech through the communication of the educator with children, children with each other in all areas. joint activities and special classes. Dialogue is considered as a type of verbal communication in which interpersonal relationships are manifested and exist. It is through him that people enter into communication with other people. The core of the dialogue is dialogic relations, manifested in readiness to meet with a partner, in accepting him as a person, in setting for the interlocutor's answer, in anticipation of mutual understanding, consent, sympathy, empathy, assistance.
The content basis of dialogue in preschool childhood is verbal creativity, a joint composition of an adult and a child, a joint story of peers. Of great importance in the speech development of the speech of preschoolers is the dialogue of peers. It is here that children feel truly equal, free, uninhibited; learn self-organization, self-activity and self-control. In dialogue, content is born that none of the partners has separately, it is born only in interaction.
In dialogue with peers, to a greater extent, one has to focus on one's own partner, taking into account his (often limited) capabilities, therefore, arbitrarily constructing his statement using contextual speech.
Dialogue with a peer is a new fascinating area of pedagogy of cooperation, pedagogy of self-development. Dialogue must be taught, language games taught, verbal creativity taught (A. V. Zaporozhets, N. A. Vetlugina, F. A. Sokhin, E. A. Flerina, M. M. Konina).
Types of speech: dialogue and monologue are two main types of speech, differing in the number of participants in the act of communication.
For many centuries, folk pedagogy has created and collected wonderful "pearls" - ditties, nursery rhymes, jokes, songs and fairy tales, in which the real world of objects and actions is presented brightly, artistically and, which is very important, understandable even for the smallest. A welcome phenomenon: last years growing interest in folklore. Society seemed to feel the life-giving power of renewal, it can be gleaned from the inexhaustible sources of nationality. Nationality is the priority of the folklore genre. The main feature of folklore forms is familiarization with the eternally young categories of motherhood and childhood. It is no coincidence that the word "folklore", being of English origin, is translated literally as folk wisdom.
Folklore for children is a kind of folklore and a section of fiction for children. Its peculiarity is that it combines poems, songs, playing techniques, dance.
The value of folklore lies in the fact that with its help an adult easily establishes emotional contact with a child.
Thus: oral folk art is fraught with inexhaustible opportunities for the development of speech skills, allows you to encourage speech activity from early childhood.
3. Features of the use of elements of folk art in the development of speech of preschoolers.
How to build a pedagogical process preschool in order to maximize the diversity of the spiritual wealth of the Russian people and peoples of other nationalities. The pedagogical process should include the followingareas of work:
1. Familiarization of children with life, traditions, rituals, cuisine, acquaintance with the poetic and musical folklore of the Russian people, including the folk culture of the region in which we live (Nizhny Novgorod region), as well as with the culture of other peoples.
2. The development of elements of folk crafts by children, primarily local ones (Khokhloma, Gorodets, Semenov painting).
It must be remembered that the selection of folklore and ethnographic material must be subject to the need to solve a dual task: firstly, to show the originality and unique originality of folk culture in its specific phenomena and teach to understand the artistic language through which the meaning of folk rituals, fairy tales, round dances is expressed, costumes, utensils, etc.; secondly, to prepare the child for the further development of different types of culture as constituent parts world cultural and historical process.
The folklore and ethnographic material used must meet a number of requirements:
1. Accessibility for children's perception, compliance with the interests of the child.
2. The social relevance of the material, its positive impact on the formation of children's social feelings.
3. The unity of the content and means of artistic expression, that is, the form of the work. It is necessary to acquaint preschoolers with the richness of the cultural heritage of the people in the forms closest to them, enlivening the pedagogical process.
4. The possibility of using the child's personality for humanization: perceiving humane relations on folklore material, he will try to transfer their character into his own relations with the outside world.
5. Great potential for the development of children's speech.
Efficiency implementation of these areasdepends on a number of things:
1. Creation in a preschool institution of an environment ethnographically corresponding to folklore material.
2. Acquaintance with the history of Russia, the Nizhny Novgorod region, the city in which we live.
3. Organization of full-fledged meaningful practical activities for children, which creates a natural environment for introducing children to the national culture and culture of other peoples, developing a sense of love for their land, for the people inhabiting it, sympathy and friendly attitude towards people of other nationalities.
4. Organization of non-standard, relaxed, meaningful communication of children, parents, teachers.
5. Acquaintance with Nizhny Novgorod folklore by teachers and parents.
Updating the content of the educational process of a preschool institution requires the use of non-traditional forms of its organization, such as family hours, circle work, joint holidays etc.
The active immersion of the child in the world of folk culture is facilitated by the widespread use of productive methods of working with children: setting creative tasks, creating problem-game situations, organizing children's experimentation with folklore works. (2, pp. 12-14)
Thus, the consistent direct acquaintance of the child with the spiritual heritage of the people provides for the organic relationship of all components national culture which have their own specific everyday meaning, their own form of influence on the child.
4. The role of oral folk art in the upbringing of children.
4.1. The value of oral folk art.
The role of oral folk art in the upbringing and development of a young child cannot be overestimated.
Small forms of folkloreare the first works of artthat the child hears: listening to the words of nursery rhymes, their rhythm, the baby plays patty, stamps, dances, moves to the beat of the spoken text. This not only amuses, pleases the child, but also organizes his behavior. Especially effective is the use of small folklore forms during the period of adaptation of the child to the new conditions of the kindergarten. During a “difficult” parting with a parent, you can switch his attention to a bright colorful toy (cat, rooster, dog), accompanying its movements with reading nursery rhymes. The correct selection of nursery rhymes helps to establish contact with the baby, arouse in him a sense of sympathy for the yet to a stranger- an educator. With the help of folk songs, nursery rhymes, you can educate children in a positive attitude towards routine moments: washing, combing, eating, dressing, going to bed. Acquaintance with folk amusement expands the horizons of children, enriches their speech, forms an attitude to the world around them. The task of the educator is to help the kids in this (11, p. 15). E.N. Vodovozova qualified the use of oral folk art as the most interesting way for all participants in the pedagogical process to organize speech lessons with children (6, p. 119)
For raising childrenpreschool agefolklore does not lose its educational impact. It is during the preschool age that the most intensive development of the personality takes place. During this period, those feelings and character traits begin to develop that invisibly connect the child with his people. The roots of this connection are in the language of the people, their songs, music, games, in the impressions received by a small person from the nature of his native land, in the details of everyday life, mores and customs of the people among whom he lives. Folk art is an inexhaustible source of pedagogical material, one of the foundations of speech, moral, aesthetic, patriotic education. The use of the cultural heritage of the Russian people in work with preschoolers and their development creates interest in it, enlivens the pedagogical process,has a special effect on the emotional and moral aspects of the personality(2, p. 4).
The poetic material of small folklore forms, created over the centuries, in combination with reality, being in an ordinary state, gradually transforms it, and as a result, the poeticization of ordinary objects and phenomena emphasizes their authenticity and at the same time elevates the ordinary, enriches the speech of the child.
The educational possibility of folk culture, as A.A. Danilov, lies in the fact that it helps to understand the general meaning of the most important categories and concepts of morality: good-evil, generosity-greed, honor, modesty, duty, etc. The primacy here is given to folklore material, its moral essence. An appeal to the vast and rich world of Russian culture is also especially necessary because it has a life-giving and purifying effect on a small person. Having drunk from this pure spring, he gets to know his native people with his heart, becomes the spiritual heir to its traditions, which means he grows up to be a real person (2, p. 7).
Fairy tales play a special role in the moral education of a child. They help to show children: how friendship helps to defeat evil ("Zimovie"); how kind and peaceful people win ("The Wolf and the Seven Kids"); that evil is punishable ("Cat, rooster and fox", "Zayushkina's hut"). moral values in fairy tales are presented more specifically than in animal tales. Positive heroes, as a rule, are endowed with courage, courage, perseverance in achieving the goal, beauty, captivating directness, honesty and other physical and moral qualities that have the highest value in the eyes of the people. For girls, this is a red girl (clever, needlewoman ...), and for boys - a good fellow (brave, strong, honest, kind, hardworking, loving Motherland). The ideal for the child is a distant prospect, to which he will strive, comparing his deeds and actions with the ideal. The ideal acquired in childhood will largely determine him as a person. The fairy tale does not give direct instructions to children (such as "Listen to your parents", "Respect your elders", "Do not leave home without permission"), but its content always contains a lesson that they gradually perceive, repeatedly returning to the text of the fairy tale. Moral education is possible through all kinds of folk tales, because morality is inherent in their stories (8, p. 31).
Practice shows that fairy tales can also be used as a means of teaching children the basics of life safety. Reflecting on a fairy tale, children learn to identify positive and negative characters, to correctly evaluate their actions. They know which of the heroes is bad, how to help the deceived and offended, how to protect him. Children have a fragile and vulnerable psyche, and fairy tales are the universal remedy, which allows you to tell them about the negative in life without moral and emotional damage and draw parallels with modern reality (14, p. 124).
One of the goals of moral education iseducation of love for the motherland.The works of folk art contain a special educational value that influences the formation of patriotic feelings. Folk art carries specific images, colors, accessible and interesting to the child. Folk art works can serve as an effective means of forming a positive, emotionally colored attitude towards different parties. public life, fostering love for the native land under the following conditions: if familiarization with folk art is an integral part of the general system of familiarizing preschoolers with the phenomena of public life; if the selection of works of folk art is carried out, which are most conducive to the education of the principles of patriotic feelings; if children have developed the ability to distinguish between some specific and common features in the work of different peoples.
Of particular importance is the introduction of children to magical and heroic tales. The ideological content of these tales - the exploits of heroes in the name of liberating their native land, their people from evil, violence, from enemies and foreign invaders - contributes to the disclosure of the ideas of patriotism.
The emergence of children's interest in various examples of folk art can be considered as an indicator of the emerging feeling of love for the native land, its history, nature, people's work (21, p. 13, 16,17).
The circle of children's reading includes Russian folklore, as well as the folklore of the peoples of the world. They have great potentialnational, folk cultures,make the child the owner of universal human spiritual values. In his literary development, the child must go from the literature of his people to the children's world literature (16, p. 27). Comparison of folklore works of different peoples makes it possible not only to form certain ideas about the characteristic national features of oral art, but also fosters a deep interest in the analysis of these features, an understanding of the value of the folklore of each people, which is determined by the presence of common experiences, aspirations, common moral positions (21, p. .sixteen).
Volkov G.N. notescognitive role of folklore:“Fairy tales, depending on the topic and content, make listeners think, suggest reflections. Often the child concludes: “It doesn’t happen like that in life.” The question involuntarily arises: “What happens in life?” Already the conversation of the narrator with the child, containing the answer to this question, has a cognitive value. But fairy tales contain cognitive material directly. It should be noted that the cognitive significance of fairy tales extends, in particular, to individual details of folk customs and traditions, and even to household trifles” (3, p. 122).
Listening to works of folk art give children the opportunity to understand the ethno-psychological characteristics of people, to learn the traditions and customs of peoples, to get acquainted with their way of life and way of life. So, using the example of the well-known and beloved fairy tale "Gingerbread Man" you can introduce children not only to the traditional food of the Russian people (kolobok) and the recipe for its preparation, but also to expand their understanding of the life of the Russian people, explain the concepts of "barn", "barn", "spin". The knowledge acquired by children through acquaintance with the etymology of words, the purpose of objects, helps them to make generalizations and conclusions, to expand their horizons. With the help of folklore works, children can be introduced to one of the leading features of a people that distinguishes it from all other peoples, namely the language (it can be demonstrated that languages, like their speakers, i.e. peoples, can be similar, related, and may differ from each other). (15, pp. 24,26)
In folklore, the idea of a harmonious relationship between man and nature is clearly visible, which arose from the harmony of nature itself and the understanding of the need to adapt to it and transform it. Many Russian proverbs reflect subtle observations of nature, the understanding that nature is a force to be reckoned with. Round dance is one of the folk festive events, which is entirely connected with nature, since this action always took place in nature. In this way,environmental education, fostering love for naturecan also rely on folk pedagogy (12, pp. 42-44).
Oral folk art is not only the most important source and means of developmentall aspects of children's speech, but also plays a huge role in the education of preschoolersinterest in native speech.It helps to feel the beauty of the native language, develops the figurativeness of speech. K. I. Chukovsky in the book "From Two to Five" said that "all kinds of folk songs, fairy tales, proverbs, sayings, riddles, which make up the favorite mental food of preschoolers, best introduce the child to the basics of folk speech." In addition, he noted that “the fairy tale improves, enriches and humanizes the child's psyche, since the child listening to the fairy tale feels like an active participant in it and always identifies himself with the pace of her characters who fight for justice, goodness and freedom. It is in this active sympathy of small children with the noble and courageous heroes of literary fiction that the main educational significance of the tale lies" (22).
Folklore texts reveal to the child the beauty and accuracy of the Russian language and, according to K.D. Ushinsky "awakens to life the seeds of the native word, which are always rooted, albeit unconsciously, in the soul of the child", thereby enriching the child's speech (20, p. 298).
4.2. Features of folklore works.
E.I. Tiheeva, E.A. Flerina also believed that folklore provides excellent examples of the Russian language, imitating which the child successfully learns his native language. Riddles, proverbs, sayings, they wrote, are figurative, poetic, endowed with comparisons, vivid epithets, metaphors, they have many definitions, personifications. The poetic language of small folklore forms is simple, precise, expressive, contains synonyms, antonyms, comparisons, hyperbole. Many proverbs are based on metaphor. It serves as a means of achieving the greatest expression and picturesqueness. No less rich is the language of riddles. A wide range of figurative and expressive means is used here to encode images of objects and phenomena (4, p. 16). These features attract children to small folklore genres.
There is a lot of humor, jokes, competitive enthusiasm in folk games; the movements are precise and figurative, often accompanied by unexpected funny moments, tempting and beloved by children, counting rhymes, draws, and nursery rhymes. They retain their artistic charm, aesthetic value and constitute the most valuable, unique game folklore. Folk games are figurative, so they mainly captivate children of preschool age. (5, pp. 5,8).
G.N. Volkov singles out the mostcharacteristic features of fairy tales: nationality (tales reflect the life of the people, the features of their worldview, and also cultivate their formation in children); optimism (tales inspire confidence in the triumph of truth, in the victory of good over evil); the fascination of the plot (the complexity of the scheme of events, external clashes and struggle); imagery (the main character usually reflects the main features of the national character: courage, diligence, wit, etc.); funnyness (subtle and cheerful humor); didacticism (tales of all peoples are instructive and edifying) (3, pp. 125,126) These features of fairy tales make it possible to use them in solving pedagogical problems, in the system of educating preschoolers.
Thus it is possible to do conclusion , what different types oral folk art are an important means of developing speech and all aspects of the child's personality. But the effectiveness of their use will depend not only on whether the educator understands the role of folklore, but also on how well he knows about the means of folk pedagogy, about the methods and techniques of their use.
5. Types of oral folk art that contribute to the development of the speech of preschool children.
5.1. Types of oral folk art.
In children's folklore, it is necessary to distinguish between the works of adults for children, the works of adults that have become children's over time, and children's creativity in the proper sense of the word.
The children's folklore of the Russian people is unusually rich and varied. It is represented by heroic epic, fairy tales, numerous works of small genres.
Acquaintance with the best examples of oral folk art should be carried out as early as possible. It begins with songs, nursery rhymes, pestles.
Lullabiessoothe, set the child to rest; affectionate, gentle, quiet. People call them bikes. This name comes from the verb "buy, bay" - to speak. The ancient meaning of this word is “whisper, speak”. Lullabies got this name not by chance: the most ancient of them are directly related to the charm song. Over time, these songs lost their ritual character, and their plots were chosen as their “hero” by a cat, since it was believed that the peaceful purring of a cat brings sleep and peace to a child.
Pestushki - small songs for the first games of a child with fingers, arms, legs, accompanying the first children's conscious movements (“A horned goat is coming ...”, etc.) According to the rules of folk pedagogy, in order to educate a physically healthy, cheerful and inquisitive person, in the child it is necessary to maintain joyful emotions during waking hours. Thanks to the simplicity and melodiousness of the sound of pestles, children, when playing, easily memorize them, acquiring a taste for a figurative, well-aimed word, learning to use it in their speech. Some pestles, becoming more complicated, developing a game beginning, pass into the genre of nursery rhymes.
Nursery rhymes. Their main purpose is to prepare the child for the knowledge of the world around them in the process of playing. They begin to be used in the second year of a child's life, when he already has a primary dictionary. In most cases, nursery rhymes are associated with movements, dancing and are distinguished by a vigorous and cheerful rhythm. The role of nursery rhymes is that they teach to perceive a short plot embodied in the artistic word, and this is, as it were, a preparatory stage for the perception of a fairy tale in the future. In addition, nursery rhymes develop children's imagination, arouse interest in new word formations.
Change the jokes jokes. These are rhyming expressions, most often of comic content, used to decorate speech, in order to cheer, amuse, make yourself and your interlocutors laugh. Their content is reminiscent of little fairy tales in verse. As a rule, in a joke, a picture of some bright event, swift action is given. This corresponds to the active nature of the child, his active perception of reality.
Fables - a special kind of songs with humorous lyrics, in which real connections and relationships are deliberately displaced. They are based on improbability, fiction. However, in this way they help the child to establish in his thinking the true interconnections of living activity, strengthen in him a sense of reality. Humor becomes pedagogy.
teasers - a form of manifestation of children's satire and humor. Teasers are a form of creativity almost entirely developed by children. It cannot be said that he did not have his "ancestor" in the work of adults. Discord, clashes, enmity, fisticuffs, real fights, when one "end" of the village went to the other, were a constant phenomenon of the old way of life. Adults gave each other nicknames, nicknames that marked imaginary and real shortcomings.
Each teaser contains a charge of exceptional emotional power. Often teasers condemn snitching, gluttony, laziness and theft. However, in the children's environment itself, the custom of teasing caused a protest - they said about lovers of teasing: "Teased - a dog's snout."
Tongue Twisters learn to speak clearly, quickly and correctly, but at the same time remain a simple game. This is what attracts children. Tongue twisters combine single-root or consonant words: In the yard - grass, on the grass - firewood; The cap is not sewn in the style of a cap, it must be recapped and recapped. It is difficult to decide who is the creator of these tongue twisters - children or adults. Some of them are hardly created by children.
Amazingly poetic Russian riddles , simply and colorfully telling about specific natural phenomena, about animals and birds, economy and life. They contain a rich invention, wit, poetry, figurative structure of live colloquial speech. Riddles are a useful exercise for the mind. The riddle introduces the child to thinking about the connections between phenomena and objects and about the features of each of them, helps him discover the poetry of the world around him. The bolder the fiction, the more difficult the riddle to guess. The improbability gives the images of the riddle a clearly perceived contradiction of reality, and the answer brings order to the confusion: everything falls into place in accordance with the real qualities of the object being thought of.
Proverbs and sayingsare concise, expressive folk interpretations, the result of long observations, the embodiment of worldly wisdom. A proverb is a short, poetically figurative, rhythmically organized work of folk art, summarizing the historical social and everyday experience, vividly and in depth characterizing different aspects of human life and activity, as well as the phenomena of the surrounding world. A proverb is a general judgment, expressed in the form of a grammatically complete sentence, which has a figurative meaning, contains morality developed by many generations. A proverb is a short, figurative saying (or comparison), which is characterized by the incompleteness of the statement. Unlike a proverb, a saying is devoid of a generalized instructive meaning and is limited to a figurative, often allegorical definition of a phenomenon. Proverbs and sayings addressed to children can reveal to them some rules of conduct, moral norms. A short saying, full of wisdom and humor, is remembered by children and affects them much more than any moralizing and persuasion.
Russian folk outdoor gameshave a long history, they have been preserved and have come down to our days from ancient times, passed down from generation to generation, incorporating the best national traditions. In all folk games, the love of fun, daring, honor, competitive enthusiasm, the desire to possess strength, dexterity, endurance, speed and beauty of movements, as well as ingenuity, endurance, resourcefulness, invention and willpower are manifested in all folk games.
Rhythm closely related to the folk game. The task of the rhyme is to help prepare and organize the game, to divide the roles, to establish a queue for the start of the game. A rhyme is a rhyming rhyme, consisting mostly of invented words and consonances with emphasized strict observance of rhythm.
Round dances. It has long been a favorite pastime of young people in Rus'. They began to dance in the spring, when it became warm and the ground was covered with the first grass. The round dance intertwined dance, game, singing. The dance songs clearly reveal the moral and aesthetic ideals of young people - our ancestors (well done looking for a "friendly bride", "and a spinner, and a weaver, and a housekeeper").
Russian folk songoffers the child a wide range of poetic associations. White birch rustling in the wind, spilled spring water, white swan ... All these images become the basis of a poetic view of the world, imbued with love for native nature, native speech, and the Motherland.
Fairy tales . It is difficult to imagine a child's world without fairy tales: "childhood" and "fairy tale" are inseparable concepts ... A fairy tale is a special folklore form based on a paradoxical combination of the real and the fantastic. It has long been an element of folk pedagogy. In the fairy tale epic, the following genre varieties are distinguished: fairy tales about animals, fairy tales on everyday topics, fairy tales.
All fairy tales affirm the child in the right relationship to the world. Each fairy tale contains a moral that a child needs: he must determine his place in life, learn the moral and ethical norms of behavior in society. The plot of fairy tales unfolds rapidly, and the happy ending of the fairy tale corresponds to the cheerful attitude of the child. An important feature of fairy tales is that their characters always, under any circumstances, remain true to their characters. Thus, the fairy tale contains that necessary simplicity of human relations, which must be mastered by the child before he learns to understand the complexity of other deeds and actions.
Learning the language of one's people, mastering all the wealth of folklore is one of the most important, main ways of the spiritual revival of Russia (2, pp. 47-63).
But besides this, preschoolers need to be introduced to the work of other peoples (fairy tales, songs, proverbs, games, etc.). Folklore works should reflect both the specific features of national art and those common to the work of other peoples. To do this, it is necessary to select fairy tales, proverbs, sayings that most clearly reflect the features of the content (everyday life, customs, moral principles, traditions) and forms (composition, expressive means, etc.). Thus, children will become familiar with the culture of not only their people, but also to the culture of other peoples. (21, pp. 15,16)
Very early, children learn on the street from their peers in different ways. invocations (from the word to call out - “call, ask, invite, contact”). These are appeals to the sun, rainbow, rain, birds.
Oral sentences. These are short, usually poetic appeals to animals and birds, ladybug, bees; to the mouse with a request to replace the old, fallen tooth with a new, strong one; to the hawk, so as not to circle over the house, not to look out for chickens. This is the question of the cuckoo: “How long shall I live?” The cuckoo calls and the children count.
No less ancient than the calendar children's folklore,game choruses and game sentences. They either start the game, or connect parts of the game action. They can also play the role of endings in the game. Game sentences may also contain the "conditions" of the game, determine the consequences if these conditions are violated.
5.2. Familiarization with the types of oral folk art in different age groups.
Working with kids the teacher widely uses small folklore forms. Appropriately read nursery rhymes, riddles, counting rhymes improve the mood of children, cause a smile, develop interest in cultural and hygienic skills. The teacher also conducts special classes that introduce the children to the works of folklore. Kids are very fond of folk games to the song accompaniment of Karavay, Geese-Swans, White-sided Magpie, etc.). Children are also introduced to the first fairy tales (“Ryaba Hen”, “Turnip”, “Gingerbread Man”, etc.).
AT middle group the educator continues to acquaint children with the works of Russian folk art, and above all with fairy tales (Russian folk: “The Chanterelle with a Rolling Pin”, “Zhikharka”, “Geese-Swans”, etc., the Ukrainian fairy tale “Mitten”, etc.). They introduce children to folk art in the classroom, where they explain why a fairy tale is called folk, at leisure evenings, at special holiday matinees, where the main participants are older preschoolers, but children of the fifth year of life can also read nursery rhymes, dance, sing songs.
AT senior group the educator plans classes specifically dedicated to Russian folk art. In addition, it is advisable to get acquainted with folklore outside of classes: in evening time, on a walk in the forest or on the lawn, the guys sit around the teacher, and he tells them a fairy tale, makes riddles, and sings folk songs with the children. Free dramatizations of folk songs are very interesting. In the older group, the guys first get acquainted with proverbs and sayings. The teacher says that the people have created well-aimed short expressions that ridicule laziness, praise courage, modesty, hard work; explains when it is appropriate to use saying and proverb. Familiarization of children with proverbs can be part of a class on familiarization with others or the development of speech. In the senior group, children begin to get acquainted with the oral folk art of not only Russian, but also other peoples. Children will learn that the well-known fairy tale “Mitten” is Ukrainian, “Light Bread” is Belarusian, and the cheerful song “Where does the sun sleep?” created in Armenia.
With works of folklorechildren of the preparatory groupmeet mostly outside of class. A special place is given to acquaintance with sayings and proverbs. The educator no longer only explains their content, hidden meaning, possible use cases, but also teaches you to use this or that saying correctly and appropriately. In the preparatory group, children continue to be introduced to folk songs, to more serious, deep in content works of the national epic (legends, epics, tales) not only of the Russian people, but also of peoples of other nationalities. A special role is played by the teacher's conversation, which precedes reading or storytelling - it leads preschoolers to understand the ideological meaning of the work (17, pp. 115-124).
So the use various kinds oral folk art in combination with other educational means contributes to the enrichment of the dictionary, the development of speech activity of preschool children, as well as the formation of a harmoniously developed, active personality that combines spiritual wealth and moral purity. When working with children, the teacher must remember that the impressions of childhood are deep and indelible in the memory of an adult. They form the foundation for the development of his moral feelings, consciousness and their further manifestation in socially useful and creative activities.
6. Methods of acquaintance with oral folk art.
Traditionally, it is customary to single outtwo forms of organizing work with folklore in kindergarten:
1. Reading and storytelling in class:
One work;
Several works united by a single theme or unity of images (two fairy tales about a fox);
Combining works belonging to different types of art;
Reading and storytelling using visual material (with toys, different types of theater, filmstrips, movies);
Reading as part of a speech development or familiarization lesson.
2. Use outside of class, in various activities (storytelling outside class, book corner, fairy tale evenings, folklore holidays, mini-museums of fairy tales, etc.).
6.1. Methods of acquaintance with folklore in the classroom.
The main thing that the educator should take into account when introducing children to various folklore genres is the need to introduce elements of artistry and individuality in the performance of folk works. Then the classes will take place as a vivid communication with the child, in whose eyes a colorful action is played out.
Upon acquaintancewith small folklore genresThe teacher should pay attention to the following:
1. You can use objects of folk art and Russian folk musical instruments.
2. Use of nursery rhymes, sayings, etc. only then provides a systematic approach to familiarization with the outside world when their content is focused on a person, his activities and specific actions (washing, dressing, dancing, etc.). They should sound as often as possible in the speech of the teacher.
3. It is necessary to widely use visual material (the younger the child, the more often it is used: toys, pictures, manuals, etc.), with the help of which a detailed picture of actions and their results is created. The display can be fragmentary or complete. Dramatization of a work with the help of visual aids helps to achieve a better understanding of the content. During the reading of the work, a dynamic emphasis is placed on fragments of the text (“oil head” - this particular part of the toy is set in motion, etc.).
4. In the course of staging and listening to the text, the effective participation of the child should be encouraged and stimulated: call the cockerel, etc.
5. An emotional presentation of the work should encourage children to cognitive activity: surprise appearance, intonational expressiveness of speech. It is necessary to draw the attention of the child to the fact that the same character can be different in different works.
6. It is important to ensure that the child does not lose the thread of understanding the work as a whole.
7. Mandatory rule - repeated full reading of the work. Each repetition should be no less exciting process than the first acquaintance.
8. Repetition of the work in a slightly modified form. The teacher should pay less attention to the introductory part and more to the opportunity to master, remember and reproduce the text (2, pp. 64-66).
The method of familiarization with proverbs and sayings.The teacher must monitor the skill and correctness of the use of proverbs and sayings both in his speech and in the speech of children. In order to achieve a correct understanding by children of the generalized meaning of these types of small folklore forms, it is necessary to carry out all the work in two stages:
1. Initially, a proverb or saying is given out of context - in order to find out whether the child understands its content and meaning, whether he knows when to use it.
2. Then the proverb or saying is offered in the context of a short story. You can check the understanding of the generalized meaning of proverbs and sayings by offering the children a task: come up with a fairy tale, story, speech situation where one of the characters could appropriately use this proverb or saying. When children have accumulated a certain stock of proverbs and sayings, you can invite them to choose proverbs that correspond to the content and idea of a particular fairy tale (2, pp. 66-67).
Fairy tales method:
1. A fairy tale should be told to a child, not read. And tell it over and over. It is necessary to artistically, artistically recreate the images of the characters, to convey both the moral orientation and the acuteness of the situation, and one's attitude to the events.
2. In order for children to listen to the tale carefully, they must be prepared for this. You can use the following tricks:
Show a fairy tale with toys ( table theater);
Use hint, and a new fairy tale it is better to start with a familiar saying, and a fairy tale you have already heard with a new, interesting saying. (2, pp. 67-68).
3. Alekseeva M. M., Yashina V. I. suggest using verbal methodological techniques in combination with visual ones:
Conversations after acquaintance with the fairy tale, helping to determine the genre, main content, means of artistic expression;
Selective reading at the request of children;
Examination of illustrations, books;
Viewing filmstrips, movies after reading the text;
Listening to a recording of the performance of a fairy tale by masters of the artistic word (1, pp. 347-357);
4. When telling a fairy tale, it is recommended to use simulation. Heroes of fairy tales, as well as objects with which they act, become objects that are replaced. A set of substitutes (different circles) is made and offered to the child by an adult. The child is required to choose mugs so that it is immediately clear which circle, for example, a crocodile, and which one is the sun. When the process of choosing deputies is mastered, you can move on to playing simple plots. Depending on how much the child has mastered modeling, the completeness of the plot being played out changes (9, p. 28).
5. You can end the fairy tale with well-known endings: “Here the fairy tale ends, and whoever listened is well done,” the purpose of using them is to let the child understand that the fairy tale is over and distract him from the fantastic. Proverbs suitable for the content of the tale can also serve as endings, this will consolidate the impression of what they heard and teach the child to use figurative folk expressions to the place (2, p. 68).
6. R. Khalikova revealed the originality of the methods that affect the moral, patriotic, international education of preschoolers in the process of familiarization with folklore:
The figurative perception of proverbs and fairy tales deepens if at the same time children are introduced to decorative items of folk life, national costume Russian people and people of other nationalities.
Inclusion in the conversation about fairy tales of questions, the answers to which require an emphasis on the moral qualities of the hero.
Using the method of comparing national folklore works, which makes it possible not only to form certain ideas about the characteristic national features of oral art, but also to cultivate a deep interest in the analysis of these features, understanding the value of the folklore of each people; children should be taught to understand that different nations in fairy tales, the actions of the characters are equally evaluated.
Using the Comparison Method modern life depicted in fairy tales.
7. After classes, it is necessary to create conditions for a variety of creative activities for children, reflecting the impressions received from the perception of folklore works: inventing fairy tales, riddles, drawing on the themes of favorite fairy tales, their dramatization (21, pp. 16-17).
Riddles method:
1. At the initial stage, to teach children to perceive the figurative content of riddles, to explain them.
2. Then pay attention to the juicy, colorful language of the riddle, to form the ability to understand the expediency of using expressive and visual means. To do this, you can offer children two riddles for comparison, ask which of the two they liked best and why. Offer to choose a definition for the word that means a guess.
3. Later, when the children learn the genre features of metaphorical riddles, the teacher invites them to invent riddles about objects, phenomena of reality (4, p. 18).
6.2. Methods of working with folklore in the organization of various activities.
In preschool childhood, as you know, the leading type of activity is a game in which everyone develops. cognitive processes. Folklore is widely usedin drama games.Dramatizing a song, a nursery rhyme, and later a fairy tale, the child uses their language. What he originally only heard becomes his own property. It is here that the child is imbued with the “harmony of the Russian word”, as Belinsky spoke about. The child associates the word with the action, with the image. That is why it is necessary to encourage the dramatization of works of oral folk art by children, make it a common occurrence in the life of a kindergarten, and encourage all children to do this. (18, p. 83.).
The technology of using fairy tales in dramatization games:
Stage 1 - acquaintance with a fairy tale (telling, conversations, viewing filmstrips, videos, looking at pictures and illustrations);
Stage 2 - knowledge must be emotionally perceived by the child, therefore, emotional feedback is required (retelling, table theater, outdoor and didactic games with characters from fairy tales, etc.);
Stage 3 - reflection of the emotional attitude of the child to the object under study in artistic activity;
Stage 4 - preparation for independent acting out of the plot, preparation of the necessary environment for creative play, acting out the plot of a fairy tale (6, p. 21)
Oral folk art can be used in all forms of workin physical education:
motor-creative classes based on one of the types of oral folk art; plot physical education classes with "interspersing", "interweaving" elements of a fairy tale (conducted in the form of a "motor" story);
theatrical physical education classes using imitation, mimic and pantomimic exercises, dramatizations and dramatization games; musical and rhythmic classes based on folk dances and dances, games and round dances, using folk songs and melodies;
gaming physical education classes (folk games and games with fairy-tale characters are used);
integrated physical education classes combining folklore and physical exercises (7, p. 29).
When organizing the motor activity of children, it is necessary to use folk games that affect not only physical development children, but also according to E.A. Pokrovsky: "...children's outdoor games, taken from the treasury of folk games, meet national characteristics, fulfill the task of national education" (19, p. 210).
The main condition for the successful introduction of folk outdoor games into the life of preschoolers has always been and remains a deep knowledge and fluency in an extensive game repertoire, as well as the methodology of pedagogical guidance. Basically, it does not differ from the methodology of other outdoor games, but some features characteristic of the organization and conduct of a folk game can be distinguished:
When explaining a new folk game, in which there is a beginning (counting, singling, toss), an adult should not first learn the text with the children, it is advisable to introduce it into the course of the game unexpectedly. Such a technique will give children great pleasure and save them from boring stereotyped acquaintance with the game element. The guys, listening to the rhythmic combination of words, when repeated, easily remember the beginnings.
When explaining the plot folk game, the educator first talks about the life of the people whose game they are to play, shows illustrations, household items and art, interests them in national customs, folklore (5, pp. 8,9).
A special role in introducing the child to folk culture is played byfolklore holidaysas a means of expression national character, a bright form of recreation for adults (teachers and parents) and children, united by joint actions, a common experience. Folk holidays are always associated with the game, therefore, a variety of folk outdoor games are included in the content of holidays in kindergarten, and jokes, counting rhymes, tongue twisters learned with children make the game process more interesting and meaningful. Children of senior preschool age sing Russian folk lyrical songs and ditties, demonstrating how a person's life, his sorrows and joys are reflected in these types of verbal and musical art. No one folklore holiday not without, of course, playing Russian folk musical instruments, performing songs and dances to their accompaniment. Skits, puppet theater based on folk songs, nursery rhymes, fairy tales are also widely used. The main difference between folk dramatic performances (games, round dances, skits) is the combination of words, melody, performance, which is accompanied by appropriate gestures and facial expressions. Great attention should be paid to costumes, the use of scenery (9, pp. 6-8).
Thus, the use of folklore in the process of organizing various types of children's activities, the use of various methods of familiarization with the oral folk art of the Russian and other peoples arouses a steady interest in folklore, and contributes to the development of speech activity in preschool children.
7. Analysis of the work on familiarization with the oral folk art of young children.
The work was carried out with children of the first junior group in the MDOU kindergarten No. 5 of the city of Vorsma, Pavlovsky district.
The circle of reading at this age is mainly made up of works of Russian folklore: ditties, nursery rhymes, songs, games, riddles, fairy tales. These works best suit the needs of the younger preschooler, as they combine the word, rhythm, intonation, melody and movement. The works of oral folk art are the first works of art that a child hears. Therefore, during the period of adaptation of children to the new conditions of the kindergarten, we introduce children mainly to them.
We are building the educational process in the preschool educational institution in accordance with the program "Childhood". The main task that we set when introducing children to folklore is to open the world of verbal art to the child, to instill interest and love for oral folk art, the ability to listen and understand, emotionally respond to imaginary events, “contribute” and empathize with the characters, i.e. lay the foundation for the literary development of children. The implementation of this task is associated with the education of children's abilities and skills to aesthetically perceive works of oral folk art, with the development of their artistic and speech activity.
Acquaintance of children with folklore, and then consolidation occurs through various forms organized activities of children, joint activities of children and adults outside of classes, work with parents.
In the first junior group, 2 classes are planned daily in subgroups: the first in the morning, the second in the evening.
In the classroom "Children's Fiction" we introduce kids to the works of oral folk art. The main task is to form the ability to listen to an adult's storytelling or reading; memorize and recognize a familiar piece when listening again; recognize characters in illustrations, toys; memorize folklore texts.
In the classes on familiarization with the social and natural world, we also introduce the works of oral folk art or fix their content. The main task is to develop the speech of children with the help of folklore, to arouse interest, emotional responsiveness to objects and phenomena of the social and natural world; memorize and recall works of oral folk art.
In speech development classes, we reinforce familiar nursery rhymes, fairy tales, etc. The main task is to develop in children the ability to convey the content of works by word, action, gesture, picking up the words and lines of familiar works (1st quarter), and later (2nd and 3rd quarter) to read some of them by heart.
The consolidation of folklore material occurs in other classes, in cultural and leisure activities. Here the main task is to develop children's interest and desire to engage in visual, motor, musical activities with the help of folklore; to consolidate knowledge of familiar works of oral folk art.
When organizing physical education classes, we widely use the content of nursery rhymes, songs, and fairy tales familiar to children. Such plot lessons are very interesting for children, the motor activity of children increases. Kids are very fond of finger, mobile folk games with song accompaniment. We spend them during walks, in the evening and in the morning. Children not only move, but also try to pronounce familiar words that accompany games.
Already at this age, we try to use elements of staging fairy tales and nursery rhymes. Listening to the text spoken by the teacher, the children independently reproduce the corresponding game actions of a bunny, a cat, a bear, etc.
When planning, we try to harmonize the content of different sections of the program, to achieve their integration - interconnection and complementarity. Works of oral folk art help in this. In connection with the passion characteristic for kids for countless repetition, “working out” the same text, it becomes necessary to create daily conditions for children to meet familiar works in different everyday situations (washing, dressing, etc.), in the joint activities of adults and children outside of classes (observation; game, practical, problem situations; different types of games; looking at books, illustrations, albums, etc.). The coordination of this activity in kindergarten and family plays a special role.
With this approach, a single educational content, repeating, in different forms and activities are better understood and mastered by children.
The integration of all forms and types of children's activities, the implementation of this approach helps and thematic planning the content of the educational process. The topic is planned for 1 - 2 weeks, reflected in the content of classes, planned, educational and educational situations; in games; observations; music, communication of the educator with children, work with the family.
When introducing children to oral folk art, we used a variety of methods and techniques. At the initial acquaintance with the works: viewing toys, illustrations, pictures by content, reading based on clarity, game and problem situations, didactic games related to the content, repeated reading, questions.
When repeating, we use the same techniques and the same visual material as in the first reading; we read works without resorting to visualization; use additional visual material, imitations; insert the name of the child into the text. The repetition of two or three poetic texts in one lesson brings joy to children, creates a positive - emotional mood.
Conclusion - systematic and systematic familiarization with folklore in the first junior group is a prerequisite for the full mastery of the child's native language, creates the foundation for the formation at the next stage of the child's life - in preschool childhood - the aesthetic perception of fiction; the foundation of psychophysical well-being, which is determined by success general development and foundation of cognitive activity. Folklore is one of the most effective and vivid means, fraught with huge didactic and educational opportunities. It is very important that the work begun be continued in the future.
8. Pedagogical conclusions.
In the process of doing the work, we examined the role of oral folk art in the development of the speech of preschoolers, in the upbringing of a person, his personality. The kindergarten has an exciting task - to plant in children the seeds of love and respect for folklore. When introducing a child to the wonderful world of folk art, we open for him the life of society and the nature around him. An important role is played by oral folk art in patriotic and international education, in the education of love for the Motherland, for its great people and interest in people of other nationalities. Folklore gives the child excellent examples of the Russian language: the expressive, well-aimed language of proverbs, sayings, folk tales about animals, the language of Russian folk fairy tales, saturated with fabulous “ritualism”. Oral folk art has an activating effect on:
Speech sound flow, the child distinguishes speech from all other signals, gives it preference, highlighting it from noise and musical sounds;
An activating sound effect with the help of repetitive phonemes and sound combinations, onomatopoeia, as if folklore forms programmed in the text itself.
The figurativeness of folklore makes it possible to convey to the minds of preschoolers in a concise form a great semantic content. This is the special value of the artistic word as a means of understanding the world around us, the speech development of children.
By means of oral folk art, children are brought up with an active attitude towards the world around them, a desire to apply different genres of folklore in everyday life.
The works of folk art have always been close to the nature of the child. The simplicity of these works, the repeated repetition of elements, the ease of memorization, the possibility of playing and independent participation attract children, and they are happy to use them in their activities. Therefore, teachers should acquaint children in each age group with works of oral folk art in accordance with the "Program", to ensure the child's assimilation of their content and correct understanding. Listening to a nursery rhyme, a fairy tale or a song, the child must not only learn the content, but also experience the feelings, moods of the characters, pay attention to the semantic side of the word, its pronunciation.
What needs to be done in order for oral folk art to become an effective factor in the personal development of a child?
1. The effectiveness of teaching preschoolers on the ideas of folk pedagogy depends on the attention of the educator, preschool specialists, parents to folklore, on the ability of teachers to competently build a pedagogical process aimed at the full development of oral folk art by children. Starting from early age groups and up to school, children need to be introduced to folklore works in the process of organizing various types of children's activities using various methods and techniques.
2. It is very important that every teacher knows folk customs and rituals, national traditions, be an expert in folk games, songs, dances, fairy tales.
3. When planning work to introduce preschoolers to the origins of folk art, it is necessary:
Evenly distribute folklore material during the school year;
To foresee and consider in advance the methods and techniques that ensure the maximum activity of children in the classroom and in their free time, their creative self-realization;
Consolidate the material being studied in a timely manner, avoid haste, overloading children;
It is clearer to see the intended goal, which is set in accordance with the age of the children.
4. It is important that the lessons on familiarization with folklore be unusual, interesting for children, so that the spirit of the nationality reigns there.
5. In the process of getting acquainted with folklore, it is very important to implement educational tasks and maintain an emotional mood.
All this will help the child not only master the best examples of oral folk art, but also ensure his personal development from an early age. Early and preschool childhood This is just the beginning of life's journey. And let this path be illuminated by the sun of folk art from the very beginning.
I consider the prospects for further work to continue the use of the accumulated material for the comprehensive development of preschool children.
Bibliography.
1. Alekseeva M. M., Yashina V. I. Methods of development of speech and teaching the native language of preschoolers: Proc. allowance for students. higher and avg. ped. textbook establishments. - M.: Publishing Center "Academy", 2000. - 400c.
2. Vikulina A.M. Elements of Russian folk culture in the pedagogical process of a preschool institution. - Nizhny Novgorod: Nizhny Novgorod Humanitarian Center, 1995. - 138 p.
3. Volkov G.N. Ethnopedagogy: Proc. for stud. avg. and higher ped. textbook establishments. - M.: Publishing Center "Academy", 1999. - 168s.
4. Gavrish N. Use of small folklore forms // preschool education. - 1991. - No. 9. - P.16-20.
5. Children's outdoor games of the peoples of the USSR / Comp. A.V. Keneman; Ed. T.I. Osokina. – M.: Enlightenment, 1988. – 239 p.
6. Doronova T.N. The development of young children in a variable preschool education. Hoop. Moscow, 2010 - P.119-127.
7. Zimina I. Folk tale in the system of education of preschoolers // Preschool education. - 2005. - No. 1. - P.18-28.
8. Zimina I. Folk tale in the system of education of preschoolers // Preschool education. - 2005. - No. 5. - P.28-35.
9. Zimina I. Folk tale in the system of education of preschoolers // Preschool education. - 2005. - No. 8. - P.26-31.
10. Acquaintance of children with Russian folk art / Ed.-comp. L.S. Kuprina, T.A. Budarina and others - St. Petersburg: Childhood-press, 2001. - 400 p.
11. Krinitsina N. Children love nursery rhymes // Preschool education. - 1991. - No. 11.
12. Nikolaeva S. On the possibilities of folk pedagogy in the environmental education of children // Preschool education. - 2009. - No. 4. - P.42-46.
13. Novitskaya M., Solovieva E. Welcome to the folklore school // Preschool education. - 1993. - No. 9. - P.11 - 18.
14. Pidruchnaya S. Fairy tales - for the safety of children // Preschool education. - 2008. - No. 2. - P.124-127.
15. Poshtareva T. The use of folk tales in the educational process // Preschool education. - 2009. - No. 5. - P.24-28.
16. Child and book: A guide for a kindergarten teacher / L.M. Gurovich, L.B. Coastal, V.I. Loginova, V.I. Piradova. - St. Petersburg: Publishing house "CHILDHOOD PRESS", 2000. - 128p.
17. Native land: A guide for educators children. garden / R.I. Zhukovskaya, N.F. Vinogradova, S.A. Kozlov; Ed. S.A. Kozlova. - M.: Enlightenment, 1985. - 238
18. Russian folk art and ritual holidays in kindergarten: class notes and holiday scenarios / Vladimir Regional Institute for the Improvement of Teachers. - Vladimir, 1995. - 184 p.
19. Stepanenkova E.Ya. "Theory and methods of physical education and development of the child." – M.: Academy, 2007. – 368 p.
20. Ushinsky K.D. Collected works. T.6. - M., 1948., p.298
21. Ushinsky K.D. native word. Collected works, M.: 1974.
22. Khalikova R. Folk art as a means of educating love for the native land // Preschool education. - 1988. - No. 5, S. 13-17
23. Chukovsky K.I. From two to five. http://www.gumer.info.
Work plan for the year
Chapter | Timing | practical outputs |
|
The study of methodological literature | September-May | Baburina G.I., Kuzina T.F. "Folk Pedagogy in the Education of a Preschooler". M., 1995 Dal V.I. "Proverbs and sayings of the Russian people". M., 2009 "Larks: songs, sentences, nursery rhymes, jokes, counting rhymes" / Comp. G. Naumenko. M., 1998 Knyazeva O.L., Makhaneva M.D. "Introducing children to the origins of Russian culture": teaching aid 2nd ed., revised. and additional St. Petersburg, 2008 Kozyreva L.M. "I speak beautifully and correctly. The development of speech in children from birth to 5 years", M., 2005 Russian folklore / Comp. V. Anikin. M., 1985 | |
Work with children | October | Riddles for children. | Leisure "Evening of riddles". |
November | Theatrical performance. | A dramatization of the Russian folk tale "Teremok". |
|
February | Viewing a puppet theater based on Russian folk tales, round dances, outdoor games. | Entertainment "Wide Shrovetide". |
|
March | Finger games based on Russian folk rhymes. | Game activity "Let's play with fingers." |
|
April | Acquaintance with invocations, nursery rhymes about the sun. | Leisure "Dress up the sun, red, show yourself!". |
|
Family work | January April | Learning nursery rhymes, songs, tongue twisters, performance for parents. Joint creativity of children and parents. | "Gatherings" (a creative evening with the participation of parents). Family competition "Guess the riddle - draw a riddle." |
Self-realization | March | Consultation for educators "The influence of Russian folk art on the development of speech of children 3-4 years old." |
|
May | Open display of GCD in the first junior group | An open lesson on the development of speech in the younger group "Oral folk art. Nursery rhymes." |
|
May | Report on the work done on the topic of self-education at the final teachers' council. | Speech at the teachers' council. |
PROGRAM CONTENT
- Teach children to listen to a fairy tale and try to complete the phrases using a visual display.
- Help to understand the content of the story.
- Teach clear pronunciation of words from a fairy tale.
- Learn to pronounce words clearly, correctly name the shown toys.
- Recognize animals by sound.
- Onomatopoeia by animals, to form the correct pronunciation of the sounds "M", "M".
Fixing the Russian folk tale "Gingerbread Man" using a flannelgraph. Consolidation of nursery rhymes and poems by A. Barto. (children 1 ml. group 2-3 years old). 
MATERIAL: flannelgraph, pictures based on the fairy tale "KOLOBOK" for flannelgraph. Toys - a gingerbread man, a bunny, a bear, a cockerel, a cat, a horse, a bull.
LITERATURE:
- Russian folk tale"Kolobok"
- Poems by A. Barto from the cycle "Toys"
- The smallest in the kindergarten "author. V. Sotnikova (pp. 39, 76, 89, 106, 111)
STUDY PROCESS
Children (D) are included in the group together with the teacher (C).
Q: Kids, let's go to the fairy forest today.
On a flat path
Our feet are walking
Our feet are walking
They don't get tired at all.
Here the children will dance
Spin around in place
They swear, they rest.
(children follow each other, putting out their legs, make a spring, move their hands, spin around).
Q: Oh, look kids, who is this?
D: Kolobok.
Q: But we know a fairy tale about you, do you want to tell? (Kolobok nods).
Here listen:
Everyone sit in a row, let's play nice. Prepare your ears, eyes, let's start
our fairy tale.
(The children sit down, the teacher begins to tell a fairy tale, the children add, and the teacher puts pictures on the flannelgraph).
Q: Kolobok, do you want to come with us? (Kolobok nods)
(The teacher takes a kolobok with him)
--- We walked, walked, so we ended up in a fairy forest. (Crying is heard somewhere)
Q: Who is crying there? (Approaches the bunny) Who is this sitting?
D: Bunny.
B: He is kind of sad, lonely. And ... I guessed, this is the same bunny from A. Barto's poem. Guys, let's remember this verse. (Children read the poem in unison.) We must take pity on him, let's stroke him. Or maybe take a bunny with us? And on the way we will find a house for him. (Children approach the bunny, stroke it, then answer in the affirmative).
Q: Do you want to play the game together “Bunnies jumped across the forest lawn ...” (the game is repeated 2-3 times)
Q: The bunny walked through the forest, and the bear slept in the den.
The hare ran closer and called the hare to him.
The bear heard and let's roar:
"Who dares to make such a noise?" (Children jump, V. imitates the actions of a bear, calls the hare kids to him and shakes his finger)
B: But the bear woke up. Mishka, don't swear, don't make noise, does your head hurt or what? It is better to listen to a poem about yourself. (D. read the verse "Clumsy bear ...", imitating the actions of a bear).
Q: Mishutka, so what are you going to do here alone? Come with us, let's find a house where you will be cured. Let's go further through the fairy forest. (Take a bear with them)
Our feet walk on a flat path,
Through a puddle - jump, through a hole - lope,
Boo - fell. Where did we get to?
And ... in front of us is a fabulous tower. I wonder who lives in it? (A grandmother comes out of the tower - a funny one, sits on a stump, knits).
V. and D. - Hello! (All say hello together)
Q: We were walking through the fairy forest and now, we wandered to your house.
B-Z: Hello kids (puts aside knitting). My name is Grandma Fun. Are you tired? So sit down, and I'll tell you with whom I live in the tower. Want to?
D: Yes (they sit down on a bench).
B-Z: Since everything here is fabulous, let's play. When you hear the sound, you must guess the animal that makes it. And then you will understand with whom I live. (rooster crowing) Who is this?
D: Rooster.
B-Z: Let's sing a song about him? (Sing the song "Petya, cockerel - golden comb"). (Cow sounds)
BZ: Who is this?
D: cow.
B-Z: Yes, but I have a bull-calf, he does it too.
Q: And we know the rhyme about the bull. (Children read the verse) (the sound of a cat is heard)
BZ: Did you know who?
D: Cat.
Q: Tell the children about the cat that went to the market. (Children read the nursery rhyme “The cat went to the market ...” then the sound of a horse is heard)
B-Z: Do you know this animal?
Q: Let's talk about the horse? (Children say "I love my horse").
B-Z: So you guessed all my animals. Well done!
Q: In the meantime, we were walking through the magical forest and met a bun (a cat. Rolled along the road), a Bunny (a cat. Abandoned by the hostess) and a clubfoot bear (with a bump on his forehead). Maybe Grandma - Zabavushka, will you take them with you? After all, they will be better off with you.
BZ: Of course.
B: Children take a bun, a bunny and a bear and introduce them to other animals. Look and pet everyone. (Children pet animals)
B: It's good here with you, but it's time for us to say goodbye. As they say: “Away is good, but home is better!” (gathers all the children around him)
B-Z: And I will help you get home faster. Here, I have a magic ball, it will show you a short way. (rolls a ball to the door)
V. and D. Thank you and goodbye! (They leave on a string to the game “We stomp our feet ..”) This is how we walk - look!
We raise our legs - one, two, three!
How the legs walk - top, top, top!
Right down the path - top, top, top!
(Children leave the group)
Belashova Tatyana Anatolyevna
Pedagogical project in the first junior group "Folklore and kids"
Pedagogical project in the first junior group
On the topic: Folklore and kids»
Project plan:
1. Information note about the project
2. Project implementation
Stage 1 - preparatory
Stage 2 - practical
Stage 3 - final
3. Conclusions
4. Literature used
1. Kiseleva L. S., Danilina T. D. "Project method in the activities of preschool educational institutions."
2. Gerbov "Classes on the development of speech."
3. Komarova "Classes in visual activity."
4. Bogateeva Z. A. "Wonderful paper crafts."
5. Nikolaeva S. N. " environmental education in the kindergarten.
6. Lebedeva E.X. "Simple crafts from paper and plasticine."
7. Shebeko V.L., Ermak N.N. Sports holidays in kindergarten."
8. Karpukhina N. A. "Pedagogy of the new time."
9. Collection "First Steps".
10. Kartushina M. Yu. “Scenarios for recreational activities”, “Fun for kids”, “Summaries of logarithmic activities with children 2-3 years old”.
Project relevance:
The foundations of morality should be laid from a very early age, when character, attitude towards the world, towards people around is formed.
Under the influence of various genres of oral folk art, moral development children, formation moral quality, concepts of norms of behavior
Children's folklore is necessary in the work of an educator, as it reflects the life and activities of people of many generations in games, songs, fairy tales.
Problem
Familiarization of young children with the outside world through small forms of folklore (folk rhymes).
Game motivation
Folklore is one of its effective and vivid means, concealing huge didactic possibilities. Acquaintance with folk works enriches the feelings and speech of children, forms an attitude to the world around them, and plays an invaluable role in the comprehensive development.
The purposeful and systematic use of folklore works in kindergarten makes it possible to lay the foundation for the psychophysical well-being of the child, which determines the success of his general development in the preschool period of childhood.
Target:
Develop visual-action thinking. Stimulate the search for new ways to solve practical problems using various items (toys, household items).
Tasks:
1. Develop children's perception, speech, achieving the correct and clear pronunciation of words. Increase interest in fun.
2. Improve the level of accumulated practical skills: encourage children to use various ways to achieve the goal, stimulate further incentives and "discoveries".
3. Support the child's desire to actively engage in communication, speak out.
4. Develop an emotional response to your favorite literary work through a plot-display game; encourage the child to repeat words and phrases from familiar fairy tales after the teacher.
5. Cause in children an emotional response to a piece of music, encourage them to perform joint movements to the music.
6. To teach to perceive a work of art by hearing, seeing, touching; sincerely from the heart to sympathize, resent, rejoice.
Project participants:
group educators, preschool specialists, parents and children of the first junior group.
Estimated result
1. Development of a spiritually rich personality of the child as an active participant in the project.
2. Creation of favorable conditions for self-development of the child.
3. The child shows interest in playing with rhyme and word.
4. Word creation of children.
my projects will greatly help young professionals in their work
