Lyudmila Morozova
Folklore in the life of a preschooler

Folklore- one of the most effective and vibrant means of folk pedagogy, fraught with enormous didactic opportunities. Enrichment of the pedagogical process folklore– an effective method of humanizing education from the first years child's life. Folklore contains multiple degrees of pedagogical influence on children, taking into account their age-related abilities to master the text.

Value folklore is that with its help an adult easily establishes emotional contact with a child.

V. A. Sukhomlinsky considered fairy tales, songs, and nursery rhymes to be an indispensable means of awakening cognitive activity, independence, and bright individuality. Oral folk art contains inexhaustible opportunities for the development of speech skills in children.

Folklore introduces a child to life and accompanies him everywhere, teaches and develops, introducing him to goodness and beauty, wisdom. Getting to know folklore"of his people" helps children come into contact with the whole world of the past, which reflects human ideas about the creation of the world, nature, beauty life.

Children's folklore it is a special part of folk culture that plays a vital role in life of every people. Children's works folklore are important in the formation and development of a person’s personality, his mastery of the cultural wealth of previous generations.

It's hard to overestimate the importance folklore in the education of preschool children.

Folk art performs an educational function; promotes development memory: in works of oral folk art there are many repetitions, this helps to better remember and then reproduce their content.

Folklore affects the health of the child’s body as a whole, for example, a nursery rhyme "Soroka-magpie" brings joy and helps children independently massage their hands and feet, as well as influence biologically active points located on the hands and feet.

Small forms folklore must enter into the child’s life and accompany all moments of his life: washing, feeding, sleeping, playing, etc.

Which one folklore material should be given to children preschool age as the main one? This - adult folklore, addressed to children (rhymes, jokes, upside-down fables, riddles, lullabies, and children's folklore(counting books, teasers, tongue twisters, chants, carols).

Let's look at some types folklore.

Thus, the content and form of nursery rhymes and jokes indicate that they are intended for children. Many nursery rhymes and jokes contain a playful element, for example, “ "Soroka-magpie", "Finger-finger" and many others are composed in such a way that they suggest the playful actions of an adult with the fingers or hands of a child. The child learns to act according to the word, and the verbal address to him is presented in an artistic form and, in connection with this, causes joy and pleasure in the child. Some nursery rhymes attract children not only with their fun game content, but also with the presence of repeating combinations of different sounds, for example, “Chicky-chicky-chickalochka...”. The repetition of sounds gives the text a ringing, musical quality that is easily grasped by children.

Children's activity is stimulated by nursery rhymes composed in a dialogical form, For example:

- Vanya, Vanechka, where did you go?

- Into the woods!

- What did you see?

- Penechek!

– What’s under the stump?

- Fungus!

When listening, children have a desire to join the conversation themselves.

Thanks to their rhythmicity and musicality, some nursery rhymes have turned into games with words, which help to work on coordinating movement with words and contributes to the development of auditory attention.

The development of perception plays an important role in the development of a child’s speech, which is facilitated by lullabies. According to the people, they "childhood companions". Lullabies enrich children's vocabulary due to the fact that they contain a wide range of information about the world around them, especially about those objects that are close to people's experience, For example: "Zainka".

In folk art, a fairy tale is probably the greatest miracle. Fairy tales always tell about something incredible, implausible, but at the same time fiction carries a certain idea: Good and evil are constantly fighting.

A riddle is one of the small forms of oral folk art, in which the most vivid, characteristic signs of objects or phenomena are given in an extremely concise, figurative form, For example:

1 There is a barrel,

There is a stake on the trunk,

The palace is on stake,

There is a singer in the palace. (Starling)

2 Ask me

How I work.

Around the axis

I'm spinning on my own. (Wheel)

Calls are appeals to natural phenomena (to the sun, rain, etc.). Calls and rhymes decorate and enrich a child’s speech, expand vocabulary, and develop imagination. To use the simplest nicknames, For example:

Rain, rain, more,

I'll give you the grounds

I'll go out onto the porch,

I'll give you a cucumber.

I'll give you a loaf of bread too -

Water as much as you want!

Rain, rain, more!

I'll give you the grounds

A crust of bread,

Shche the turtle,

I'll give you a spoon -

Eat a little!

the child must quickly assess the situation (which natural phenomena he needs to turn to, compare their correspondence again, and only then pronounce it.

The counting book is folk genre, which helps the guys play fair and, first of all, choose a driver, For example:

One two three four five

We'll play hide and seek.

Sky, stars, meadow, flowers -

Just go and drive it!

Shouts are the emotions and experiences of a child captured in words, For example:

S. Marshak.

My cheerful, ringing ball

Where did you start galloping?

Yellow, red, blue,

Can't keep up with you.

I smacked you with my palm

You jumped and stomped loudly,

You fifteen times in a row

Jumped into the corner and back.

And then you rolled

And he never returned

Rolled into the garden

I reached the gate.

Here he rolled under the gate,

I reached the turn,

There I got under a wheel,

It burst, popped, that's all.

Also to folklore include literary joke poems, For example:

O. Grigoriev, "Akim!"

Akim was running along the river.

Akim was completely dry.

He ran across -

I was completely wet.

Tongue twisters and frequent twisters are a fun and harmless game and quick repetition of difficult to pronounce rhymes and phrases; poems that quietly teach children correct and pure speech, For example:

Grass grows in the yard

There are firewood on the grass

Don't chop wood

On the grass of the yard!

Teasers are funny, playful, briefly and aptly naming some funny aspects of the child’s appearance, especially his behavior, For example:

Vanya, Vanya-simplicity

I bought a horse without a tail

Sat backwards

And I went to the garden.

Children really like shifters, jokes, jokes - these are funny songs that, with their unusualness, amuse children.

Changeling:

K. Chukovsky, "Miracle Tree"

Like ours at the gate

The miracle tree is growing.

Miracle, miracle, miracle, miracle

Wonderful!

Not the leaves on it,

Not flowers on it,

And stockings and shoes,

Like apples!

Mom will go through the garden,

Mom will pick it from the tree

Shoes, boots.

New shoes.

Dad will go through the garden,

Dad will pick it from the tree

Masha - gaiters,

Zinke - boots,

Ninke - stockings,

And for Murochka these

Tiny blue

Knitted shoes

And with pompoms!

This is the tree

Wonderful tree!

Hey you guys

Bare heels,

Torn boots,

Tattered shoes.

Who needs boots?

Run to the miracle tree!

The bast shoes are ripe,

The felt boots are ripe,

Why are you yawning?

Don't you cut them off?

Tear them up, you wretches!

Rip, barefoot!

You won't have to again

Show off in the cold

Holes-patches,

Bare heels!

joke:

D. Kharms, "Cheerful old man"

There lived an old man

Vertically challenged,

And the old man laughed

Extremely simple:

"Ha ha ha

Yes hehehe

Yes boom-boom!

Yes be-be-be,

Ding-ding-ding

Yes, trick, trick!

Once, seeing a spider,

I was terribly scared

But, clutching my sides,

Laughed out loud:

"Hee hee hee

Yes ha ha ha

Yes gul-gul!

Yes ha-ha-ha,

Yes glug-glug!”

And seeing a dragonfly,

I got terribly angry

But laughing on the grass

So I fell down:

"Gee-gee-gee

Yes goo-goo-goo

Yes bang bang!

Oh guys

Oh guys

A teacher using small objects in his work folklore forms, he himself must be able to speak expressively and grammatically correct, be emotional, be able to sing, dance, and transform into one or another character. Sometimes, with the help of expressive voice, facial expressions, and gestures, it is possible to achieve children’s understanding of this or that folklore work.

Teachers should pay attention to the fact that when selecting folklore material, it is important to take into account the age capabilities of children.

For the younger one preschool age more accessible small folklore forms: nursery rhymes, counting rhymes, riddles, short tales.

In middle age, more place should be given to folk tales, proverbs, sayings, and chants.

At an older age - epics, ritual songs, folk holidays.

These types of creativity together make it possible to bring children to a deep understanding of the meaning folklore works.

Types and genres of folklore for preschoolers

Every nation is interesting because it has its own spirit, its own culture, its own character, its own traditions, its own identity. An important personal quality that should be developed and nurtured in our children is the national spirit.

There is one important personal quality that carries both a national and a universal property. This is a feeling of kindness. The feeling of kindness forms the basis of the moral integrity of the individual. Kindness also has a national connotation, but it is universal.

The acquisition by a child of a set of cultural values ​​contributes to his spirituality - an integrated personality trait that manifests itself at the level of human relationships, feelings, moral and patriotic positions, that is, ultimately determines the measure of its overall development.

Today, one of the most pressing tasks is to show the beauty of the Russian language through oral folk art, expressed in songs, nursery rhymes, jokes, pestushki, choruses, chants; developing children's interest in children's folklore, enriching children's vocabulary.

Early and preschool childhood is the beginning of learning about life and human relationships. This is also the time of the beginning of the formation of the child as an individual, the formation of his character. Adults - parents, grandparents, and later a teacher, must surround the child with love, care, attention, affection, teach him to enjoy life, to treat his peers and adults kindly. Adults lead the child along the path of understanding the world in all its diversity and awareness of himself in this world, playing with the child, and later creating all the conditions for his independent play.

The word folklore is English word, composed of two words “folk” - people, “lor” - teaching. So, folklore is folk wisdom. Folklore has no author. This is a special art - folk songs, dances, legends and fairy tales, rituals, beliefs, etc. The people who once created them passed them on to others by word of mouth, so folklore has survived to this day without leaving the names of its creators. Folklore accompanies a person from birth, guarding him in childhood, right up to the transition to adolescence.

Children's folklore is a synthesis of poetic folk words and movements.

A child, like a sponge, absorbs the poetry of his native language, first listening and later independently pronouncing folk texts rhythmically. Thus, children’s folklore gradually enters organically into the child’s daily life.

Children's folklore gives us the opportunity to introduce him to folk poetry at the early stages of a child's life. Thanks to this, long before becoming familiar with fairy tales, epics and other major genres of Russian folklore, children’s internal readiness to perceive our origins - Russian folk culture - is formed on the material of children’s folklore.

Folklore captivates children with bright poetic images, evokes positive emotions in them, strengthens a bright, cheerful perception of life, helps them understand what is good and accessible, what is beautiful and what is ugly.

Folklore instills in children an aesthetic attitude towards nature, towards work, towards the entire surrounding reality, and teaches them to see beauty in human relationships.

Objectives of children's folklore:

Fostering sustainable interest and love for folk art;

Development of creative abilities of preschool children;

Introducing children to various forms of children's musical folklore.

Introducing children to the traditions and images of the Russian people.

Mastering folk art through mastering the skills of choral folk singing and performing folk choreography.

Education of aesthetic feelings.

Educational problems can be solved through folklore.

Work on introducing folklore in kindergarten can be divided into several areas:

Listening to folk music, songs, including lullabies.

Getting to know musical games and round dances.

Acquaintance with folk musical instruments.

Acquaintance with the traditions and rituals of the Russian people.

Folk musical instruments, play and dance songs, ditties, round dances, elements of folk theater - become the basis of all ritual holidays.

Participation in rituals, games, round dances, new colorful paraphernalia, performances of buffoons and mummers gradually introduces Russian national traditions, promotes the development of creative activity, reveals personality, leads to the very essence of folklore tradition - to improvisation, to the creation of an atmosphere in which children live everything is emotional and deep.

What about children's folklore?

Chatushkas are songs that accompany child care.

Nursery rhymes - games between an adult and a child (with his fingers, hands).

Calls - appeals to natural phenomena (to the sun, wind, rain, snow, rainbow, trees).

Sayings - appeals to insects, birds, animals

Counting tables are short rhymes that serve to equitably distribute roles in games.

Tongue twisters and pure tongue twisters that quietly teach children correct and pure speech.

Teasers are funny, playful, briefly and aptly naming some funny aspects in the child’s appearance, in the peculiarities of his behavior.

Jokes, jokes, shifters - funny songs that, with their unusualness, amuse children.

Boring fairy tales that have no end and can be played out many times.

Folk games, which are often based on simple songs.

Music is an important, integral part of every person’s life, and it is not only the language that the human soul speaks, it is the source of the spiritual development of a child.

Music in preschool age should become a means of communication between an adult and a child, and not a subject of separate teaching, study or contemplation in a special situation of musical activity, separated from life.

Types of children's musical folklore for preschoolers:

Nursery rhymes and pestushki are small poems-sentences that accompany any activities with a child or the actions of the child himself: stretching from sleep, getting dressed, etc. Pestushki accompany playing with a child, when an adult performs movements “for him”, playing with his hands and legs. Nursery rhymes are designed for the activity of the child himself, when he independently performs play movements and correlates them with the content of the nursery rhyme song.

The main thing that pestelka gives is establishing contact between adults and children. From birth, a strong spiritual and emotional connection is established.

The child can already speak. But he still doesn’t get all the sounds. This is where tongue twisters come to the rescue. A tongue twister is a short poem in which the words are specially chosen to be difficult to pronounce.

The clatter of hooves sends dust flying across the field.

Grass in the yard, firewood on the grass.

Children's spells preserve the memory of the prayer requests of our forefathers.

Calls are songs in which children turn to the forces of nature with some request. The serious, economic basis of spells was forgotten, only fun remained.

Sunshine, sunshine!

Look out the window

Your kids eat candy there!

Sentences are short poems that children recite melodiously on various occasions, for example, when addressing living creatures - a snail, a ladybug, birds, pets.

Snail, snail,

Stick out your horns

I'll give you a piece of cake for tea.

Counting books also help develop correct speech. This is a fun, mischievous genre. If during the game you need to choose a driver, counting rhymes are used.

Cockerel, cockerel!

Show me your comb.

The comb burns with fire.

Come on, Misha, get out!

Games play a special role in the development of a child. They not only develop physically, but teach children to communicate with each other.

Folk songs

Older children preschool age You can already introduce Russian folk songs.

Songs are the most widespread and popular genre of folklore. They are sung by all the people, young and old. Truly, song is the soul of the people. The eternal folk aspirations for goodness and beauty found in it a deeply emotional and highly artistic expression. Songs spiritually unite people and educate entire generations in the spirit of folk moral and aesthetic ideals. Thanks to its exceptional sincerity and sincerity, folk songwriting has the most direct and profound impact on the emotional world of children.

Over the centuries, people have developed special songs for children: lullabies, play songs, dance songs, etc. Pedagogical instinct told their nameless creators what children need, how to interest and please them.

People have long attached great educational importance to their songwriting. Songs not only entertain, but also enrich them with new impressions, give them vivid images of the surrounding reality, teach them to rejoice in goodness, sympathize with the misfortune of others, and cultivate a sensitive attitude towards all living things.

The figurative and poetic thinking of the people is close to children and corresponds to their ideas about the life of nature and man. Therefore, the children are interested and accessible to many folk songs that were not created specifically for them.

The emotional richness of the song vocabulary, the abundance of affectionate and diminutive words, constant epithets, the sincerity of tone, and melody make the children want to speak smoothly, beautifully, and develop a sense of rhythm.

Singing folk songs introduces children to the national traditions of the people, to their song past. Their systematic execution contributes to aesthetic education, develops artistic taste in children, and awakens a feeling of love for their native land, the nature familiar from childhood.

A folk song enriches children's speech, helps improve diction and articulation, has a beneficial effect on the expressiveness of speech, and evokes positive emotions. Folk music, the song is understandable and close to our children. There is so much affection, kindness, admiration, beauty, grace, significance in her. And the lyrics are simple. Increasing interest in their national culture fosters patriotic feelings in children, their love for everything native increases: for the Motherland, for art, and the sense of national pride increases.

Folk games

Most games are based on folk texts. They are especially convenient for sing-song expressive pronunciation (intonation). The melodic and rhythmic beginning allows you to move through the content of the text in the desired rhythm and tempo. At the same time, children improve their motor skills: jumping, spring and fractional stomping steps, gallops, steps with high legs, light fast running. Games provide an opportunity to make the process of raising children interesting and joyful.

The main feature of the game is its amateur nature; it is here, as nowhere else, that the child’s creative potential is revealed and realized.

The most favorite games for children are those where you need to catch each other. In such games, the child must show speed of movement, dexterity, and quick wits (“Cat and Sparrows,” “Fox-Fox,” “Sunshine,” etc.). No less interesting are games that require children to react quickly and persevere (for example, the game “ I’ll freeze”, in which children take various poses and do not move for some moments). There are games that require children to have creative initiative, imagination, and at the same time good coordination of movements. The text of any game can be specifically used to develop rhythm in a child. It is easy to reproduce in claps.

Calendar holidays

Russian calendar holidays are a unique opportunity for children to immerse themselves annually in the world of the same folk songs, dances, and rituals. Holidays help preschoolers easily master a large repertoire of folk songs, and thanks to this, the quality of their performance improves from year to year, which means that children get great pleasure from meeting beautiful, original folk art. Autumn holidays- harvest festival, festival of bread, vegetables, fruits, nuts. It’s good when Autumn herself (maybe a doll) brings these delicious things and gives them to the children to try. And everyone will sing and dance songs for her.

Winter holidays. Christmas time. Carols. Maslenitsa. They shout out calls to the sun and the birds, and drive away winter. Ritual food - pancakes, inclusion in the general action, it is especially important for young children.

Playing Russian folk musical instruments

You need to start learning to play folk musical instruments as early as possible.

In folk pedagogy, sounding toys such as whistles, buzzers, and rattles were used as the first musical instruments for children.

In addition, there were a number of so-called “one-day” instruments - whistles made from acacias and dandelions, pipes made from reeds, straw, and birch bark, which the children made themselves.

Older children mastered playing the balalaika, harp, pipe horn, and accordion. Household items were also successfully used as musical instruments - a scythe, a washboard, a grip, a stove damper, a samovar pipe, and a comb.

Society is interested in preserving and passing on spiritual values, including musical culture, to future generations. Children should develop through knowledge of cultural heritage, and be brought up in such a way as to be able to increase it.

Folklore is precisely that variable, improvisational form of expressing one’s worldview that is accessible to everyone, combining collective and individual principles.

Currently, many children know little folk songs and are little familiar with Russian folklore. This problem is very important because... Children must know the culture of their homeland and everything that is directly connected with it.

Practical material (songs, games, dances) for preschool children is selected in accordance with the folk calendar.

Performing and children's creativity in musical and folklore activities turns into a single creative process with its integral part - folk improvisation, which includes, in addition to searching in the field of gaming and dance movements, first of all, the creation of options for performing melody and playing folk instruments available to children. This practical stage mastering folk culture.

Musical folklore is a syncretic phenomenon. Music, words and movement are inextricably linked in it. In the combination of these elements there is great power of pedagogical influence, which allows a comprehensive approach to the problem of a child’s comprehensive mastery of various types of arts.

Folklore is folk art, most often oral; artistic collective creative activity people, reflecting their life, views, ideals; poetry created by the people and existing among the masses (legends, songs, ditties, anecdotes, fairy tales, epics), folk music (songs, instrumental tunes and plays), theater (dramas, satirical plays, puppet theater), dance, architecture, fine and arts and crafts.

Classification of Russian f.d. material Based on the functional-age criterion, it is divided into two groups. The first group (“nurturing poetry”), addressed by adults to the youngest children, includes lullabies, pesters, nursery rhymes and jokes. The most ancient images and plot motifs of lullabies go back to incantatory poetry. Pestushki - works intended to accompany physical exercise and hygiene procedures necessary for the baby. Rhythmic, cheerful sentences, combined with pleasant strokes for the child, vigorous or smooth movements of arms and legs, which adults teach him, brought pleasure and developed both physically and emotionally. In nursery rhymes - the first games adults play with small children - poetic works are combined with a dramatic plot in which the characters become the baby's fingers, arms, legs, and the hands of the one who amuses him ("ladushki", "horned goat", " magpie thief", etc.). Nursery rhymes contain the first lessons of morality, elements of teaching counting, ratios in sizes. Jokes are songs or sentences of more complex content with which adults amused children. They differ from nursery rhymes in that they are not associated with playful actions, and attract the child’s attention exclusively by poetic means. One of the varieties of jokes is inverted fables (the legacy of jokester storytellers). They are poems in which the connections and relationships characteristic of real reality are arbitrarily changed. learns to recognize inverted convention as a way of creating artistic reality. The poetics of folk jokes has had a significant influence on the development of professional poetry for children. The genre of jokes seems to combine adult and children's folklore. Children's jokes also provide continuity between two groups of f.d. actually children's folklore. Children's folklore itself includes several genre associations. Calendar f.d. It combines chants and sentences, most of which are associated with ancient spells and conspiracies, with a belief in the magical power of words affecting nature.

Children's folklore includes works, firstly, created by children themselves, and secondly, borrowed by children from adults, but processed in accordance with the psychology and needs of childhood.

Children's folklore is created both in the genres of adult folklore (choruses, sayings, jokes, etc.), as well as in genres developed by the children themselves (draws, counting rhymes, teasers, etc.). The genre system of children's folklore is a rather flexible phenomenon.

Genres of folk art works accessible to preschool children:

1) fairy tale. The child meets her starting from early age, listening to fairy tales told by mother or grandmother, experiences certain feelings and experiences. As a rule, children rejoice at the heroes’ successes and hate the bad things that the heroes struggle with. The Russian folk tale contains rich content - both in terms of the saturation of artistic speech with linguistic means of expressiveness and the development of creativity of preschoolers themselves; and in relation to the moral and aesthetic aspects of the themes and ideas revealed.

2) proverbs and sayings. Proverbs and sayings, like another genre of oral folk art, in artistic images recorded the experience of life lived in all its diversity and inconsistency. They are dedicated to how and what to teach and educate: “do not teach by idleness, but teach by handicraft”, “learning decorates in happiness, and consoles in misfortune”; show the peculiarities of work and life, primarily of the peasant: “they plow the arable land - they don’t wave their hands there”; having arisen under the influence of impressions from working on the land, they recorded some signs showing the farmer’s observation skills: “look for oats and flax in August”; express an attitude towards work: “learning a trade will always come in handy.” A whole layer of proverbs is dedicated to family, maternal love: “there is no friend like your dear mother.” In proverbs and sayings you can find echoes of one or another historical event or an entire era: “at least in the horde, if only in goodness.” Therefore, they serve as a powerful means of familiarizing children with their surroundings, introducing them to the origins of their native culture. Proverbs and sayings have a colossal influence on the formation of love for one’s native land, a caring attitude towards what surrounds a person and is close to him from the moment of birth. Proverbs teach rules of behavior, moral standards, dexterity, then I use them in all types of activities.

3) riddles. Positive emotions caused by the process of guessing and making riddles form in the child cognitive interest to the world of things and phenomena, since riddles contain a wide range of information about various objects and phenomena, events of the surrounding life. The riddle, being a form of reflection of the surrounding reality in metaphorical images specific to it, captured the experience of the people, their observation.

4) lullaby. As one of the oldest genres of folklore, it forms a valuable part of the treasury of folk art. It conveys the spirit of the era in a special way, with specific means of expressiveness. Lullabies play a huge role in familiarizing a preschool child with the life around him, with the traditions and customs, and the way of life of his own people. Lullabies, due to their content and genre features, contribute to the formation of the ability to see and understand the beauty of the native language. After singing songs, children become calmer and fall asleep faster. Lullabies use images that are well known to children, for example, the image of a cat, a hare, a dog, and they call them affectionately, which I used in classes on speech development and in a speech therapy hour when teaching them the formation of cognate words.

5) Russian folk songs, pestushki, nursery rhymes. They entertain the child, create a cheerful, joyful mood in him, that is, they cause a feeling of psychological comfort, thereby preparing a positive emotional background for the perception of the world around him and its reflection in various types children's activities. They contain material selected and practically tested over centuries, which carries the highest humanistic values; they are thoroughly imbued with beauty and love. The images of these folklore works are taken from life, are specific and meaningful, and therefore can serve as a powerful means of familiarizing children with their surroundings not only at an early age, but also in preschool, a means of socialization, introducing children to the origins of their own culture.

6) folk music. Folk musical works unobtrusively, often in a cheerful way, introduce children to the customs and way of life of the Russian people, work, respect for nature, love of life, and sense of humor. The most common and accessible remedy- song. Folk song, as one of the means of musical folklore, enters the life of a child as the basis of Russian musical culture.

Songs and nursery rhymes can significantly help the teacher instill a positive attitude towards routine moments: washing, combing one's hair, eating, dressing, etc. These processes, accompanied by refrains and sentences, become more interesting for the child.

Nursery rhymes can be played different ways: accompany reading with the action of toys, use finger theater, hats, masks of various characters. Toys should be soft, light, colorful. Using toys in play, children quickly remember nursery rhymes, riddles and fairy tales.

Children's literature in Russia XV-XVIII centuries

The entire history of ancient Russian children's literature can be divided into four periods:

1) the second half of the 15th - the first half of the 16th century, when the first educational works appeared;

2) the second half of the 16th - beginning of the 17th century, when 15 printed books for children were published;

3) 20-40s. XVII century, when regular poetry begins;

4) the second half of the 17th century - the period of the development of different genres and types of children's literature.

Great development in the 17th century. receives poetry. Poems of that time, addressed to children, were, from a modern point of view, still quite primitive. But it was with them that children's poetry began.

It was a rare children's handwritten or printed book without poems. There were especially many of them in the second half of the 17th century, when large works were written, which we now call poems. Poems set out rules of behavior and conveyed various information about the world. Most of the poems are anonymous. However, some authors were already known then, others have been identified now. The very first children's poet in Rus' should be considered the director of the Moscow Printing House, Savvaty. The reference book was responsible for the content and literacy of the book. Therefore, the most educated people were appointed to this position. Currently, more than ten poems by Savvaty are known, written by him specifically for children. Among them is the first poem in the book of the Moscow press, placed in the ABC edition of 1637. It consists of 34 lines. The poem simply, warmly and clearly tells the reader about the book he is holding in his hands, praises literacy and book wisdom, and gives various advice on how to study and how to read. According to the composition, this is an intimate conversation with a child on a topic that is interesting and important to him. The author convinces the child not to be lazy in learning, to be diligent, and to obey the teacher in everything. Only in this case can he learn the “wisdom scripture » (letter), become one of the “wise men” and become a “true son of light.” Later in the second half XVII c., this poem was widely distributed through handwritten books.

Another poem by Savvaty was also very famous - “A brief statement about laziness and negligence”, consisting of 124 lines. It creates a negative image of a student, capable, but lazy and careless. Savvaty tries to instill in children respect for literacy, an enthusiastic attitude towards education and contempt for ignorance. The author leads the reader to the conclusion that teaching is light, and ignorance is darkness. Savvaty uses persuasion as the main educational means, and comparison and likening as a literary device. For example, he says that a diamond is precious because of the play of light, color, and paints, and a person is precious because of his education and “his understanding.”

In another long poem of 106 lines called "The ABC of Vacation", the image of a positive student was created who heeded the advice of his teacher, studied diligently, and therefore the teacher taught him everything that he himself knew and could. This is like a parting word to a child on graduation day.

The most important poet of the 17th century. was Simeon of Polotsk. His real name is Petrovsky. In 1664, at the invitation of the Russian Tsar Alexei Mikhailovich, Simeon moved to Moscow, where he opened a school and began to take an active part in literary and social life. Simeon of Polotsk took part in the creation of the primer of 1664. He also compiled the entire primer of the 1667 edition, which was republished in 1669. The preface written by Simeon for this primer is an outstanding pedagogical treatise of the 17th century.

But the primer of 1679 is of greatest interest. It contains two poems for children: “Preface to young men who want to learn” And "Admonition". The first of them talks about the book, praises literacy, and calls on children to study well, for those who work in youth will be at peace in old age. Of all labors, reading and learning bring the greatest pleasure and benefit. The second poem is placed at the end of the book. He wrote poetic prefaces to the books he published for children, “Testament” and “The Tale of Baarlam and Joasaph.” In them he talks about the content of the books, draws attention to the most important thing, trying to interest children and prepare them for perception. The most important books of Simeon of Polotsk are “Reef. Mologion”, which has 1308 large format pages, and “Vertograd multicolor”, consisting of 1316 pages. The books were intended, according to the author, “for the benefit of young and old,” who could “look for words in them” and read “to teach their age.” The books contain many poems that are accessible to children, including greeting poems from children to parents, relatives and patrons. Poems about nature, minerals, animals, plants, entertaining legends, etc., were also available to children. For example, the poem “Arc” (“Rainbow”) or poems about earth and water. Being a teacher by profession and an outstanding The poet of his time, Simeon of Polotsk, made a significant contribution to the creation of literature for children.

Galina Ivanovna Andriyanova
Introducing preschool children to folklore

« Introducing preschool children to folklore»

From the experience of a MBDOU teacher kindergarten № 4

"Martin" general developmental type with priority

implementation of artistic and aesthetic

and social and personal areas of development

pupils of the city of Krasny Holm, Tver region

Andriyanova Galina Ivanovna

1. Introduction pp. 3 - 4

2. Features of familiarization preschoolers folklore. 5 - 9

3. Work system introducing children to folklore C. 10- 17

4. Conclusion P. 18

5. Literature P. 19

6. Appendices P. 20

“A child only learns not conventional sounds,

learning his native language, but drinks spiritual life and strength

from the native breast of the native word. It explains nature to him,

as no natural scientist could explain it,

it introduces him to the character of the people around him,

with the society among which he lives, with its history

and aspirations, no matter how one could introduce one historian: it introduces him to folk beliefs, into folk poetry,

as no one could enter esthetician: it finally gives such logical concepts and philosophical views, which, of course,

“No philosopher could tell a child.”

K. D. Ushinsky

Introduction

Speech is a great gift of nature, thanks to which people receive ample opportunities to communicate with each other. Speech unites people in their activities, helps to understand, shapes views and beliefs. Speech provides a person with a huge service in understanding the world.

However, nature gives a person very little time for the emergence and development of speech - early and preschool age. It is during this period that favorable conditions are created for the development of oral speech and the foundation for written forms of speech is laid. (reading and writing) and subsequent speech and language development of the child. Any delay, any disturbance in the development of a child’s speech is reflected in his activity and behavior. Children who speak poorly, beginning to realize their shortcomings, become silent, shy, indecisive, and their communication with other people becomes difficult. (adults and peers).

In system preschool In education, speech development and teaching the native language occupy a leading place. The purpose of teaching the native language is the development of speech abilities and skills, the culture of verbal communication preschool children, formation of prerequisites for reading and writing. The relevance of this work is determined by the unique role played by the native language in the development of a child’s personality - preschooler. Being the most important means of human communication and knowledge of reality, language serves as the main channel communion to the values ​​of spiritual culture from generation to generation, as well as a necessary condition for education and training. Development of oral monologue speech in preschool childhood lays the foundation for successful schooling.

Preschool age– this is a period of active assimilation by the child of spoken language, the formation and development of all aspects speeches: phonetic, lexical, grammatical. Full command of the native language preschool childhood is a necessary condition for solving problems of mental, aesthetic and moral education children during the most sensitive period of development. The sooner learning the native language begins, the more freely the child will use it in the future.

Main tasks of speech development children: education of the sound culture of speech, enrichment and activation of the dictionary, formation of the grammatical structure of speech, teaching coherent speech - are solved throughout preschool childhood.

A significant role in the process of speech development is played by the artistic word - children's literature and folklore.

Works of folk art are a school for the development of feelings children. A world of colors and sounds surrounds the child. As experience has shown, expressive storytelling, conversations about fairy tale characters, feelings that

they experience, about the difficulties they have to overcome, looking at illustrations, playing fairy tales - all this significantly develops emotional sensitivity children.

In our time, when issues of moral and aesthetic education arise especially acutely, from childhood it is necessary to develop an emotional perception of works of art, this will awaken creativity in the child, independence of thought, and form an aesthetic perception of the world.

Relevance of use folklore in modern pedagogy early childhood confirm important points.

First: enrichment of the pedagogical process folklore– an effective method of humanizing education from the first years of a child’s life.

Second: folklore contains multiple degrees of pedagogical influence on children, taking into account their age possibilities for learning text.

Third: children of the first years of life are characterized by a special perception and special attitude towards folklore texts, which is due to the specifics age and the intensity of socialization.

Starting to work on speech development preschool children, I set myself target: introduce children with Russian folklore, create interest and need children reading books.

To do this, it is necessary to solve the following tasks:

1. Create conditions in the group for introducing children to folklore, namely the subject environment for development children.

2. It was necessary to establish interaction with the families of the pupils, promoting the creation of emotional contact between adults and the child.

3. Introduce Russian works folklore using visual material.

4. Develop a love for the beauty of the artistic word.

5. Learn finger games.

6. Conduct conversations with children about caring for books.

7. Encourage children to dramatize fairy tales.

8. Hold literary festivals "Book Birthday", "Mom's Fairy Tale Evening".

9. Conduct excursions to the museum and library.

10. Conduct meetings with parents on introducing children to books.

1. Features of familiarization preschoolers with various genres of Russian folklore

Folklore is an oral folk art that includes a large number of genres: fairy tales, proverbs, sayings, nursery rhymes, ditties - this is the invaluable wealth of the people, folk wisdom, folk knowledge. Folklore expresses tastes, inclinations, interests of the people.

Oral folk art includes works of all kinds and genres. These are songs about heroes, various fairy tales, lyrics, drama. Through oral folk art, the child not only masters his native language, but also, understanding its beauty, brevity, is included to the culture of his people. D. S. Likhachev noted: « Folklore created by everyone for everyone and within the framework of centuries-old traditions. In everything that the people did, there were common ideas about beauty. There are no contradictions here. The unity of ideas about beauty created the unity of style, and both of them, like armor, protected folk art from bad taste.”

In children's folklore distinguish between works by adults for children, works by adults that over time became children's. Children's creativity that the children composed themselves. Children's folklore The Russian people are rich and varied in fairy tales and works of small genres.

Lullabies are popularly called tales. The ancient meaning of this word is to whisper, to speak. In modern lullabies, the hero cat appears, he is soft, fluffy, brings peace, sleep, he was placed in the cradle of the child and the cat was promised a reward, a jug of milk. “Vanya will sleep, the cat will rock Vanya”.

Pestushki is to nurture, nurse, raise, follow someone, educate, carry a waking child in their arms when he stretches, stroke. In the pestles lies the image small child, “Stretch, stretch! There’s a thick fluff across, and walkers in the legs, and grabbers in the arms, and a talker in the mouth, and a mind in the head,” a cheerful, intricate song puts a child in a joyful mood.

Nursery rhymes are songs that accompany a child’s games with fingers, arms and legs ( "Okay" And "Magpie"). These games often have "pedagogical" instruction, "lesson". IN "Magpie" the generous white-sided girl fed porridge to everyone except one, albeit the smallest one (little finger, but lazy.

Jokes are songs of more complex content that are not related to the game. They resemble little fairy tales in verse. This is a joke about a golden comb cockerel that flew for oats on the Kulikovo field; about the hen - Ryaba; about the bunny - short legs. Jokes have a plot. Movement is the basis of the figurative system of jokes; there is a sharp change from one picture to another from line to line. The rhythms of jokes are varied and vibrant. Kolokolny ringing: "Tili-bom, Tili-bom".

The youngest children First of all, they are introduced to works of oral folk art. The brilliant creator of language and the greatest teacher - the people created such works of artistic expression that lead the child through all stages of his emotional and moral development. As an infant, the child learns from them the sounds of his native language, their melody, then masters the ability to understand their meaning; as a teenager begins to grasp the precision, expressiveness and beauty of language and, finally, joins the people's experience, folk morality, folk wisdom.

A child’s acquaintance with oral folk art begins with songs and nursery rhymes. To the sounds of their affectionate melodious words, the baby will wake up easier and allow himself to be washed ( "Water, water", feed ( "Weed is an ant"). Not always pleasant moments of caring for a child while listening to songs turn into that emotional contact, into those forms of verbal communication that are so necessary for his development.

Communication between an adult and a child in the first year of life is particularly emotional. By addressing the baby with affectionate conversation, adults evoke a response from him. reaction: smile, animated actions and first vocal reactions. This is not speech yet, just humming and babbling. Later, in the second half of the first year of life, communication acquires the nature of emotional-motor games, accompanied by the affectionate, melodious rhythmic speech of an adult. Most often these are short poetic lines, couplets, repetitions, quatrains - folklore for the little ones.

There is a long-standing tradition of accompanying all baby care activities with songs, nursery rhymes, and sayings. The rhythmically structured melody of the song and the rhythmically organized sounds of speech create conditions for even the smallest child to perceive the mood of an adult, creating a feeling of security and comfort. Moreover, the very actions that a person performs while caring for a child - all these rocking, stroking, teasing - are also rhythmic and therefore very necessary for the baby.

In the second year of life, the baby’s familiarity with artistic material expands. If a shortened text of a nursery rhyme was previously read to the child, for example "Okay", "Magpie", then now at the beginning of the second year of life, you can continue by adding movements. Games with movements of hands, fingers, and walking are carried out with new texts "Finger Boy".

Initially, the basis for the aesthetic impact of a literary word is the child’s perception of rhythm, rhyme, and intonation. The child repeats combinations of sounds and words after an adult at equal intervals of time, for example "bye Bye", "give-give"; in the same rhythm with the poem, he waves his pen, shakes his head or his whole body, claps his hands, repeats rhyming words or their endings, accurately reproducing the intonation. The baby responds to changes in intonation in an adult’s speech with facial expressions, posture, concentrated listening, sometimes a smile, laughter, or a joyful exclamation.

Along with pestushki and nursery rhymes, children are read poems of somewhat more complex content, not related to play - the movements of the child himself. As a rule, they contain a character with whom the action unfolds. In one poem it is very simple, but in another it is a chain of interconnected actions of the character, i.e. the plot. In a joke "Cockerel-cockerel"- just one character and a very simple action. Here is a figurative image. The cockerel is very bright, picturesque, and he sings "vocal". The main intonation of this verse is affectionate, its sound is melodious and melodic.

Children especially enjoy playing with adults. People have created many game songs. Accompanying actions with the baby with the words of a song that pleases him, adults teach the child to listen to the sounds of speech, catch its rhythm, individual sound combinations and gradually penetrate into their meaning.

Introducing nursery rhymes to kids "Chicken - hazel grouse", "Our Ducks", "Kitsonka - Murysenka", “Give me some milk, Buryonushka” with a poem "Who's screaming" A. Barto, the teacher encourages them to imitate the calls of birds and animals.

A better understanding of fairy tales and poems is helped by staging them with the help of toys and table theater. Before the performance, children should be given the opportunity to look at toys and flat figures, so that the kids can then focus more on their auditory impressions. Russian folk tales are well staged "Turnip", "Teremok", "Kolobok", works by Z. Alexandrova "Stompers", E. Ilina "Top-top". Poems "Sledging" O. Vysotskaya and "Big Doll" V. Berestov can be combined in one performance and end with a song addressed to a sick doll.

So throughout the early age in children foster an understanding of the content of literary texts, a love for the literary word, for books.

The artistic word is the most important means of raising a small child. Through artistic images, emotional relationships between an adult and children, there is an acquaintance with the outside world.

If a child is systematically told fairy tales and stories, he develops auditory concentration and listening skills and reading a book. By the end of the third year of life, the child is able to understand the content of the work and respond emotionally to it. At this time, the child develops a more complex attitude towards art. text: initial judgment, elementary generalization, conclusion, primary assessments. A three-year-old child can retell the content of a short story or a short fairy tale. He knows how and loves to look at illustrations, can carefully turn the pages, and treat the book with care. This is the foundation for the formation of the next stage of his life - in preschool age – aesthetic perception fiction.

The foundation of a child’s psychophysical well-being is determined by the success of his overall development in preschool period of childhood, is laid in the early age. In my opinion it is necessary revive the best examples of folk pedagogy. Folklore- one of the most effective and bright means, fraught with enormous didactic opportunities.

My many years of experience allows approve: traits of independence and arbitrariness of behavior are formed in children only with targeted pedagogical work. All that I bought a child in the second year of life, in particular, the ability to communicate through speech and move freely in space only creates the prerequisites for the transition to a qualitatively new stage of development. Children are capable of mastering high levels for a given age mental skills, revealing the phenomenon of accelerated development.

Analysis folklore texts shows that folk works addressed to children provide a systematic approach to familiarizing themselves with the environment through priority orientation towards the person and the types of his activities. It is this discovery of inner wealth folklore texts for little ones leads to the conclusion how significant folk works, especially fairy tales, are as effective method humanization of the educational process.

Folklore gives an opportunity to introduce children with animals, which they saw only in the picture, form ideas about wild animals, birds and their habits. Folklore works teach children to understand"Kind" And "evil", resist the bad, actively protect the weak, show care, generosity towards nature. Through fairy tales, nursery rhymes, and songs, children develop deeper ideas about the fruitful work of a person.

First fairy tales "Chicken Ryaba", "Turnip", "Teremok", "Kolobok" understandable to a child because their characters - animals - talk and act like People: perform labor actions (planting, watering plants, harvesting, etc.).

Already in junior preschool age the foundation of cognitive activity is laid on which further comprehension of the secrets of nature and the greatness of the human spirit will be built. This is just the beginning of life's journey. And may this path be illuminated by the sun of folk poetry at the very beginning.

Preschool children, especially the elder, should be taught to perceive, that is, to hear, understand and partly remember and use, individual, simple in content, accessible expressions from colloquial phraseology (Proverbs and sayings).

It is difficult for children to learn the general meaning of a phrase, which does not depend on the specific meaning of the words that make it up ( "on the seventh sky" and so on.). Therefore, the teacher must include in his speech expressions whose meaning will be clear to children in a certain situation or with an appropriate explanation, For example: “here you go”, "a drop in the sea", "handyman", “you can’t spill water”, "control yourself" and so on.

Proverbs and sayings are a special type of oral poetry, polished over centuries and absorbing the labor experience of numerous generations. Through a special organization, intonation coloring, and the use of specific linguistic means of expression (comparisons, epithets) they convey the attitude of the people to a particular object or phenomenon. Proverbs and sayings, like another genre of oral folk art, in artistic images recorded the experience of life lived in all its diversity and inconsistency.

The language created by the people is replete with figurative colloquial forms and expressive vocabulary. This richness of the native language can be conveyed to children and through folk games. Contained in them folklore The material promotes mastery of native speech. For example, the game is fun "Ladushki - firecrackers", where the adult asks questions, and the child answers, accompanying his answers with imitation movements. In the process of games and fun, not only speech develops, but also fine motor skills, which prepares the child’s hand for writing.

A riddle is one of the small forms of oral folk art, in which the most vivid, characteristic signs of objects or phenomena are given in an extremely concise, figurative form.

Guessing and inventing riddles also affects the diversified development of speech children. The use of various means of expressiveness to create a metaphorical image in a riddle (the device of personification, the use of polysemy of words, definitions, epithets, comparisons, special rhythmic organization) contribute to the formation of figurative speech preschool children. Riddles enrich the vocabulary children due to the polysemy of words, they help to see the secondary meanings of words, form ideas about figurative meaning words. They help to master the sound and grammatical structure of Russian speech, forcing you to focus on the linguistic form and analyze it. Solving riddles develops the ability to analyze, generalize, forms the ability to independently draw conclusions, inferences, the ability to clearly identify the most characteristic, expressive features of an object or phenomenon, the ability to vividly and concisely convey images of objects, develops children"a poetic view of reality".

2. Work system introducing children to folklore

Folklore in educational work with children goes through everything forms: in class, in progress independent activity (game, leisure, walk, certain routine moments). If systematic work is organized preschoolers, small forms folklore accessible to their understanding and awareness. Using small forms folklore in the development of children's speech carried out by a combination of various means and forms of influence on them. Thus, the use of small forms folklore in the speech development of children fully justifies itself.

Reading Learning Activities Speech Sports

analysis of Russian proverbs for the development of leisure leisure

folk tales sayings speech

System of working with children

introducing children to folklore

Using Article Inventing - Finger Games

nursery rhymes and guessing exercises

joke riddles gymnastics

Drama-Under-Slo-

tization vision springs

Having set the task of introducing children with true folk art, some types of folk applied art, I well understood that this would be an acquaintance with an important part of the spiritual culture of the people, with the objective laws of beauty. This task will last for years, so the basis of the system of educating our students is familiarity with Russian folklore.

Already the first steps in this direction have shown how great the interest is children to folk culture. They were interested in hearing about the spinning wheel, rocking the doll Masha in a shaky state, and crushing the grain themselves in a mortar.

During the classes on familiarization with folk art, I tried to create an atmosphere, add elements, which were discussed during the lesson. For example, in class “Me and my mother at the samovar” children invited their mothers, sat down at tables covered with painted tablecloths, a samovar on the table, and paid homage to the festive loaf. Loved ones were sure to come on this day fairy-tale heroes. Here there is prowess and scope, fun outdoor games, dances, round dances. Children led to the understanding that a Russian holiday is always a hospitable table. Everyone learned with interest the order of seating at the guest table and at the family table, and learned the traditions of the Russian table and kitchen utensils. Dishes of Russian cuisine were familiar. The children really loved the pies, buns, and cheesecakes prepared by our chefs for this holiday. But most importantly, the children learned the rules of hospitality for which Russians are famous people: “A hut is not red in its corners - it is red in its pies”, “The rich you are, the happier you are”, “Like the hostess, so is the table”. To study folk arts and crafts, I created an album and called it "Svetelka the needlewoman".IN "Svetelka" collected samples of Gorodets, Khokhloma, Dymkovo, Zhostovo painting, folk toys, different types folk embroidery

Then there was a huge amount of work on studying the genres of Russian folklore, folk theater, applied art, drawing up class notes, scripts for ritual holidays - everything that gradually develops into a system.

I try to use Russian folk traditions V Everyday life children of all ages. I selected a series of nursery rhymes, nursery rhymes, and jokes and used them in speech by children in junior groups age. There is so much tenderness and tact in these seemingly simple poems; they satisfied the child’s early need for artistic expression and rhythmic movements. Junior children introduced me to lullabies. The kids not only listened to songs, but also sang to the dolls themselves - both about the cat and about ghouls, accustoming their ears to the intonation structure of their native speech.

It was very interesting to get acquainted with small genres of Russian folklore - proverbs, sayings, riddles, which are much broader than any other genre, covering various aspects of reality. I tried to show the origin of proverbs and sayings, their features such as allegory, the combination of the general and the specific, and expressiveness. Children subtly felt the educational and cognitive meaning of proverbs and sayings.

A special place is occupied by classes on composing riddles with children about objects of ancient Russian life. I try to uncover the meaning of the riddles. Term "mystery" very ancient. It comes from the word "guess" what does it mean to think, reason; from here "divination"- opinion, inference, revelation of something hidden, and "mystery"- a word with a hidden meaning. Each folk riddle reflects the world around a person. To compose a riddle means to give ordinary thoughts and objects a metaphorical form of expression. And vice versa, to solve a riddle - replace its metaphorical images with real images. Composing a riddle can be quite difficult. Firstly, for this you need to have well-developed figurative-associative poetic thinking, and secondly, to be very smart, able to overcome the logical difficulties created by the riddle. Therefore, it was important to show children how to create riddles, their types and forms. And the result is riddles composed by children.

Older children introduced Russian lyrical song, demonstrating how this, one of the types of verbal and musical art, reflected the life of a Russian person, its sorrows and joys.

The perception of a ditty - a short rhyming song, in most cases consisting of four lines and sung in a semi-spoken manner in a characteristic sonorous manner, is accessible to children of the second youngest group. But basic information about ditties, collecting and composing ditties is for older children.

Studying the children's calendar folklore carried out through participation children on calendar holidays. There was not a single national holiday in which children did not take part. On Christmastide they went with "star"- they glorified Christ, greeted and said goodbye to Maslenitsa, and invited Spring.

Folk ritual holidays are always associated with the game. But folk games have almost disappeared from childhood today. Apparently, we must remember that folk games as a genre of oral folk art are national wealth, and we must make them the property of our children. Games are a kind of school for a child. They develop agility, speed, strength, accuracy, and teach intelligence and attention. The jokes, counting rhymes, and tongue twisters learned with the children made the game more interesting and enriched its content.

Not a single ritual holiday is complete, of course, without playing Russian folk instruments. These simple instruments become magical in the hands of children, come to life and find their own voice. I begin to introduce folk instruments in the younger group. I show the children a drum, tambourine, rattle, bell, spoons, then we play these instruments. Children will learn about their history.

Older children I introduce other folk protozoa noise tools: rattles, rubles, boxes, logs, spoons with bells, beeps, whistles. Acquaintance children with new instruments, performing songs and dances on them promotes musical development children.

In Russian folklore Dramatic actions include not only rituals, games, round dances, but also dramatic scenes, plays, and theater. The main difference between folk dramatic acts is the combination of words, chant, and performance. The synthetic nature of dramatic actions includes costumes, the use of scenery, and often dancing. Performance requires the use of gestures and facial expressions. For acquaintance children with the Russian folk theater, I collected everything necessary for the dramatization of Russian folk tales, for the puppet theater. What joy it gave children to be characters in fairy tales, “cook porridge in a cast iron pot”, "bake pies in the oven", "sit at the spinning wheel", "chop cabbage into pieces", forge nails, choose a bride or groom, and even play a wedding together!

Introducing children to, I started the creativity of Russian craftsmen before meeting Russian folklore. Now we have already accumulated a lot of experience working with Dymkovo, Gorodets, Khokhloma painting, and folk embroidery. For each of the listed types of painting, manuals, lesson notes, and long-term plans have been created. I made an album with nursery rhymes and sayings “A craftsman and a craftsman brings joy to himself and to others”. The children got acquainted with ancient objects painted with Khokhloma painting, their names: ladle, bowl, stand, barrel, glasses, wooden spoons, plates, vases, mugs. They looked at the intricate pattern on them.

Bringing great joy to everyone's children ages Russian folk toys and games with them. The bright matryoshka dolls aroused particular interest among my students. I told the kids about the beauty, brightness, and features of the toy, gradually leading them to understand the concept "folk toy". Older children got acquainted with its masters, the history of its origin, tried to compose short stories with the character - a matryoshka, and their favorite didactic and round dance games with the participation of a matryoshka.

The colorfulness of the toys, the fabulousness of the patterns depicted on them - all these are toys of the Gorodets masters! The presence of many toys and various items allowed me to create a mini-corner "Gorodets patterns", where the acquaintance takes place children with this type of folk art. Children enjoy looking at patterns on kitchen boards and panels depicting fairy-tale birds. I invite children with such sayings: “There is a bird with bright wings, but it does not fly, it does not sing. And the beast is beautiful, but it cannot run. In order to see them, we will go not to distant lands, not to the thirtieth kingdom, but to the land where Russian antiquity lives.”

Wonderful craft - Dymkovo clay toy. Children are attracted to bright, funny toys made by the hands of masters. These products please the eye, lift your spirits, and reveal the world. happy holiday. I start getting acquainted with the Dymkovo toy from the younger group. Development individual elements Dymkovo ornament is a feasible task for the younger ones. IN senior group- mastering Dymkovo painting and modeling toys. IN preparatory group- modeling and painting of Dymkovo toys. Children enjoy painting silhouettes, sculpting and painting beads for dolls.

Embroidery has always been and remains one of the favorite types of folk art. Each nation has its own embroidery. It differs in patterns, embroidery methods and certain color combinations. I introduce children with"sacral stitch" and Vladimir smooth surface.

Children try to embroider themselves. Some people do it well and accurately, while others get upset, but still go towards their goal.

Nowadays, on store shelves you can see many beautiful, but sometimes useless and sometimes harmful toys from the point of view of education. They are made in a factory and do not carry the warmth of the soul of their creators. And therefore, I considered it necessary that in the 21st century children should again see not only toy robots and various automated dolls that eat and cry at the same time, but also toys made by themselves. Each doll, made by the small hands of a child, is individual in its own way. She has her own history and her own unique image. Gifts for grandmothers made by their grandchildren brought great joy, smiles and even tears of joy. The grandmothers remembered their youth and began to exchange memories.

This summer I dialed my first junior group V aged two years. The adaptation period is the most difficult in a child’s life. To complete speech development tasks, I used in my work the already familiar folklore forms.

Based on my experience, I first of all created conditions for a developmental environment so that children felt comfortable and cozy, like at home. In the reception room she placed beautiful bright toys that attract attention, and painted a big red cat on the wall. He's fun "winks" with your own eye and "holds out" his paw to the kids, rejoicing at meeting them. The group was separated by multi-colored ribbons with doves smoothly flying in the air, symbols of peace, kindness and love. Made beautiful corners: theater area, relaxation corner, music corner, mummering corner. In the middle of the group is a train on which children could go to "journey" to mom, to your favorite toy, or just take a ride in the blue carriages. Such an environment helped children feel confident, emotionally attuned, and psychologically balanced.

At the second stage of adaptation I used folklore in working with children, using the ones I created "corners". The most favorite toys were a cat, a dog and a bear. For example, our cat performed different roles from morning to evening. First I introduced them to the toy, affectionately sentencing: "kitty, kitten, cat" and then read out nursery rhyme: “Like our cat”. The children affectionately hugged him to themselves, stroked him, looked into his eyes. The child is bored, I'm looking for a new nursery rhyme I'm reading: “The cat went to Torzhok”. The cat brought pies to everyone, and the first pie, of course, went to the one who was sad. The kids are undressing for bed, there's a cat again "helps", I sing a song "Grey cat". Children not only calm down, but also sing along. Sometimes children find it difficult to sleep; they remember their mother, who, of course, sings lullabies. I'll take mine again "fluffy" and sing a lullaby song:

Kitty - cat, cat,

The cat has a gray tail!

Come, cat, spend the night,

Rock our Mashenka.

And so, with the help of a toy, stroking the child and singing a song, I put him to sleep or pay attention to the pigeons, who also wish the children a peaceful sleep. Such melody and melodiousness folklore Helps the child relax and calm down.

Not all children like to dress up. In this case, dolls come to the rescue, as the personification of the child himself (“Our Masha is small, she has a scarlet fur coat, a beaver edge, and Masha has black eyebrows”). The children immediately enter into a dialogue, and I also have a fur coat, look what I have... etc. They happily start getting dressed to show off their things.

Little children are amazing people! They can be cunning, naive and very funny. Read a nursery rhyme “Soroka-magpie, I was cooking porridge...”, the porridge immediately becomes tasty, and sparkles glow in your eyes. Each time I use different nursery rhymes.

Water is a child's element. If you don’t wash your face, then kids love to splash themselves with water, so it’s necessary to teach them how to wash themselves correctly and carefully, and how to use nursery rhymes: "Water, water", "The bunny began to wash himself" etc.

Through nursery rhymes and songs, I teach children play outdoor games, role-playing games.

Steam locomotive, steam locomotive,

Little shiny

He drove the trailers

Like it's real.

Children climb into a steam locomotive and make the sounds of a moving locomotive "too-too"! While traveling, I do articulation exercises "Who's screaming". The children arrived at the clearing, and there berries and mushrooms grew there. Using attributes from the theater corner, I "I transform" everyone children into bunnies: “The bunnies scattered across the forest lawn”, I put on a fox hat myself. Thanks to the expressiveness of the Russian folklore, children quickly remember movements and improvise. Each toy, musical instruments, and nesting dolls are also played out with the help of nursery rhymes, jokes, chants, and songs. We give whatever epithets and adjectives we give to the sun, but at the same time the beauty of the word is given over to a nursery rhyme, a call.

Sunshine, get ready

Red - show yourself!

Come out from behind the clouds

I'll give you a bunch of nuts.

The children look out the window, but the sun does not come out, it is hidden behind a cloud.

I suggest the guys sing a song "The sun is shining through the window". Children start jumping and clapping palms. I suggest playing with the sun, because it plays with the kids. I'll see you off game: "Fingers in the House".

Finger play is one of the forms of Russian folklore, she became so close, beloved, and interesting to the children. A lot of finger games children know. This: "Fingers said hello", "Our family", "Chopping cabbage", “This finger is grandma...”. This game was especially appreciated by children. Children seem to meet their loved ones, fingering their little fingers. While watching the game one day children, I heard Slava K., laying out pictures, talking to fingers: “This finger is grandma, what is grandma doing here?” It was so interesting and funny.

Already from early age I teach children see the beauty of the nature and all living things around us. Seeing through the window how a crow sat on a tree, I speak in words nursery rhymes:

“Ay, dudu, dudu, dudu!

A raven sits on an oak tree,

He plays the trumpet

Chiseled pipe, gilded.”

Through the artistic word you can convey the beauty of your native nature. While walking, I suggest that children catch a snowflake and see how beautiful and fluffy it is. For children to see and feel, I read a poem « White snow fluffy". Who sleeps under the hill? Let's remember the poem “Like snow on a hill, snow”. Through folklore I instill a love for nature, for my native land, for Russian folk traditions.

Russian folk tales help foster morality, kindness, imagination and thinking. fairy tales: "Kolobok", "Turnip", "Teremok", "Cat, Rooster and Fox", "Chicken Ryaba". When introducing fairy tales, I show the characters, imitating their actions, and with my expressive speech I make sure to show the children an example, that is, an example of reading, storytelling, and showing puppet theater.

My children know how to improvise nursery rhymes, poems, and dramatize fairy tales. This resulted in interaction with parents.

My parents took my instructions very responsibly and began bringing home-made toys and manuals. 14 families from my group took part in the homemade toy competition. Many parents made more than one toy. Now these toys are used in working with children.

I suggested that the parents collect material for the implementation of the project on folklore. Everyone responded immediately. They began to bring didactic material with nursery rhymes, songs, little rhymes, books to read and look at.

For the role-playing game, we sewed white coats and bought the game “Hospital. To play with the family, we made bed linen and clothes for the dolls. Now we continue to replenish the puppet theater, together with our parents we are preparing to hold a literary lounge on the topic "Child and Book". This event will be held in April as part of the innovative development laboratory “Interaction with parents - the basis for improving quality educational process" Parents are invited to make a homemade book, then we will organize an exhibition.

Work on introducing children to folklore I have been doing this for several years now. I remember how I started in the same way with small groups, cultivated responsiveness in the kids, in older groups folklore forms became more complex, and with them emotional qualities developed children. These were no longer nursery rhymes or little poems, but inventing and guessing riddles, jokes, proverbs, carols, sayings, favorite fairy tales and Russian folk tales. I prepared a quiz on fairy tales. Polina S. recited A.S. fairy tales by heart. Pushkin: "The Tale of the Fisherman and the Fish", "The Tale of the Dead Princess". Spent with children folklore holidays"Kuzminki", "Cover", "Honey and Apple Saved". IN middle group Not all children showed a desire to perform. To get involved children, my parents sewed costumes for the puppet theater, and I helped the children establish themselves and believe in themselves. Working individually with each child, I taught children love theater, folklore works.

In order to broaden the horizons of I lead a children's folklore club: "Magpie-white-sided", where I help children discover their creative abilities. My children took part in competitions, holidays, and regional events. Many dance well, sing, and read poetry expressively. I believe that my efforts were not in vain. Now my graduates attend a theater club "Dreamers" in the House of Children's Art, they play in the spoon ensemble, and study at the art school.

Conclusion

To evaluate the results children, I carry out diagnostics on three levels: high, medium, low. (Annex 1).

The children of the graduating group showed good results.

Quantity children with a high level of speech development by the end school year increased from 8 to 14 people and amounted to 60%, and with low decreased from 7 to 2 people and amounted to 10%. Average level had 5 children, which amounted to 30%. (Appendix 2)

In the process of working with children introduction to folklore at the time of their transfer to school I received the following result:

Children:

Know and distinguish folklore forms;

They know how to tell fairy tales and poems;

They know how to dramatize fairy tales and play roles;

They know how to treat books with care.

In the process of working together children interest in oral folk art increased. They began to use proverbs and sayings in their speech, nursery rhymes in role-playing games, and independently organized folk fun games using counting rhymes.

One cannot help but appreciate positive interactions with parents. They were an example for their children, lived the life of the garden. It is impossible to list all the events, but I will focus on the most memorable moments. This "Fairy Tale Evening" in the middle group. Parents set fairy tale: "Three piglets", showed fairy tale: “About granddaughter Mashenka and Zhuchka”. Using folklore, held an event on the topic "We are a reading family", where children showed their knowledge of proverbs and sayings. The parents, in turn, showed a reenactment fairy tales: "Teremok" And "Kolobok" with children, they made up fairy tales from cut-out pictures, explained phraseological units to the children, and drew pictures for fairy tales. Holiday "Cabbage Party" And "Kuzminki" was completely related to folklore. Holidays were traditionally held "Maslenitsa", "Christmas".

I noticed an increased interest among parents in the use of small forms folklore in the speech development of children at home. We had fun learning and selecting proverbs and sayings with the children and explaining their meaning to the children.

With the kids I am currently working with, I have noticed that the use of small forms folklore in classes and during routine moments, their speech became more intelligible and understandable; children can compose simple sentences, memorize quatrains and even small roles.

Literature

1. T. N. Doronova Program "From childhood to adolescence" 2000

2. L. Streltsova "Literature and Fantasy" 2005

3. T. Tarabarina “Proverbs, sayings, nursery rhymes, tongue twisters” 2004

4. Magazine "Teacher preschool educational institution» , No. 7, 2011

5. O. Knyazeva « Involving children to the origins of Russian folk culture" 2006

The role of folklore in raising children

Purpose of the material: This article introduces teachers to the importance of folklore for the development and education of preschool children, and to their experience in this area. The article may be of interest to kindergarten teachers, teachers working with “special” children, and parents.
Children's folklore plays an important role in the education of preschool children, the leading feature of which is the unity of poetics, music, manner of performance and function of the work (M.N. Melnikov).
Its peculiarity is determined by folk artistic thinking and the requirements of folk pedagogy. For example, in sayings, nursery rhymes, children's songs, and jokes, improvisation, imagery, rhythm and instruction are combined (M.Yu. Novitskaya).
This is a kind of school of play, designed to provide the child with an adequate way of understanding the world around him (A.M. Martynova).
Children's folklore is, first of all, a culture of dialogue; it is focused on interaction, the need to listen and respond. The fairy tale, created for children's edification, was attracted by fiction that carries deep life meaning. Children's calendar folklore provided an intonational, poetic, figurative form of communication with the outside world.
Children's folk games, songs, nursery rhymes, jokes, ditties, fables, tongue twisters, conspiracies, pure sayings, counting rhymes, riddles are a means of mental, moral, aesthetic, emotional development of preschool children, they represent the core of children's culture, a universal form of communication between children, children and adults. Today, society is faced with the task of creating conditions for caring and preserving children's language, children's traditions, and children's subculture.
We built our work on the following principles:
accounting age characteristics children when selecting content, topics of classes, tasks of education and training;
ensuring emotional and psychological comfort for children;
respect for the individuality of each child:
Folklore material, taking into account the age capabilities of children, is included in various types of children's activities, enriches the educational and educational process, promotes cognitive and emotional development our pupils.
Compiled for the group long-term plan activities and entertainment, taking into account periods of agricultural folk calendar. The plans include fairy tales, songs, tongue twisters, riddles, boring tales, chants, folk games, lullabies, nursery rhymes, pesters, jokes. All this is present in any type of children’s activity: play, artistic speech, theatrical, educational, and in routine moments. The study of calendar folklore is carried out through the participation of children in calendar holidays. Scenarios national holidays dedicated to different cycles of the agricultural calendar.
The organization and holding of national holidays occupy a special place. The holiday is a synthesis of various types of folk collective creativity. Holding national holidays, gatherings, and evening parties is a continuation of the students’ work at thematic classes by introducing you to the origins of Russian folk culture, it allows you to show your initiative and creative potential.
In the process of holding the holiday, knowledge is consolidated and expanded, and students apply it in practice, in collective creativity, because the holiday includes a living word, sounds, colors, rhythm, movement, form, i.e. children directly participate in various types of folk art.
Not a single ritual holiday is complete, of course, without playing Russian folk instruments. These simple instruments become magical in the hands of children, come to life and find their own voice. Introducing children to new instruments, performing songs and dances on them contributes to their musical development.
Since the work is aimed at enriching children with knowledge about folklore, physical education classes They also turn to Russian folk art.
The use of children's folklore in working with children has several directions, but their definition is conditional, because problems are solved in a complex manner.
The first direction is the establishment and formation of trusting, kind, affectionate relationships between adults and the child. The main thing in a relationship is a clear manifestation of love and affection. Adults should actively use stroking gestures, which relieve tension and alienation in relationships and help establish contact with the child, filled with good feelings and calm.
The second direction is for children to perform various movements when pronouncing folk nursery rhymes, jokes, chants, sayings, etc., which contribute to the development of fine motor skills. The development of fine motor skills and hands is inextricably linked with the mental development of children and the development of their speech. In addition to nursery rhymes, jokes, developing fine motor skills and the child’s hand, we teach him using the material of children’s folklore and various expressive movements.
The child learns to be emotional both in speech and in showing movements. Thanks to children's folklore, the emotional sphere of the child is enriched; we help him express emotions that are adequate to the content of the text.
A special place in working with children to master the material of children's folklore is given to jokes, fun, and children's joy. In this regard, boring fairy tales and, of course, games, teasers, and humorous dialogues are indispensable.
Thus, we see that works of children's folklore are not only diverse in genres, but they are also diverse in themes and tasks.
Children's folklore stimulates the child's creative expression and awakens imagination. Creativity enriches the personality, the child’s life becomes more interesting and meaningful.
Games based on children's folklore give children extensive experience in the skills of expressive speech and expressive movements. Children realize their experience in theatrical activities.
Folklore is close and interesting to children, and we help them, by becoming familiar with folklore, to play and play, gain intelligence, become kinder, understand jokes, humor, and rejoice. Teachers can use children's folklore in individual and group lessons, during leisure hours, and on holidays. Children's folklore will help speech therapists in establishing contact with children and creating favorable conditions for teaching children clear and expressive speech. Music directors also need games with folk words, because They help develop children's sense of rhythm, expressiveness of movements, and creative abilities.
The greatest excitement and interest is caused by turning to games.
They develop initiative, organizational skills, and resourcefulness. Many ancient games involve singing.
It decorates them, promotes quick memorization, and gives rhythmic coherence (“Burn, Burn Clearly,” “Pie,” “Karavai,” “Kostroma,” “Two Grouse”).
Folklore is an extremely valuable didactic material in the aesthetic education of the younger generation. Vivid images good and evil in songs, fairy tales, and choruses are accessible and understandable to children. Moreover, children do not just listen to fairy tales and songs, they themselves are involved in fairy-tale play, they are participants and directors of musical and playful and vocal compositions, fairy tales, and puppet shows. The game corresponds to the nature of the student; In the process of playing, the child organically learns new musical images, acquires skills and abilities, and develops his imagination. Moreover, the development of abilities occurs as if by itself, in an entertaining and exciting game form, which deprives the educational process of edification.

If a child was born and grew up
On the native side, among Russian birches,
I heard Russian songs, sang carols,
I congratulated my relatives on the bright holiday of Easter,
Was brought up in work, mercy, kindness,
In respect to elders, relatives and the Earth,
This commandment of the ancestors will be preserved in the soul,
It will only bring joy and happiness.