Introducing children of younger preschool age to the origins of Russian folk culture through Russian folk tales. Introducing children to the origins of Russian folk culture in musical lessons
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Barriers form a positive attitude towards nature, ideas, about the unity of the world and its laws.
Sunny, equip yourself!
Red - show yourself!
Come out from behind the cloud
I'll give you a bunch of nuts! (16)
Pestushki and nursery rhymes- got their name from the words "nurture", amuse, which means to nurse, to raise. Follow someone, carry it in your arms. The term "pestun" was equivalent to the later word "educator", it is found on the pages of chronicles.
Pestushki and nursery rhymes are short verse sentences that accompany a child in the first months of life. So, having swaddled an awakened child, a mother or grandmother, stroking him, says:
Pryagunushki, potyagunushki,
And in the legs - walkers,
And in the hands - katuchnushki,
And in the mouth - talk,
And in the head - a mind.
Sitting the child on her lap, rocking him, the mother sings:
Dap, Dap, Dap!
Young lump
I went for some water -
Found a young man.
When the child is doused with water after bathing, they say:
From a goose - water
From the swan - water
And with Efim all thinness! (16)
Pestushki and nursery rhymes at 3-4 years old come to replace the child jokes - small funny stories, stories or expressions that give a humorous tone to speech.
Tili, tili, tili, bom!
Cat's house caught fire.
A chicken with a bucket is running
Fills the cat's house.
The introduction of fantastic elements, non-fictional material, when ducks can play pipes, cockroaches can chop wood, etc. contribute to the development of imagination, fantasy, the ability to look at things from an unusual perspective.
The child grows up and at the age of 5-6 already spends most of the time on the street with his peers. In a child's environment, a child as nowhere better masters the ways of self-expression of his personality, self-affirmation, which naturally affects the formation of his self-esteem, self-control and self-regulation of his behavior and mood. One of the most famous means that develop these aspects of a child's personality are folk games (16)
2. Another component is the game- an inexhaustible source, a reservoir of cheerfulness, joyful knowledge of oneself and the world around us. In various folk games ah there are opportunities for bringing up activity, dexterity, initiative, creative invention in children. The game satisfies a child's thirst for physical action, emotional communication and provides abundant food for the work of the mind, heart and imagination, the ability to overcome failures, experience failure, and stand up for oneself is brought up.
It is difficult to overestimate the educational value of the folk game. In them, children develop physically, improve their motor skills, learn a system of norms and rules of behavior, obey and take responsibility for themselves.
Folk games are usually figurative. But this image is not static. This happens due to the fact that the game has its own chance, event, it is the game, and it is this that the child experiences. The folk games are simple and extremely complete. Song, word and movement are organically connected in them. These are "The Kite and the Hen", "The Bear in the Forest", "Geese - Swans" and others.
Feature of children's folk game - the beginning, which precedes the game. it rhymes... The counting rhyme enters the game, helps the distribution of roles, and serves the self-organization of children.
"Peas rolled over the dish,
You drive, but I will not. "
Draw"Also refers to the game start. It is used in those games where you need to split into two parties.
"Black horse
Stayed under the mountain
What kind of horse
Gray or golden mane "?
Observations show that modern kindergarten pedagogy has abandoned this substantial part of children's games. Game preludes are replaced by the distribution of roles and parties by adults. This is seen as the loss of the most valuable traditions of the folk game.
A number of children's games are based on combining song with movement. it round dance games... In these games, the action is carried out in rhythm, in words and texts. Here the child dramatizes what the song is about:
"Loaf", "Vanya Walks", "Golden Gate".
In the practice of education, folk games do not occupy their due place. The modern technique has dismembered song, rhythm, word, movement, action merged with each other in folk games.
Folk games with songs are often held only in music lessons. Choruses, counting rhymes are either completely forgotten, or have passed into the field of exercises in speech. The folk game is devoid of its essential qualities, and therefore it has become less interesting for children.
It is necessary to return folk games in their original form and meaning to children in kindergarten, and also to turn to the instructive traditions of these games.
Along with collective games great importance given individual games with a doll. The doll is for the child in a certain sense a person who can be looked after, who can be fed, lullied, punished, etc. You can make a doll yourself, as it was done in the old days, from scraps and threads, from waste material, you can sew an apron for the doll yourself, sew on a button. Of course, such an activity requires the organization of a certain environment (6)
3. We refer to the next component creation of a special environment in kindergarten, getting into which, the child can feel like in a Russian folk tale, play with folk objects, get acquainted with traditional folk crafts.
The Russian Hut Museum has become such an environment. The creation of a hut is not the creation of a museum atmosphere, but the possibility of introducing children into a special, original world of peasant life. You can pick up the objects that surround the children in the hut, feel the warmth of wood or the coldness of metal, compare the weight of a birch bark bark and a cast iron. There is a stove with benches and a chest, rocker arms and a grab, objects of applied art and children's handicrafts. In the hut, children play, do handicrafts, spend holidays. All activities here take place with such an emotional response that you begin to believe in the special energy of antiques.
4. The playful beginning is especially vividly manifested in Russian folk holidays. Folk holidays Is one of the brightest and most effective forms of work with children. They are associated with human labor activity, with seasonal changes in nature, events and dates important for the people.
Any national holiday begins with anticipation. Children are waiting for the holiday more than adults, because they are pleased with the festive atmosphere itself: gifts, beautiful clothes, guests. Therefore, children should know exactly what and when the holiday will take place, what is its meaning and difference from others, what each child will do so that the holiday will not only take place. Preparing for the holiday subordinates educational and educational tasks to itself. The holiday is a kind of review of achievements in work, study and other activities.
5 folk crafts is a combination of labor and creativity in the folk cultures of nations, ethnic groups, regions. Russian folk, artistic crafts are the subject of our national pride. His contribution to the treasury of world culture is distinctive, inimitable and priceless.
The need of young children for bright colors, colorful motives can be largely satisfied by introducing works of folk art into the atmosphere of a kindergarten. Russian folk art is extremely diverse in plots, motives, techniques. Originating in artistic crafts, it rises to the level of art in the artistic painting of Palekh, Mstera, which make up our national wealth. This wealth is also contained in the Khokhloma, gesture painting, the skill of the Vologda lace-makers, the toy craftsmanship of Dymkov, Gorodets, and in many other things.
Children's art is in many ways similar to what we see in folk art. A bold combination of colors, so beloved by children, simplicity of form - we find all this in a folk toy, in carving ornaments, and in embroidery. And all this is close and accessible to children.
In kindergarten, there are ample opportunities to engage in various crafts. This work fosters industriousness in children, develops skills and abilities, teaches how to use the material expediently, satisfies the needs of children's imagination, develops creativity and arouses great, genuine interest.
Judging by the objects that have come down to us from the depths of the distant past, people have always strived for beauty, creativity, decorating their home, everything that surrounded them in work and everyday life.
Folk art lives in everyday life, surrounds us, to this day. It is worth taking a close look at the objects around us, and we will find in them a lot of decorative, artistic. We need to teach children to see this, skillfully draw their attention to the beauty of the things around us, and gradually the children themselves will go this way (13)
4. Familiarization of preschoolers with the historical, cultural, national, geographic, natural and ecological originality of their native region presupposes regional component.
Getting acquainted with the hometown, its sights, the child learns to realize himself as living in a certain time period, in certain ethno-cultural conditions and at the same time to become familiar with the riches of the national culture.
1.3. Stages of familiarizing children with the origins of Russian folk culture.
The introduction of children to the origins of folk culture takes place at all age periods: early age, junior, middle and senior preschool age.
It is well known that at each age stage, the development of a preschooler has its own range of images, emotions, habits that are assimilated by him and become close and irreplaceable.
V early age in sounds and colors, the original world of his own family appears before the child. The child hears the voice of a loved one, feels his uniform calm heartbeat and breathing, feels attention to himself from an adult.
Lullabies create a feeling of psychological security in the child, thereby exerting a therapeutic effect on him. A positive emotional background is created due to the fact that these songs are performed in a quiet, even voice, melodious and drawn out.
With the help of his parents, he clarifies the name and location of various sensory organs and parts of the body: “Show me where your (mother's) eyes, nose, ears, etc. are. The child does the simplest physical exercises: stretching, bending and unbending the legs and arms. Often these exercises are accompanied by adults with folk pestushki and nursery rhymes.
This type of folklore has a text organization that allows the name of a particular child to be included in it.
Dyboki, dybok
Soon Sasha (Mashenka, Pashenka) is one year old.
Use diminutive - petting suffixes:
"I buy my Mashenka."
So the mother's word evokes a certain idea of maternal affection, stimulating the emotionally - positive development of the child. He rejoices, laughs, actively strives to repeat the movements that give him so much pleasure.
At an early age, a child first gets acquainted with folk games: "Magpie", "Ladushki", etc. In addition to the joy and pleasure that these games bring, they simultaneously contain the "lessons" of life, and these lessons are simple, interesting, and entertaining. The goat butts the one who does not drink milk. In "Magpie" porridge gets to all fingers, except for the little finger: "You did not carry water, did not chop wood, did not cook porridge" (23.26)
In a programme social development children preschool age L.V. Kolomeichenko, the ideas about folk culture, which are mastered by children in different age groups kindergarten.
Early preschool age the child masters the initial ideas about some of the attributes of Russian traditional culture: dwelling (hut); its device (floor, walls, ceiling, roof, windows), household items (stove, table, bench, cradle), household utensils, dishes (bowl, pot, spoon, samovar); pets (cat, cow, rooster); musical instruments (whistle, tambourine); holidays (New Year, Maslenitsa); toys (matryoshka, horse, doll); songs, nursery rhymes, fairy tales.
Distinguishes and names the indicated attributes and some of their functions in life and in pictures;
With pleasure he is involved in playing with nursery rhymes, little pestushki, driving round dances, performing dances, participates in holidays.
Shows positive emotions in the process of perceiving Russian folk tales, melodies;
Reflects the impressions received in specially organized activities: visual, speech, musical, labor, play.
In the middle preschool age, differentiated ideas about certain attributes of Russian traditional culture: a courtyard (hut, barn, bathhouse, barn, well), the main types of traditional labor (building a house, growing and collecting crops, cooking food, clothes), objects of labor (ax, saw, spinning wheel, spindle), household items (chest, rocker), dishes (crinka, dish, vase, cup, tub, korchaga), suit (shirt, sundress, jacket, belt, scarf, kokoshnik, bast shoes, felt boots, zipun), pets ( goat, cow, dog, horse, chickens, geese, ducks), National cuisine(pancakes, pies, cabbage soup, Easter cakes, honey, jelly), folk holidays (Cabbage, New Year, Christmastide, Maslenitsa, Magpie, Palm Sunday);
Understands the moral value of folklore (proverbs, sayings, fairy tales), folk holidays;
Shows a positive attitude towards the heroes of folk tales, focuses on them in assessing their behavior;
Establishes the simplest connections between human well-being and his attitude to nature, to work;
Shows interest in household items, traditional utensils, works of folk art;
Knows how to correlate the influence of nature and social factors on the phenomena and situations described in proverbs, sayings, fairy tales;
Shows empathy, sympathy for the heroes of Russian folk tales;
Performs with pleasure folk songs, dances, leads round dances, listens to playing folk instruments;
Seeks to participate in traditional festivals;
Shows interest in dressing up in Russian traditional costumes;
Carefully treats the surrounding objects of folk life, costumes, works of folk art;
Uses the information received in specially organized and independent activities: visual (modeling, drawing, application of household items, plants, vegetables, individual elements of the pattern), labor (cooking fruit drinks, salads), constructive (building a hut, a well), musical (performing folk songs , dancing, round dances, listening to folk music), play (participation in round dance, active, didactic games; inclusion of roles, performance of stories on themes of Russian folk tales).
In older preschool age acquires differentiated knowledge about the purpose of the hut, its decoration; features of the materials used in the construction of dwellings, the manufacture of household items; about the regular arrangement of things in the house; about the functions of buildings (barn, barn, bathhouse); about various types of labor (agriculture, weaving, construction, pottery, blacksmithing), their purpose, the tools used; about national dress; about the importance of nature in human life; about folk art, its varieties (oral, decorative - applied, musical); about pagan and Christian holidays;
Knows how to establish relationships between seasonal changes and types of human labor; between the quality of work and its result; between different types of folk art;
Shows a steady interest in various objects of Russian traditional culture;
Focuses on selection aesthetic beginning in the perception of works of Russian folk art;
Realizes the aesthetic and moral value of works of Russian folk art, Russian nature;
He is guided in his behavior by the rules and norms reflected in oral folk art;
Possesses the ways of wearing traditional clothes;
Carefully treats household items, works of folk art;
Possesses the skills of folk painting, knows how to determine the specifics of its individual types;
Owns accessible language folklore works;
Knows how to tell folk tales, it is appropriate to use proverbs, sayings;
Possesses the skill of playing musical instruments(tambourine, whistle, ratchet, triangle);
Possesses the skills of performing folk dances, singing;
Prefers to use the attributes of Russian folk culture in independent activities.
Shows interest in the history of his city and region.
Has differentiated ideas about his land as a part of Russia, about the history of the birth of his native city, about its famous people, main attractions, traditions, labor of people;
Shows concern for cleanliness, order in his neighborhood, city;
Feels a sense of satisfaction from birth and living in his hometown, shows the need to convey information about it (17)
2. Psychological and pedagogical foundations of the acquisition of the cultural heritage of the people by children .
The biological foundations of the development of a senior preschool child.
By older preschool age, develops and the whole body is strengthened child. The gains in the development of coordination of movements are very large: in the field of balance, dexterity. Children have more accurate hand and finger movements. This gives them the ability to perform relatively complex movements in games, in drawing.
The intensive development of the structure and brain function. Performance increases markedly nervous system ... Although the process of excitation still predominates over the process of inhibition, the inhibitory function is becoming more and more stable.
Speech in older preschool children is already rich in vocabulary, this is influenced by the already quite developed left hemisphere ... Children of this age are no longer guided by an object, but by the word that this object means. Secondary signal connections are becoming more robust and strong (24)
The older preschooler continues to improve sensation, perception, auditory sensitivity ... It is children of this age who are able to perceive music and learn it.
Activity and personality development.
The influence on the child from adults and peers is carried out mainly in the process of activity. Organizing activities, adults give advice on the plot of games, drawings. Only by performing joint activities, children communicate and enter into various relationships with each other, which form the basis of children's society, contributing to the development of the personality of its members.
The leading activity of preschoolers 5-6 years old is the game. The main type is role-playing game. In it, children reflect the diversity of reality that surrounds them. For older preschoolers, the plots of the games are extremely varied. The game can last for several hours, and even for several days.
Game activity affects the formation of the arbitrariness of mental processes. The game develops voluntary attention and voluntary memory.
The conditions of the game require the child to focus on the objects included in the game situation, on the content of the actions being played out and the plot. The need for communication, for emotional reward forces the child to purposeful concentration and memorization (24)
The game situation affects the development of the mental activity of a preschool child.
Support for thinking - the subject is a substitute. Gradually, play actions with objects are reduced, the child learns to think about objects and act with them mentally.
The experience of play and especially real relationships of a child in a plot-role-playing game forms the basis of a special property of thinking that allows you to take the point of view of other people, to anticipate their future behavior and build your own behavior on the basis of this.
In the research of L. S. Vygotsky, it is proved that role play has a certain value for the development imaginations... Children learn to identify objects and act with them, create new situations in their imagination (5)
Imagination is formed in the game. In older preschoolers, imagination is most vividly manifested in drawing, in the composition of fairy tales and rhymes. The imaginations of preschool children are mostly involuntary. The subject of the imagination is that which greatly excited the child. By older preschool age, a deliberate imagination is formed, guided by a predetermined goal. It is formed in the process of developing productive activities. Productive activities in older preschool children rise to a high level. In connection with the growth of the capabilities of the small muscles of the hands, there is an improvement and complication in drawing and sculpting. The child acquires the ability to understand the task set by the teacher, independently follow the instructions. This leads to the intensive development of volitional and emotional qualities of the child's personality, organization, discipline develops.
Psychologist D.B. Elkonin, in his writings on the game, argue that the game also affects personal development the child as a whole. Through play, he gets to know the behavior and relationships of adults, which become a model for his own behavior. And in it she acquires the basic communication skills, the qualities necessary to establish contact with peers (33)
The game has a great influence on development speech. The game situation requires from each child included in it a certain level of development of verbal communication. The need to communicate with peers stimulates the development of coherent speech. In the works of M. I. Lisina, play is considered as a leading activity for the development reflective thinking.
Reflection is the ability of a person to analyze his own actions, actions, motives and correlate them with universal human values, as well as with the actions, actions and motives of other people (28)
In the works of D.B. Elkonin, devoted to play, it is determined that in preschool childhood, a child has to solve more and more complex and varied tasks that require the isolation and use of connections and relationships between objects, phenomena and actions. In playing, drawing, modeling, designing, when performing educational and work assignments, he not only uses memorized actions, but constantly modifies them, obtaining new results. Developing thinking gives children the opportunity to foresee the results of their actions in advance, to plan them (33)
The value of the game is invaluable in development memory. The memory of a preschooler is mostly involuntary. This means that the child most often does not set himself conscious goals to remember something. Memorization and recall occurs independently of his will and consciousness. They are carried out in activity and depend on its nature. The child remembers what was paid attention to in the activity, what made an impression on him, what was interesting. Taking into account the leading nature of the game, psychologist A.R. Luria concludes that it is important for the development of randomness of memory in preschoolers. The quality of memorizing objects, pictures, words depends on how actively the child acts in relation to them, especially in the game (21)
In the works of A.A. Lyublinskaya, devoted to child psychology, it is proved that children of older preschool age first begin to govern with your attention, consciously direct it to certain objects and phenomena. As the planning function of speech develops, the child becomes able to organize his attention in advance on the upcoming activity, to form verbally what he should be guided by. However, although preschool children begin to acquire voluntary attention, involuntary attention remains predominant throughout preschool childhood. Children find it difficult to focus on monotonous and unattractive activities for them at the time. As in the process of a game or solving an emotionally colored productive task, they can remain attentive for a long time. The elements of the game used in the classroom, productive activities, frequent changes in forms of activity, allow you to maintain the attention of children for sufficient high level (22)
3. Introducing children to the origins of Russian folk culture.
3.1. Stages of work to familiarize children with the origins of Russian folk culture.
By the older preschool age, significant changes occur in the mental development of the child, associated with:
The development of a number of mental processes (memory, attention, thinking, imagination)
A sufficiently high degree of mastery of speech;
Accumulation of a certain stock of ideas about the world.
Thanks to this, the child has the opportunity to go beyond the limits of directly perceived reality, mentally step over the border of the immediate environment and suddenly see and understand that the world turns out to be much wider, more diverse. Than it seemed to him before.
We built our work on introducing children to the origins of folk culture in three stages.
The purpose of the first stage:
Diagnostics of children's ideas about Russian folk culture
Study of the subject environment.
Analysis of methodological support on the topic.
To study children's ideas about folk culture, we compiled a questionnaire, which included the following questions:
1. What folk games do you know? Which ones do you like to play?
2. What national holidays do you know? What holidays do you especially like? How?
3.Do you like to do needlework? What would you like to teach your friends?
4. How do you understand the proverb "Work feeds, and laziness spoils"?
5. What does “A lot of snow - a lot of bread” mean?
6. What folk song would you like to perform?
7. What sights of our city would you like to show guests?
You worked criteria for the diagnostic card:
High level .
1. Uses nursery rhymes, jokes, proverbs and sayings, riddles, rhymes, figurative expressions in active speech.
2.Knows folk signs, knows how to correlate what he saw in nature with folk signs and make appropriate inferences.
3. Knows epic and fairy-tale heroes, knows how to recognize them in works of fine art.
4. Takes a meaningful and active participation in Russian folk holidays. Knows the names of the holidays and knows how to explain what kind of holiday it is and when it happens.
5. Knows how to play outdoor and round dance folk games.
6. Orientates in history, traditions, everyday life Russian people.
7. Knows the peculiarities of his region.
8.Has an idea of folk crafts. Has practical skills in working with various materials (dough, cloth, sawdust, plant seeds, waste material)
9. Shows interest in folk culture.
Average level.
1. Knows nursery rhymes, jokes, riddles, rhymes, uses them in speech.
2. Knows folk signs and notices them in everyday life.
3. Knows the names of some national holidays and takes an active part in them.
4. Knows Russian folk games and is able to explain the rules of some of them.
5. Knows some elements of history, traditions and life of the Russian people.
6. Knows some of the peculiarities of his native land.
7. Has practical skills in working with various materials.
8. Shows interest in certain elements of folk culture.
Low level .
1. Knows folklore and sometimes uses its components in speech.
2. Knows folk signs.
3. Knows the names of some holidays, but takes a passive part in them.
4. Knows 2-3 folk games and is able to explain the rules to them.
5.Has a fragmentary idea of the history of Russia and its region.
6. Has elementary skills in working with various materials.
7. Shows no interest in folk culture.
As a result, we received the following data: 100% of children have a low level of understanding on this topic. Children do not know counting rhymes, sayings, proverbs. Folk games - at the level finger games"Magpie", "Ladushki". National holidays include New Year and Birthday.
Having studied subject environment, we found out that:
In the group room, there is no center that would help children more fully and visually get acquainted with the history of everyday life and the way of life of Russian people.
There are no didactic games on the topic.
There is no collection of material on folklore, folk games, folk signs and observations.
Little visual material.
"Development" by L. A. Wenger
"Program of social development of preschool children" L.V. Kolomeichenko
When analyzing the Regional Program of L. V. Kolomeichenko, we found out that little attention is paid to folk holidays, it is not spelled out how to attract parents and people, the older generation, to familiarize children with the origins of folk culture.
When analyzing the methodological support, it is necessary to write that, in general, work is being carried out at the MDOU to familiarize children with the origins of folk culture, but at the same time:
There are no thematic, long-term plans on this topic;
There are no developed abstracts of classes on folk culture;
There is no system for planning work with children to familiarize them with the origins of folk culture;
There are few consultations for pedagogical workers of the MDOU on the artistic education of children;
There is not enough methodological literature on folk culture and the introduction of children to its origins;
There is no purposeful interaction between educators and specialists of the MDOU on this topic.
Parents survey showed that all parents understand the need to connect generations, the importance of historical knowledge of their roots, but:
find it difficult what methods and techniques can be used to transfer historical knowledge to preschool children;
refer to lack of time;
due to their youth, the parents themselves do not have enough knowledge on this topic, and grandparents live far away.
The data from the first stage allowed us to determine tasks of the second stage of work:
1. To form a feeling of love for the Motherland based on the study of national and cultural traditions.
2. To create conditions for the perception of a holistic picture of the world.
3. To develop the ability to perceive and analyze Russian folklore, develop speech, enrich vocabulary.
4. To instill labor skills and abilities through artistic and productive activities. To acquaint with the products of various folk crafts.
5. To carry out purposeful work on physical education through folk outdoor games.
6. To acquaint with folk signs and teach to see them in nature.
7. To acquaint with the peculiarities of the native land.
Working on the tasks of the second stage, we relied on the program of Olga L. Knyazeva "Inviting children to the origins of folk culture" and a manual for the implementation state program"Patriotic education of citizens Russian Federation for 2001-2005 ". G.N. Danilina "For a preschooler about the history and culture of Russia"
Our work was aimed at the development of the child as a whole and was built on the following principles:
1.Humanization educational work with kids. This principle directs parents and teachers to the main universal value - this is the personality of each child and adult, his freedom and dignity.
Humanization provides for an orientation towards the most important universal human concepts - love for the family, native land and fatherland.
2. The principle of the integrity of the pedagogical process. This principle ensures the unity of education, training and development.
3. The principle of completeness, provides for the entry of children into all accessible worlds in the process of mastering all the main types of children's activities, knowledge of the national culture, everyday life and national traditions.
4. The principle of cooperation between the teacher and the parents. This principle is based on close interaction between teachers and parents, when parents act as partners, active participants in the educational process.
We were a long-term work plan was drawn up on the topic: "Introducing senior preschool children to the origins of Russian folk culture", in which, we have included the following sections:
History and life of the Russian people
Folk holidays
Folklore
Folk games
End Story
We gave priority to classes in which children not only got acquainted with history, but could also immediately apply their knowledge in practical or productive activities. In such classes, folk songs are sounded and everyday scenes from the life of the Russian people, and there is a mastery of the craft. All this is accompanied by Russian proverbs and sayings.
Along with the occupation, a new form of organization was holidays: calendar, folklore, ritual. The holiday is, as it were, the result of work on a certain topic. Here children demonstrate what they have learned, what they have learned. A theatrical performance is being prepared for the holiday, parents are invited, who become not just observers, but direct participants in the holiday. Together with the children, they lead round dances, play folk instruments, and make costumes. Such holidays always end with tea from a real samovar.
On walks a special role was given to observations for changes in nature, the establishment of connections of some phenomena with others.
For example, “September 14 is the beginning of Indian summer; if the first day of Indian summer is clear, then autumn will be warm "
Many signs acquired over time the form of proverbs and sayings:
"A lot of snow - a lot of bread"
"Snow will blow up - bread will arrive, water will spill - hay will be filled"
"September is cold, but well fed"
The children and I not only analyzed the meaning of proverbs, but also composed them themselves:
"Autumn - the rain asks"
"Frost at the door, dress warmly"
"January is gray and frosty, one joy is New Year"
So the thought arose of creating album of children's verbal creativity.
In this album we have collected tales, riddles, fairy tales, drawings for nursery rhymes and sayings invented by children.
An obligatory part of the walk was folk games:
"Ogorodnik"
"Into the eagle"
" Bear"
"In canvases", etc.
It is very important for children how they are organized subject environment that surrounds them. Therefore, we tried to make this environment accessible to their perception and understanding, so that it would satisfy their needs as fully as possible. We began by dividing the group space into centers, together with our parents, we began to replenish the center of nature with exhibits, and to design a photo album.
In the handicraft center, they collected natural and waste material for handicrafts with children.
The didactic games center began to be replenished with author's didactic games.
We have enriched the theater center with stylized Russian costumes, puppets for acting out scenes from fairy tales.
The subject environment was enriched by technical means. A slide projector with many filmstrips, a turntable with gramophone records appeared. Fairy tales began to sound not only performed by the teacher, but also with musical accompaniment.
To work with parents we have chosen the following forms of interaction:
1. Parental meetings in an unconventional form on the topics: "What toys does a child need?", "The role of a father in raising a child."
2. Conducting joint classes and exhibitions with children.
3. Visual types of work: information stands, folders - moving.
4. Joint holidays.
5. Excursions.
6. Weekend club "Permyachok".
These are the methods and techniques we used in the work of the second stage.
Search results.
Diagnostics of children's ideas about Russian folk culture.
Study of the subject environment.
Analysis of methodological support.
Results of interaction with parents.
Children know, love and know how to play Russian folk games.
They use Russian folklore in active speech.
They take an active part in holding national holidays.
They know epic and fairy-tale heroes. They recognize them in works of fine art.
They know the history of Russian costume, its elements.
They are able to distinguish between products of different folk crafts.
Having studied the state of the subject environment at the third stage of work, we revealed that the group space is divided into "Centers"
Center for Nature and Experimentation
Center for Crafts and Handicrafts
Book center
Theater center
Center for didactic games
Sports Complex
Corner "Russian hut"
"Find the superfluous"
" What changed"
"Learn the elements of the pattern"
"Patch"
"Weaver"
"Make a pattern"
The craft and handicraft center is rich in a variety of materials. These are fabric, yarn, paper of different grades, waste material, samples of crafts that children can make themselves, with a teacher and even parents, both in a group and at home. In this center, you can always see an exhibition of works.
Two new screens have appeared in the theater corner for table theater and performances with dolls "Bi - Ba - Bo".
But the corner "Russian hut" is of particular pride and value. There are bast shoes, rocker arms, baskets, cast iron, a real samovar, and objects of folk applied art.
The interior of the hut is used by us for role-playing games in which children act out scenes from the past of the Russian people. Here Russian folk songs sound differently, the meaning and artistic value folk tales. The atmosphere of the hut awakens the imagination of children and encourages them to their own creativity.
As part of enrichment methodological support work on introducing older preschool children to the origins of Russian folk culture, we have developed thematic and long-term plans... They included the following themes:
Who are we? Where? Where are our roots?
We are Russians. Our Motherland is Russia.
Folk calendar.
How was the hut built in Russia? The device of the Russian hut.
Perm Territory is a forest land.
Bread is the head of everything.
In the upper room.
"You can't put your mind on a thin head."
“How the masters live on our street”.
What did they wear in Russia?
"Winter is not summer, she is wearing a fur coat."
New Year in Russia.
"The frost has come - take care of your ear and nose."
Why are we called the Urals? Visiting the Mistress of the Copper Mountain.
"Long evenings - skillful hands"
Folk musical instruments.
Our Kama is a beauty and a hard worker.
People's heroes are the pride of the country.
A mother's heart warms better than the sun.
"Rook on the mountain - spring in the yard."
Folk toys.
"It's a joke to make people laugh."
Our fellow countrymen.
We play forgotten games.
About fathers and grandfathers.
"A man without a homeland is like a nightingale without a song"
In individual conversations, consultations, at parent-teacher meetings through joint holidays and excursions, we convinced parents of the need for daily attention to children's joys and griefs, proved how right those who support the cognitive interest of children, their desire to learn new things, to find out the incomprehensible, the desire to delve into the essence of objects, phenomena of reality are.
As a result, parents became allies of educators and active participants in group affairs.
Exhibitions were held with the parents in the group:
"Autumn fantasy"
"Beauty will save the world"
"Gift to Santa Claus"
"Here they are - golden hands"
We visited the Perm Museum of Local Lore together. We visited the art salon "Sudarushka" and the Perm fair "National crafts". We got acquainted with the first city children's library named after Lev Kuzmin, which turns 80 this year. Parental meetings began to take place in an unconventional form, at which parents took part in a master class: "Weaving Russian sashes", "Maiden kokoshnik", "Loaf, loaf"; the tasting of national dishes took place.
Together with my parents, we celebrated "Pokrov", "Svyatki", "Maslenitsa"; conducted "Heroic Fun"
Consequently, the parents realized that they are raising their children by their own example, that every minute of communication with the child enriches him, shapes his personality, that not a single educational or educational task can be solved without fruitful contact between parents and teachers.
These are the results of the third stage of our work,
conclusions
Thus, experimental work, carried out by us, showed that the introduction of older preschool children to Russian folk culture is possible, necessary and accessible if the following conditions are met:
the complex use of various pedagogical methods: visual, practical, verbal, in their interaction in the context of the implementation of an active approach;
close interaction with the emotional - moral, aesthetic, physical development of the child;
creation of a subject environment conducive to the introduction of the child into the world of folk culture, everyday life and traditions;
organization of joint work with parents in the positions of partnership and cooperation.
The organization of the subject environment;
Dictionary activation by means of folklore;
Folk ritual holidays;
Excursions;
Organization of complex classes;
Reading fiction;
Listening to records;
Viewing filmstrips;
Games: didactic, plot, round dance, mobile;
Playing folk instruments;
Various types of productive activities;
Dramatization;
Observation in nature;
Organization of exhibitions.
Consequently, the sooner they join the origins of folk culture, the richer, more educated, and more spiritually their inner world will be.
Literature
Bogacheva I.V.My Fatherland - Russia! / M., 2005 /
3. Voroshnina L. V. "Artistic and speech activity of children in kindergarten" /
4. Voronova V. Ya. " Creative play senior preschoolers / M., Education, 1981/
5. Vygotsky LS "Imagination and its development in childhood" Development of higher mental functions / M., Moscow State University, 1970 /
6. Goricheva V.S. "Dolls" / Yaroslavl, 1999 /
7. Danilina G. N "For preschoolers - about the history and culture of Russia" / manual for the implementation of the state program "Patriotic education of citizens of the Russian Federation for 2001-2005 /
8. Dal V.I. Explanatory Dictionary of the Living Great Russian Language T 3 / M., 1955 /
9. Zatsepina M. B, Antonova T.V. "Folk holidays in kindergarten" / M., 2005 /
10. Zabylin M. Russian people: its customs, rituals, legends, superstitions and poetry / Riga, 1991 /
Kataeva L. I. "My world" correctional - developing classes with preschoolers. / M., 2000 /
Karachunskaya T.N. "Museum pedagogy and visual activity in a preschool educational institution "/ M., 2005 /
"How to teach children to love their Motherland / manual for the implementation of the state program" Patriotic education of citizens of the Russian Federation for 2001-2005 /
Knyazeva N. And "Little Permyak" / Perm, 2000 /
Knyazeva O. L. "How people lived in Russia" / Workbook for classes under the program "Inviting children to the origins of Russian folk culture" / St. Petersburg, 1999 /
Knyazeva O. L.,. Makhaneva M. D Program. "Introducing children to the origins of Russian folk culture. / St. Petersburg 1999 /
Kolomeichenko L.V. Social Development Program for Preschool Children / Perm, 2003 /
Kuzina T. F. "Entertaining pedagogy of the peoples of Russia" / M., School press 2001 /.
Conceptual - terminological dictionary of speech therapist. / Ed. V.I.Seliverstov. M., 1997 /
Lunina G.V. Raising children on the traditions of Russian culture. / M.,2004/
Luria A.M. "A little book about great memory" / M., Moscow State University, 1968 /
Lyublinskaya A. A. "Children's Psychology". Textbook for students of pedagogical institutes. / M., Education, 1981 /
"My home." The program of moral and patriotic education of preschoolers. / M., 2000 /
Mukhina V.S. Child psychology / Ed. Wenger L.A. M., 1985 /
The folk calendar is the basis for planning work with preschoolers. / Plan - program 2004 /
Folk art in raising children. / Edited by T. S. Komarova, M., Russian Pedagogical Society 2000 /
"Patriotic education of preschoolers by means of local history and tourism activities / manual for the implementation of the state program" Patriotic education of citizens of the Russian Federation for 2001-2005 /
Psychological Dictionary. / Edited by V.P. Zinchenko, B.G. Meshcheryakova
"Development of communication in children" / Ed. Zaporozhets A.V., Lisinoy M.I., M., Pedagogy, 1974 /
Russian folklore "From joke to epic" / M., 1991 /
Salty dough. Fascinating simulation. / M., Profizdat 2002 /
Utkin P. I., Koroleva N. S. "Folk arts and crafts" / M., 1992 /
Elkonin D. B. "Psychology of the game" / M. Pedagogika, 1978 /
Long-term plan.
September.
1. Who are we? Where? Where are our roots?
Family conversation. The concepts of "Family big and small", "Genus"
Cooperative activity.
1. Consideration of family albums.
2. Compilation of the photo album "The professions of our parents"
3. Drawing up a group passport.
4. Didactic games: "What comes first, what then", "Who needs whom", "What who needs"
5. Entertainment "Our friendly family"
6. Drawing "Portrait of my family"
2. We are Russians. Our Motherland is Russia.
Conversation about the Great and Ancient Land of Russia. Concepts: "history", "ancestors", "Motherland".
Cooperative activity:
1. Reading the book: "The Birth of Rus"
2. Reading the book: "Young Russia"
3. The city on the Kama.
Expansion and refinement of knowledge about the history of the hometown, its sights.
Cooperative activity:
1. Bus city tour.
2. Didactic game "Travel".
3. Drawing: "This is my city."
4. Creation of a layout of the microdistrict.
4. Folk calendar. "September the Flyer", "Autumn" Festival.
Signs, proverbs, sayings about autumn. Summing up the results of work in dachas and vegetable gardens.
Cooperative activity:
1.Viewing the filmstrip "Autumn Tasks".
2. Dough modeling: "Apple tree with apples", "Bunch of grapes".
3. Application "Fruit basket"
4. Preparation of the vinaigrette.
5.Exhibition "Generous Gifts of Autumn"
6. Learning folk games: "Gardener", "Wicker"
7. Dramatization "Vegetable dispute"
8. Puppet show... Tale: "Puff"
Parental involvement.
1.Help in the design of photo albums.
2. Compiling a family tree.
3. Organization of a city tour.
4. Participation in the design of the exhibition: "Generous gifts of autumn".
5. Participation in the "Oseniny" holiday.
October.
1. How was the hut built in Russia? The device of the Russian hut.
Acquaintance with the log hut, chopped up by its components: red corner, woman's kut, upper room, light house, canopy, barn, tower.
Cooperative activity.
1. Modeling from plasticine: "Hut for Mashenka."
2. Consideration of photos and illustrations with towers and huts.
3. Didactic game: "Make a tower".
4. Learning a folk song: "Oh you, my canopy, canopy ..."
5.Excursion to Khokhlovka.
6. Creation of the layout "Russian Village"
2. The Perm Territory is a forest region.
Clarification of ideas about natural resources native land.
Cooperative activity.
1.Application from sawdust: "Animals of our forests".
2. Drawing: "Autumn Ural forest".
3.Excursion to the park.
3. Bread is the head of everything.
A conversation about the old ways of harvesting bread. Proverbs and sayings about labor and bread.
Cooperative activity.
1.Viewing filmstrips: "Spikelet", "Warm bread"
2. Dough modeling: "Wicker with poppy seeds", "Cockerel" (dough + ears of wheat)
3. Learning the poem "Glory to Bread" (S. Pogorelovsky)
4. Consideration of the album "Where did the bread come from?"
5. Excursion to the shop - bakery "Brioche"
6. Learning the game "Pie".
4. Folk calendar. Holiday "Cabbage».
Riddles, proverbs, sayings about cabbage. Sauerkraut.
Cooperative activity.
1. Learning folk songs: "I'm sitting on a pebble ...", "Veisya, veisya, my cabbage ..."
2. Learning folk games: "Wattle", "Pie"
3. Staging of the joke "Goat Methodius."
4. Preparation of the "Autumn mosaic" salad.
5. Reading the book "Where the cabbage soup, look for us there too."
Parental involvement.
1. Organization of an excursion to Khokhlovka.
2.Participation in the holiday "Cabbage."
3. "Ah, my cabbage" (Tasting of salted cabbage and exchange of practical advice on salting it.)
4. Participation in the joint lesson "Bread is the head of everything"
November.
1. "Better to see once than hear a hundred times."
Excursion to the local history museum.
2. "In the upper room"
Acquaintance with household utensils: grapple, cast iron, poker, cradle, spinning wheel.
Guessing riddles about household items.
Cooperative activity.
1. Playing the tale "Porridge from the ax"
2. Learning the lullaby "Oh, lyuli, lyuli, lyulenki ..."
3. Papier - "Dish" to Masha.
3. Folk calendar. "Sinichkin's Day".
Signs, proverbs about birds. Clarification and expansion of knowledge about winter feathered friends,
Cooperative activity.
1. Application "Miracle Bird" (Floristics).
2.Origami Teamwork: "Bird's Dining Room".
3. Drawing "Woodpecker".
4. Hanging out feeders on the site.
5. Learning the poem "Feeder" (R. Bukharaev.)
4. "You cannot attach your mind to a thin head."
Conversation about intelligence and stupidity (for example, sayings and proverbs).
Acquaintance with the Russian folk tale: "About Filia". Word game"Filya and Ulya".
Parental involvement.
1. Organization of an excursion to the local history museum.
2. Joint production of bird feeders with children.
3. Entertainment "Mind is good, but two is better."
December.
“How the masters live on our street”.
Cooperative activity.
1. Reading books: "How the shirt grew in the field", "How fabrics are weaved and threads are spun", "About blacksmiths and forges."
2. Making a collection of types of fabric.
3. Spinning wheel painting.
4. Weaving from paper "Tuyesok".
5. Making dolls-Grains.
6. Learning Russian folk songs: "Spinning", "In the smithy".
7. Didactic games: "Make a pattern", "Domino"
8. Reading works by Jani Radari "What do the crafts smell like?", "What color is the craft?"
9. Excursion to the art salon "Sudarushka".
2. What did they wear in Russia?
Acquaintance with the Russian national costume. History folk costume; its elements (ponyova, zipun, dushegreya, sundress, shirt, cap).
Cooperative activity.
1.Sewing a sundress for a doll.
2. Weaving sashes.
3. Cross stitch.
4. Excursion to the studio.
5. A story about the history of the needle.
6. Learning folk songs "Valenki", "Red Sarafan"
7. Folk game "Lapti".
3. "Winter is not summer, she is wearing a fur coat."
Acquaintance with proverbs, signs about the characteristic features of winter.
Learning folk games.
Cooperative activity.
1. Learning poems about winter, reading art. works on this topic.
2. Paper plastic: "Bouquet for the Snow Maiden".
3. Drawing with a candle "Patterns on glass".
4.Excursion to the winter forest.
5. Learning bunks. songs "Like a thin ice ..."
4. New Year in Russia.
A story about the celebration of the New Year in Russia. Learning carols, songs, games.
Cooperative activity.
1. Reading Bible stories.
Examining the Bible for Children.
Making nativity dolls.
Making Christmas tree decorations.
Candlesticks dough modeling.
Parental involvement.
1. Organization of an excursion to the winter forest.
2. Participation in the New Year's holiday.
3.Decoration of the group.
4.Round table: " Family traditions celebrating the New Year ”.
January.
1. Folk calendar. Christmastide.
The tradition of celebrating Holy days. Caroling, fortune telling, songs, dances, games, refreshments.
Cooperative activity.
1. Learning bunks. games: "Ring, ring ...", "Two Frosts."
2. Dramatization of the "Bear and the Goat" joke.
3. Making masks for Caroling.
4. Folk holiday "Kolyada has come - open the gates."
2. "The frost has come - take care of your ear and nose."
What is a fairy tale? We learn to see good and evil, to distinguish between truth and fiction, lies and fantasy. Reading and inventing fairy tales.
Cooperative activity.
1. Drawing illustrations for the fairy tales "Moroz Ivanovich" (Odoevsky), "Snow Maiden" (Russian nar.)
2. Learning verse-I "On a visit to the Snow Maiden."
3. Listening to fragments of the opera "Snow Maiden" by N.A. Rimsky-Korsakov.
3. Why are we called the Urals? Visiting the Mistress of the Copper Mountain.
Acquaintance with the geographical position of the Urals, with minerals.
Cooperative activity.
1.Viewing the film strip "Silver Hoof".
2. Drawing "How I represent the Ural Mountains" (coal)
3. Experiment "Formation of salt crystals".
4. Excursion to the Museum of Local Lore.
5. Excursion to the Kungur ice cave.
4... "Long evenings - skillful hands."
Acquaintance with old Russian headdresses: women, girls, men. (cap, kichka, cap, hood)
Cooperative activity
1. Making a girl's headdress (crown), decorating it with beads, beads, braid.
2.Prosmotr filmstrip "Enough to beat the thumbs."
3. Consideration of the thematic album.
Parental involvement.
1. Joint holding of the holiday "Christmastide".
2. Organization of an excursion to the Museum of Local Lore.
3. Master class "Magic hook" (crochet).
4. Organization of an excursion to the cave (Kungur city)
February.
1. Folk musical instruments.
A story about folk musical instruments: bell, horn, balalaika.
Cooperative activity.
1. Listening to music performed by an orchestra of folk instruments.
2. Playing "Noise Orchestra"
3. Making bells from waste material "Gift of Voldaya".
2. Our Kama is a beauty and a hard worker.
The importance of the river for the city. Poems of Perm poets about the river.
Cooperative activity.
1. Experimenting with water: "What floats and what sinks."
2.Construction from paper: "Raft"
3. People's heroes are the pride of the country.
Acquaintance with epics and epic heroes... Using the examples of legends to show the beauty, wisdom, strength, courage of the Russian people.
Cooperative activity.
1. Viewing pictures: "Three heroes" (Vasnetsov).
2. Reading the book "Russian antiquity".
3 "A horse for a hero" (Floristics).
4. Chasing "Heroic Shield".
5. Exhibition of handicrafts "Together with dad".
6. Family entertainment "Come on, good fellows."
4. Folk calendar. "Shrovetide Praskoveyka - we meet you well."
Acquaintance with the national holiday. A story about Maslenitsa week. Calls, songs, games.
Cooperative activity.
1. Making dolls from straw.
2. Construction from paper "Red Sun".
3. Learning bunks. games: "Burn, burn clearly ...", "Taking the winter town."
4. Learning songs: "Pancakes", "That's really, winter, is passing."
5. Learning to cry: "The sun is a little bucket ...", "Ay, ay, auk ...".
6. Statement of the fairy tale "Kolobok"
Parental involvement.
1. Participation in the entertainment "Come on, good fellows."
2.Participation in Maslenitsa.
3. Round table: "The role of the father in the upbringing of the child."
March.
1.Mother's heart - warms better than the sun.
Mother woman. The meaning of women on earth. Proverbs and poems about the mother.
Cooperative activity.
1. Contest of joint creativity: "Here they are - golden hands."
2. Exhibition of portraits: "My mother".
3. "Flowers for Mom" (Eggshell Mosaic).
4. Learning songs and poems about mom.
5. Staging of the fairy tale "Gift".
2... "Rook on the mountain - spring in the yard."
Signs of spring. Proverbs, sayings, riddles about spring. The influence of spring on the life of flora and fauna.
Entertainment "Spring, spring, where did it come".
3. Folk toys.
The history of the emergence of folk toys. Clay toys, wooden,
rag, straw.
1. Making dolls - twists "Wedding couple".
2. Application "Russian beauty-Matryoshka".
3.Viewing the filmstrip "Toy Story".
4. Creation and examination of a collection of folk toys.
5. Entertainment "Matryoshka's Birthday"
4. Folk calendar. "Come, larks to us."
Acquaintance with the holiday of the Magpies, with the signs of this holiday.
Cooperative activity.
1. Designing from paper "Birds of Paradise".
2. Learning bird calls.
3. Modeling from the "Larks" dough.
4. Learning bunks. songs: "Larks", "Spring-Red".
5. Reading the book "Where does the white crane live" (V. Flint).
Parental involvement.
1. Participation in the competition of crafts "Here they are, they are golden hands."
2. Participation in the celebration of International Women's Day.
3. Master class "Dolls of our great-grandmothers".
4. Round table: "What toys does a child need?"
April.
1 "It's a joke - to make people laugh".
Acquaintance with boring fairy tales, tongue twisters, teasers.
Cooperative activity.
1. The verbal game "Confusion".
2. Reading the tale "Confusion" (KI Chukovsky).
3. Folk holiday "Laughter and fun".
2. Our fellow countrymen.
Acquaintance with the works of Perm writers for children.
Cooperative activity.
1. Organization of an exhibition of books by Perm writers.
2. Excursion to the city library of L. Kuzmin.
3. Consideration of the journal N. A. Knyazev "Little Perm".
4. Creative living room "Poetry of the Kama region".
3. Travel on the Golden-Maned Miracle Troika.
Acquaintance of children with the image of a horse in Russian folk arts and crafts.
Cooperative activity.
1. Modeling "Horse-Fire".
2.Excursion to the hippodrome.
4. Christ is risen, truly is risen.
Folk calendar. Easter holiday. Rites of tradition. Acquaintance with ritual food, games and entertainment.
Cooperative activity.
1.Modeling from dough "Stand for an egg".
2.Painting Easter eggs.
3.Drawing "Willow Branch"
4. Folk games, the attribute of which is eggs.
Parental involvement.
1. Organization of excursions to the library.
2. Participation in the celebration of Easter.
3. Organization of an excursion to the Hippodrome.
4. Participation in the creative living room.
May.
1.Play forgotten games.
Acquaintance with different types of drawing. Readers. Vintage children's games.
2. About fathers and grandfathers.
Conversation about the Victory Day. Heroes-fellow countrymen.
Cooperative activity.
1. Viewing photos from magazines, family albums about the wartime.
2.Viewing the film strip "Our great holiday".
3. Drawing "Fireworks over the city".
4. Reading thin. literature on this topic.
3. "A man without a homeland is like a nightingale without a song».
Final conversation about the past of the native land. Songs and poems about the Motherland.
Contest for experts: "Love and know your native land."
4. "Goodbye spring - hello red summer."
Acquaintance with traditions festivities to Trinity. A story about the symbol of Russia - birch, poems, riddle songs, round dances.
Cooperative activity.
1. Drawing "This is my homeland."
2. Learning a round dance "In the field there was a birch ..."
3.Birch decoration on the site.
4. Entertainment "Fair at Green Christmastide".
Parental involvement.
1. Participation in the competition of experts "Love and know your native land."
2.Participation in the fair at the green Christmastide.
3. Participation in the lesson "About fathers and grandfathers."
The manuscript is an educational (partial) program for introducing preschoolers to the origins of Russian national culture. Folk culture, according to the authors, is not only a source of familiarizing children with enduring, universal values, but also their cognitive, moral, and aesthetic development. The program offers proven methodological and organizational methods of pedagogical work, perspective and calendar plans for classes with children of all age groups.
Part I. History of the emergence of the program, forms and methods of its implementation
Part II. Prospective and calendar plans for the program
In the 2nd junior group
In the middle group
In the older group
In the preparatory group for school
Part III. Applications.
1. "Always honor the traces of the past"
2. "A fish is looking for where it is deeper, and a person is looking for where it is better" (places of residence, construction of a dwelling)
3. "Away is good, but it is better at home" (everyday life and main occupations of Russian people)
4. "What is the spinner - such is the shirt on her" (history of men's and women's clothing)
5. "The trouble is, if the shoemaker starts to bake the pies, and the cake-maker starts the boots" (the history of men's and women's shoes)
6. "Not according to Senka a hat" (history of hats)
7. "Not a joke when the stomach is empty" (history of Russian cuisine)
8. Russian samovar and tea drinking in Russia
9. Calendar (time history)
10. Agricultural calendar
11. Without signs, no move (folk signs)
12. Russian folk holidays (Easter, Christmas, Maslenitsa)
13. Russian folk crafts
Ceramic art products("Haze", "Gzhel", "Skopin ceramics")
Artistic wood products (Russian carving, Khokhloma)
Lucky (Fedoskino, Palekh, Mstera, Kholui)
Artistic metal products (enamel, filigree, zhostovo)
Bone lace
14. Russian folk toy (toy story, matryoshka, doll)
15. Russian bell
16. Russian troika
17. Russian song (lullaby, ditties)
18. Dictionary of folk words
Foreword
It is no secret that at present not a single specialist in the field of preschool psychology and pedagogy can give an exact definition of what is " educational program". The problem is that the same term refers to both complex programs that include the content of education in all the main areas of children's development, and training programs in certain areas (for example, teaching the elements of computer literacy, foreign language etc.). The latter are increasingly called "partial" programs. However, the introduction of such differentiation does not remove a number of problems: how and whether it is necessary to combine several partial programs, how and whether it is possible to connect one or another partial program to a complex one, etc. There are no ready-made answers to such questions yet, and their solution remains with each specific pedagogical collective, since only he knows the contingent of his pupils, the professional capabilities of specialists, financial reserves, regional specifics, which greatly affect the priorities in the general strategy for the development of preschool education. However, the interest and desire of preschool institutions to introduce partial programs is growing every year. This, apparently, is explained by the fact that their implementation is quite easily carried out in the form of additional services; the proposed directions of children's development are attractive to parents and distinguish a preschool institution from a number of others, and have a positive effect on its rating during certification. In addition, they can be used not only in conditions preschool, but also in club, studio work with preschool children. Therefore, in spite of all the difficulties and problems, it is necessary to ask the question: what, at present, should determine the direction and content of the development of children, which is the basis of partial programs?
Comparative analysis, until recently, mandatory for all preschool institutions of the comprehensive "Program for the upbringing and education of preschool children" (1989) with foreign counterparts in terms of their content, aimed at cognitive development children shows that the national program needs to be revised, mainly in terms of changing the number of classes, the form of their conduct, specific methods, principles of material acquisition. As for its sections related to the physical development of children, artistic, aesthetic, musical and theatrical activities, a significant number of teachers have for many years been bringing their creative findings and additions to the content and methods proposed in the program. There are many methodological literature and journal publications on this topic. Children tend to enjoy these activities. In many kindergartens, appropriate circle work is conducted or additional services are organized, sport competitions and holidays, contests and exhibitions of children's works, etc. It is important that the efforts of teachers in these areas of child development give a good, visible result.
In addition, in recent years, several new complex programs have appeared (for example, "Rainbow", "Development", "Golden Key", etc.), which are successfully used in many preschool institutions. In them, the main directions of the development of children received updated content and methodological support.
Thus, it can be stated that in recent years in Russian system preschool education there have been some positive changes in terms of updating the content.
The more obvious was the vacuum created by the fact that the section of the "Program for the upbringing and education of preschool children" Moral education". This section, of course, bore a clear imprint of an ideologized orientation (" Friendship of the Peoples of the USSR "," Image of Lenin "," Holiday on November 7 ", etc.). However, neither in the new complex programs, nor in any of the The partial problem of moral and patriotic upbringing of children is practically not at all touched upon.
We have made an attempt to fill this gap. Its result was a partial program, theoretical basis which made up the provisions of the "Concept of Preschool Education" (1989) on the need to familiarize children with enduring, universal values, the ideas of outstanding Russian philosophers about the importance of personal culture for the spiritual, moral and patriotic development of a person (I. Ilyin, D. Likhachev, etc. ). Moreover, in the absence of any nationwide ideological guidelines, we decided to give a special reasoning for the position that the introduction of children to folk culture is a means of forming their patriotic feelings and developing spirituality. For this, it is necessary to specifically dwell on the disclosure of such concepts as "nationalism", "internationalism" and "patriotism". The difficulty in separating these concepts lies in the fact that the concept of "nationalism" for many of us is associated primarily with the concept of "national patriotism" and, above all, with German fascism, based on the opposition of one "chosen" race (nationality) to all the rest. In our view, national patriotism, imbued with a sense of our own superiority, is always associated with rejection of another culture, people of a different nationality, and in the historical context is directly associated with aggression and violence. In recent history, and, consequently, in our memory, the concept of "internationalism" was contrasted with the concept of national-patriotism. Moreover, the state ideology replaced the concept of "patriotism" for them or used it as a synonym.
The concept of "internationalism" is also interpreted ambiguously. Internationalism can act as an opposition to national patriotism and, for example, manifest itself in the form of uniting people on the basis of one religion ("All people are brothers in Christ"). This means that a Christian is a citizen of the universe and can reject the division of people by country, race, nationality.
Internationalism can also be manifested in the idea of overcoming the linguistic disunity of people. Let us recall, for example, the possibility of transition to a single language "Esperanto", which was seriously debated recently.
However, the ideas of internationalism widespread in our country at their core contained Bolshevik ideas about the world reorganization of society in accordance with the social-revolutionary principle: "Workers of all countries, unite." For the "conscious" proletarian, the main goal is the world revolution, for the sake of which he can and must betray not only his loved ones, but also his homeland. Fanatical adherence to this ideology manifested itself in the form of Bolshevik capitulatory slogans during World War I and, especially later, in the first years of Soviet power, when, for ideological reasons, a neighbor betrayed and doomed to death a neighbor, brother - brother, son - father. Therefore, we need a clear understanding of what kind of patriotism we affirm and strive to cultivate in our children.
Patriotism is a feeling of love for the Motherland. The concept of "Motherland" includes all conditions of life: territory, climate, nature, organization of social life, peculiarities of language and life, however, it is not reduced to them, and they do not replace it. The historical, spatial, racial connection of people leads to the formation of their spiritual likeness. Similarity in spiritual life leads to communication and interaction that engenders creative endeavors and achievements that impart a particular identity to a culture.
In their history, many peoples carry out spiritual and creative achievements that survive through the centuries: ancient Greek art, Roman law, Germanic music, etc. Each nation brings its own, and each nation's achievement is common. That is why the national genius and his work turn out to be the subject of special patriotic pride and love: the life of the national spirit finds concentration and embodiment in his work. Genius creates from himself, but also for his entire people.
Russia is the homeland for many. But in order to consider yourself her son or daughter, you need to feel the spiritual life of your people and creatively assert yourself in it, to accept the Russian language, history, and culture as your own. However, national pride should not degenerate into dull conceit and complacency. A true patriot learns from the historical mistakes of his people, from the shortcomings of his character and culture. Nationalism, on the other hand, leads to mutual hatred, isolation, and cultural stagnation.
Deep, spiritual, creative patriotism must be instilled from early childhood. But, like any other feeling, patriotism is acquired independently and experienced individually. It is directly related to a person's personal spirituality, its depth. Therefore, without being a patriot himself, a teacher will not be able to awaken a feeling of love for the Motherland in a child. Precisely to awaken, not to impose, since the basis of patriotism is spiritual self-determination.
"The Russian people should not lose their moral authority among other peoples - an authority worthy of won by Russian art and literature. We should not forget about our cultural past, about our monuments, literature, language, painting ... National differences will persist in the 21st century, if we are concerned about the education of souls, and not only the transfer of knowledge "(D. Likhachev).
That is why the native culture, as a father and mother, should become an integral part of the child's soul, the beginning that generates a personality.
Based on the foregoing, we have chosen the following priorities for our program "Inviting children to the origins of folk culture".
Firstly, the surrounding objects, which for the first time awaken the soul of a child, instill in him a sense of beauty, curiosity, should be national. This will help children from an early age understand that they are part of the great Russian people.
Secondly, one should make wider use of folklore in all its manifestations (fairy tales, songs, proverbs, sayings, round dances, etc.), since it is he who contains all the values of the Russian language. In oral folk art, the special features of the Russian character inherent in it have been preserved moral values, ideas about goodness, beauty, truth, courage, hard work, loyalty. Introducing children to sayings, riddles, proverbs, fairy tales, we thereby introduce them to universal human moral values. In Russian folklore, the word and musical rhythm, melodiousness are combined in a special way. Nursery rhymes, jokes, and chants addressed to children sound like an affectionate talk, expressing care, tenderness, faith in a prosperous future. In proverbs and sayings, various life positions are briefly and aptly assessed, human shortcomings are ridiculed, and positive qualities are praised. A special place in the works of oral folk art is held by a respectful attitude to work, admiration for the skill of human hands. Thanks to this, folklore works are the richest source of cognitive and moral development children.
Thirdly, folk festivals and traditions should play an important role in introducing children to folk culture. It is here that the subtlest observations of the characteristic features of the seasons, weather changes, the behavior of birds, insects, and plants are focused. Moreover, these observations are directly related to the labor and various aspects of human social life in all their integrity and diversity.
And, lastly, familiarizing children with folk decorative painting, which captivates the soul with harmony and rhythm, allows children to be captivated by the national fine arts.
Thus, educational goal Programs - introducing children to all types national art- from architecture to painting and ornament, from dance, fairy tale and music to theater.
This is what we see as a strategy for the development of a child's personal culture as the basis of his patriotic feelings and love for the Motherland.
Now our national memory is gradually returning to us, and we are beginning to relate in a new way to ancient holidays and traditions, folklore, arts and crafts, arts and crafts, in which the people, having sifted through the sieve of centuries, left us the most valuable.
This is not to say that teachers did not understand this before. However, the standard "Program for the upbringing and education of children in kindergarten", as a guide and the main document for educators, did not include such tasks. True, already in the younger groups, it provided for the introduction of children to a folk toy (pyramid, matryoshka, inserts, gurneys, rocking chairs, fun toys, etc.), the kids were introduced to Russian folk games, round dances, folk songs, nursery rhymes, tongue twisters, fairy tales, riddles.
In addition, the "Program" included the tasks of acquainting children with the decorative and applied arts of Khokhloma, Gorodets, Dymkovo, Kargopol, Filimonov toys. From age to age, the tasks of listening and reproducing folklore works, the perception of the brightness of the color images of folk applied art, the expressiveness of the transfer of game actions in combination with the word became more complicated.
However, it is no secret that the ideas of kindergarten graduates about Russian culture were sketchy and superficial. What's the matter? Perhaps this happened because in the "Program" the tasks of acquainting preschoolers with their native culture were formulated too broadly. For example, "... to cultivate love for the Motherland, hometown, village "," ... to acquaint with some products of folk applied art ... ", etc. At the same time, the means and methods for solving these problems remained completely unmarked, and the educator had almost no appropriate materials and manuals. reality (especially in the city) also did not provide an opportunity for the real introduction of children to folk culture.
These gaps could be filled with various exhibitions of folk applied art, museums of Russian architecture and local history expositions, folklore holidays... However, it is not always possible for kindergarten pupils to visit them, not to mention the fact that all the material of such exhibitions is mainly designed for adult perception and requires a lot of competent processing for kids.
In addition, Old Slavonic words and sayings have long been forgotten and are not used in colloquial speech, nursery rhymes, sayings, and proverbs, which the Russian language is so rich in, are almost never used. In modern life, there are practically no items of folk life found in folklore works. Therefore, many teachers, recklessly believing that some words and expressions of folklore works are inaccessible to children, or themselves not understanding and not being able to explain them, miss very important semantic moments or retell Russian folk tales in modern language... Educators often underestimate and know little by heart sayings, exclamations, nursery rhymes, sayings, folk games and therefore cannot apply them to the place. Music directors, using folk songs as chants-chants, they almost do not include them in games and holidays, being carried away by modern material.
And how to convey the peculiarities of peasant labor to the understanding of urban children? In practice, such a task, by the way, provided for by the standard program, was solved formally, meaningfully it was not associated with natural phenomena, rituals, proverbs and sayings. And this is quite understandable, tk. most of the teachers themselves are poorly aware of traditions and customs, the history of folk culture, are not imbued with a feeling and understanding of its antiquity and greatness.
Therefore, in order for the teaching staff of any preschool educational institution to have the opportunity to creatively develop the proposed version of the program, in it, in addition to organizational and methodological methods of pedagogical work, long-term plans and abstracts of classes, in the form of an appendix contains materials from a variety of literary, historical, ethnographic and art history sources. Access to such literature in full, adaptation of many texts written by professionals is very difficult for most teachers living in different regions of Russia. In addition, acquaintance with these materials (Russian holidays and traditions, peculiarities of dwelling, clothing and kitchen, arts and crafts, etc.) will be advisable from the point of view of expanding the personal basis of the personal culture of teachers involved in the teaching and development of preschool children. ...
In conclusion, there is a small dictionary of the Old Slavonic words most used in folk tales, proverbs, sayings.
We cannot provide an opportunity to download the book in electronic form.
We inform you that part of the full-text literature on psychological and pedagogical topics is contained in electronic library MGPPU at http://psychlib.ru. If the publication is in the public domain, then registration is not required. Some books, articles, teaching aids, dissertations will be available after registration on the library's website.
Electronic versions of works are intended for educational and scientific purposes.
Today, there is an acute problem of preserving and caring for folk culture - the basis of self-preservation of the people. Therefore, our preschool educational institution has developed and is implementing a partial program "Inviting children to the origins of Russian folk culture." It is known that music is of great importance in the formation of a child's inner world, helps to become spiritually richer, develops emotions, thinking, and sensitivity to beauty. And knowledge of the patterns of familiarizing children with musical culture and the ability to organize the process of interaction of a child with music is the most important indicator of the professional skill of a music director.
The child reacts emotionally to music from the first days of life. An introduction to the origins of Russian folk culture begins with a lullaby, which embodies folk wisdom, traditions, and customs. But most of us are very superficially familiar with the culture of our people. How did the Russian people live? How did they work? How did you rest? What holidays did you celebrate? What songs did you sing? To answer these questions means to restore the connection of times, to return the lost values.
As already mentioned, folk pedagogy is an integral part of the creative contribution of many generations to culture, which is defined as "the totality of pedagogical information about the upbringing of a child, preserved in oral folk art, customs, rituals, children's games, etc." (G.N. Volkov). Saturated with vivid imagery and expressiveness, works of folk art occupy one of the important places in the teaching and upbringing of children. They are brought to life by the "pedagogical needs of the people" and, in terms of the strength of their influence on the feelings and imagination of the child, occupy one of the first places among other educational means. The possibilities of folk art in the musical education of children are invaluable.
We present to the attention of readers a program for introducing children to the origins of Russian folk culture in musical lessons.
Purpose of the program
Study of Russian musical folklore with the aim of 1) development musical ability; 2) formation musical knowledge, skills and abilities for all types musical activities in different age groups of a preschool institution; 3) the formation of musical culture.
The forms of acquaintance with folk culture can be varied: classes of the cognitive cycle, excursions, targeted walks, observations, holidays. But in any case, it is necessary to create a special atmosphere for the independent activity of children or their joint activity with adults, an environment in which the child would feel like a real participant in the events.
Priorities for action
- The widespread use of folklore (songs, ditties, melodies, chants, sayings, sentences, teasers,jokes, games). In Russian folk song, word and musical rhythm are combined. It reflected the traits of the Russian character, its moral values - ideas about goodness, beauty, truth, respect for a working person, family, friendship. Folklore is the source of the cognitive and moral development of children.
- Acquaintance with traditional and ceremonial holidays. Ritual holidays are closely related to labor and other aspects of human social life. They include observations of the characteristics of the seasons, weather, the behavior of birds and insects, plants.
- Acquaintance with Russian folk games. They contain enormous potential for the physical and social development of the child.
- Acquaintance with Russian folk musical instruments.
In musical folklore, music, singing, movement and playing folk instruments are inextricably linked. Therefore, four aspects of musical folklore can be distinguished: song, choreography, games, musical instruments.
PROGRAM OBJECTIVES
YOUNGER GROUP
Folk song. Learn to sing along with repetitive intonations, perform simple actions prompted by the text or due to the nature of the music. To foster interest in folk songs, love for family and home.
Folk choreography. To teach the simplest elements of dance plastics, round dance rearrangements to show adults, react to dance music, play round dance games with dance elements, often with a soloist, perform free dance. Foster a friendly attitude towards your partner.
Folk games. Encourage improvisation. Develop a sense of rhythm. To cultivate the ability to empathize with the hero and each other.
Develop an interest in musical instruments. Learn to perform onomatopoeia on them (the murmur of a brook, birdsong, etc.). Teach the technique of sound production. Maintain the urge to play the instrument independently. To foster emotional responsiveness to works performed on children's musical instruments.
EXPECTED RESULTS
- Interest in folk music, the ability to emotionally respond to it.
- An enriched musical experience for children.
- The makings of cultural listening to folk songs.
- Ability to sing songs, melodies, chants, play folk games, perform dance movements.
- Ability to play children's musical instruments.
- Knowledge of musical genres (song, dance, march), the ability, with the help of a teacher, to speak out about the content and nature of folk songs, nursery rhymes, etc. speak to parents and kindergarten staff, take part in folk festivals ("Autumn", "Maslenitsa", "Call of Spring").
MEDIUM GROUP
Folk song. Increase volume song repertoire, add round dance songs, game song. To intensify the transition from colloquial to singing intonation. Learn to intonate within the third, fourth. Suggest situations in which you need to act independently. Complicate the direction of the song (several soloists). Introduce the concept of "ritual song". Tune in to empathize with the character and content of the folk song.
Folk choreography. Introduce new elements of folk dance. Pay attention to the plasticity of the hands. In round dances, teach to change direction in a circle, break it at the end of a melody or when changing music, follow the leading "snake", rearrange into pairs from a circle and vice versa. Encourage the manifestation of greater independence in free dancing, the desire to introduce dance or round dance elements when staging songs, expressively convey the nature of the music or song in movement.
Folk games. Learn to use counting cards to select a presenter. Strengthen the ability to quickly respond to commands, be distributed into pairs, subgroups. Make sure that children use folk songs and counting rhymes during free games. Raise interest in the development of new games, independence in the transfer of the game image.
Folk musical instruments. Continue to introduce musical instruments and their sound in the ensemble. Continue teaching to play individual instruments; so, the pitch of the sound changes on the whistle depending on the force with which it is blown. Learn to play in an ensemble with older children. To foster the desire to emotionally perform simple works on musical instruments.
EXPECTED RESULTS
- Deepening interest in folk music, a desire to listen to it, emotionally respond to it.
- The beginning of the development of pitch, rhythmic and timbre hearing.
- Development of the makings of cultural listening to musical works.
- Singing Russian folk songs, ditties, singing songs of teasers, jokes, Russian folk games, the ability to perform movements corresponding to the character musical accompaniment.
- Ability to identify and name musical genres (song, dance, march) and some of their types, familiar pieces of music, to distinguish musical instruments (pipe, bell, tambourine, spoons, etc.); improvement in playing children's musical instruments; the ability, with the help of a teacher, to speak independently about the content of songs and plays, round dances and games and their character, to include musical games in various types of non-musical activities, to perform at parties in front of parents and kindergarten staff, to take part in mass celebrations ("Autumn in Russia", "Maslenitsa", "Calling Spring", "Curling Wreaths"), showing their amateur performances, taking part in regional competitions, creating expressive images.
SENIOR GROUP
Folk song. Significantly expand the volume of the song repertoire, add songs of a playful-comic nature. To stage and improvise song material. Introduce a warm-up in each lesson - exercises for breathing, sound production, etc. Introduce ditties, teach to understand them, show the character of the hero, sing, dance, play along with musical instruments. To cultivate emotional responsiveness when performing and listening to songs of a different nature.
Folk choreography. To teach a simple round dance step, a combination of arm and leg movements, a round dance "in the sun", "against the sun", "cabbage" (snail), "wall to wall", turning a circle, movements in two circles in different directions. Encourage dancing while singing funny songs, suggest soloing. Raise the desire to express your attitude to the content and nature of music with expressive movements.
Folk games. Arouse desire to participate in games with theatrical actions and more detailed dialogues. Pay attention to the demeanor of the characters. Learn to display the character of the characters. To foster a desire to perform not only positive, but also negative roles (Vodyanoy, Baba Yaga), empathy with the characters of the game, emotional responsiveness, as well as independence in choosing attributes to convey the game image.
Folk musical instruments. Learn to recognize and correctly name instruments while listening to recordings of concerts of folklore ensembles, orchestras of folk instruments, playing in an orchestra. Play musical instruments, but already in the orchestra, combine playing instruments with song, playing, dancing. To foster a culture of perception, to encourage listening to music performed on folk instruments.
EXPECTED RESULTS
- Consolidation of interest in folk music, the desire to listen to it, to emotionally respond to it.
- Improvement of pitch, rhythmic and timbre hearing.
- Consolidation of the desire and ability to sing Russian folk songs, ditties, tunes, chants, sentences, teasers, jokes, play Russian folk games, perform movements corresponding to the nature of the musical accompaniment, distinguish between solo and choral singing.
- Strengthening the ability to talk about the content of musical works, composers, to identify and independently name musical genres (song, dance, march) and their types, to distinguish musical instruments (pipe, bell, tambourine, spoons, balalaikas, button accordion, accordion, accordion, drum, etc. etc.) in their solo and orchestral sound, to distinguish them by timbre, appearance, character of sound, play children's musical instruments in the orchestra, name familiar pieces of music, speak independently about their content and character, play round dances, songs, ditties, carols, etc., include music and musical games in various types of non-musical activities, perform at holidays in front of parents and kindergarten staff, take part in mass celebrations ("Main Fair", "Autumn in Russia", "Carols "," Maslenitsa "," Calling Spring "," Curling Wreaths "," May 9 "), showing their amateur performances, take part in regional competitions (" Spring drops "" Freckles - cannabis "), to participate in the festival of the folk game, to prepare and conduct concert program for war veterans.
SCHOOL PREPARATORY GROUP
Folk song. Give an idea of such genres of Russian folk songs as
Lyricism ("The youngest walked along the edge." "Oh, how I love my cow." "And I am in the meadow, and I am in the meadow." "I walk with a loach"),
playfully comic (“In the smithy”. "The goat went through the woods"), combatant ("Soldiers, bravo children." Strengthen the ability to sing ditties.
Provide the opportunity to independently stage songs. To foster a holistic musical and aesthetic perception of folk songs and their content.
Folk choreography. Introduce the elements of folk dance: dancing in three legs, with a jump, mastering the simplest fractions in combination with a ditty. Learn new elements of the round dance: "wattle", "thread with a needle." Encourage the use of dance or round dance elements in the performance of songs, games, playing musical instruments, etc., the desire to use dances and round dances in independent activities.
Folk games. Activate to participate in games with a detailed theatrical action ("Sparrow", "Drake caught up with the duck"). To complicate the rules and link their implementation with the origin of some ritual games. Help to understand the necessity of actions and their order in the game ("Mow the hay", "And we sowed millet"), explaining their connection with ancient rites. Help express specific traits any character. To cultivate sensitivity, understanding, empathy for the characters of the game and peers.
Folk musical instruments. To give an idea of the household items that people used as musical instruments (scythe, saw, ruble, etc.). Strengthen the ability to distinguish between instruments in the orchestra.
To give knowledge about the composition of the orchestra of folk instruments. Provide an opportunity to improvise on familiar instruments. In the process of creating an orchestra, take into account the attitude of children to certain instruments. Include instruments in games, dances, provide the ability to independently choose instruments. To foster emotional responsiveness to the music performed by the orchestra of children's musical instruments.
EXPECTED RESULTS
- Stable interest in folk music, desire to listen to it, emotionally respond to it.
- Development of diction, breathing, sound production, purity of intonation, rhythmic and timbre hearing.
- Steady skill of cultural listening to musical works.
- Improving the previously acquired skills of accompaniment, distinguishing between vocal and instrumental music, solo and choral singing.
- Strengthening the ability to talk about the content of musical works, composers (not only Russian, but also foreign), to define and independently name musical genres (song, dance, march, opera, ballet) and their types; to distinguish musical instruments (pipe, bell, tambourine, spoons , balalaika, button accordion, accordion, accordion, tambourine, drum, rattle, triangle, etc.) in their solo and orchestral sound in terms of timbre, appearance, character of sound; play children's musical instruments solo and in an orchestra, memorize and name familiar pieces of music, speak independently about their content, creatively play round dances, Russian folk songs, ditties, carols, etc., analyze and compare pieces of music of a different nature; include music and musical games in various types of non-musical activities; to perform at festivals, showing, to take part in regional competitions, to create expressive images, to participate in the production of Russian folk tales (theatrical activity), in the holiday of the folk game, in the preparation and conduct of a concert program for veterans.
So, widely introducing folk games, songs, dances, etc. into the work of the kindergarten. we teach our pupils to the thought of goodness, friendship, hard work, love of nature, to home country who have always been important and revered by our ancestors.
1. Budarina T.A., Kuprina L.S., Korepanova O.N., Markeeva O.A. Acquaintance of children with Russian folk art. SPb, 2010.
2. Katysheva I.B., Kombarova G.N., Nikolaeva S.R. The folk calendar is the basis for planning work with preschoolers according to the state educational standard. Program plan. Summaries of occupations, Scenarios of holidays. Method. manual for teachers of preschool educational institutions. SPb, 2009.
3. Knyazeva O. L., Makhaneva M. D. Familiarizing children with the origins of Russian folk culture: Method manual. SPb, 2004.
4. Kostina E.P. Music education program for children of early and preschool age "Kamerton". M., 2008.
Project
« Introducing children to the origins of Russian folk culture »
(2 younger group)
Content
Introduction
Lesson notes:
"My friendly family"
"We are so different"
"Dymkovo horse"
"The cat went to the torzhok"
"Miracle, miracle Christmas!"
"Doll Pelenashka"
"Shrovetide meeting"
"I want to live too"
Introduction
Project type: Socio-personal
Participants: educator - Smolyanova N.V.
Children junior group- 21 hours;
Parents of the younger group.
Relevance:
The old wisdom reminds us: "A person who does not know his past does not know anything." Without knowing your roots, the traditions of your people, you cannot raise a full-fledged person who loves his parents, his home, his country, with respect for other peoples.
Studies in the field of preschool pedagogy and psychology indicate that it is in preschool age that the basic foundations of personality are laid. The upbringing of patriotic feelings at the present stage of the development of society obliges the preschool educational institution to develop cognitive interest, love for the Motherland, its historical and cultural heritage.
For preschool education, the issues of the development of a creatively active personality, its spiritual potential are especially relevant. That is why it is important to include a variety of artistic creative activities in a child's life. It is in them that each child can express himself most fully and realize his creative activity.
One of the most important means aesthetic education and the formation of an active creative personality is folk art. In folk art, ideas about the beautiful, aesthetic ideals, and the wisdom of the people are generalized, which are passed on from generation to generation. Through folk art, the child learns the traditions, customs, peculiarities of the life of his people, joins his culture. Folk art is rich in rhythms and repetitions, it carries specific images, colors, is accessible and interesting to the child, which is the basis for awakening and strengthening the emotionally positive attitude of children towards him.
Formulation of the problem: if you acquaint children, from an early age, with their native culture, native speech, works of oral folk art, this will contribute to the development of spiritual, moral, aesthetic education and in the future they will be able to preserve all the cultural values of our Motherland, they will live, giving the world a huge the number of talents that have been and will be admired in Russia.
Objective of the project: formation of moral and patriotic feelings among preschoolers, acquaintance with the culture of the Russian people.
Project objectives:
1. to familiarize children with the origins of Russian national culture; arouse interest in the works of oral folk art.
2. to show children the beauty of the Russian language through oral folk art, expressed in songs, nursery rhymes, chants.
3. to acquaint children with folk traditions and include them in children's life, tk. they reflect the deep wisdom and creative potential of the Russian people.
4. to promote the development of the best traits of the Russian character in children.
5. to form a sense of national dignity.
Terms of project implementation: 09.15 – 05.16.
Expected results:
Children know 3-4 nursery rhymes, fairy tales, riddles, songs,
They name 3-4 heroes of fairy tales,
They call the household items of the Russian people,
Children know the rules of 3-4 Russian folk games,
With the help of parents, the mini-museum is enriched with exhibits ..
Project implementation program:
1. Study of psychological and pedagogical literature on the problems of the project.
2. Study of positive pedagogical experience, the use of folklore for the upbringing of preschool children.
3. Studying the traditions of folk family education.
4. Development of a plan for working with children.
The main forms of work with children:
1. Directly educational activities.
2. Conversations, examination of pictures, illustrations, visual and didactic material.
3. Fun games, outdoor games, round dance games, dramatization games.
4. Acquaintance with fiction ".
System of work with parents:
1. Creation of a mini-museum.
2. Roundtable discussion: "The role of the family in introducing children to Russian national culture."
3. Holding a joint exhibition "Do-it-yourself folk toys".
4. Consultations for parents: "On the traditions of Russian folk culture", "Russian samovar and tea drinking in Russia"
Results evaluation mechanism:
Monitoring children's knowledge of the traditions and culture of the Russian people.
Thematic plan
Lesson topicTasks
September
Creation of a mini-museum
Encouraging parents to create a mini-museum.
Round table "The role of the family in introducing children to Russian national culture"
To acquaint parents with the content of the project, to arouse interest in this topic.
"My friendly family"
Form children's ideas about the family and its members. Form concepts: my home, my family.
October
"We are so different"
To form the ability to distinguish other children according to the peculiarities of their appearance, behavior, habits.
November
"Dymkovo horse"
Introduce children to Russian folk art. Foster a desire to look at folk toys.
December
"The cat went to the torzhok"
Acquaintance with Russian nursery rhymes.
January
"Miracle, miracle Christmas!"
To educate children to love Russian customs.
February
"Doll Pelenashka"
To form in children an interest in the history and culture of the Russian people through the image of a traditional Russian doll.
March
"Shrovetide meeting"
Leisure. To give children knowledge about the Russian folk holiday - Maslenitsa, traditions, folk games.
April
"Mushroom kingdom, berry state"
Consolidate knowledge about mushrooms and berries in the Russian forest.
May
"I want to live too"
Acquaintance of children with the Red Book.
Bibliography:
1. "Introduction of children to the origins of Russian folk culture" OL Knyazeva, MD Makhanev.
2. "The national calendar is the basis for planning work with preschoolers" SR Nikolaev, IB Katyshev.
3. "Hoop" No. 5 2009
4. “Acquaintance of children with Russian folk art” by T.A. Buranin, O.A. Markiv.
My friendly family
Tasks:
Educational: to form children's ideas about the family and its members. Form concepts: my home, my family.
Developing: develop speech, thinking, visual and auditory concentration, activity during a conversation.
Educational: to cultivate love, respect, a benevolent attitude towards their relatives.
Material: pictures depicting family members, a family tree depicting the whole family, a double-sided palm with sad and cheerful faces, a toy hedgehog.
The course of the lesson.
Educator: Guys, you hear, someone is knocking. Who is it who came to visit us?(Hedgehog enters)
Hedgehog: Hello guys! I brought you a letter, your address is written here. Here, take it.(Hands over to the teacher)
Educator: Hello hedgehog! Thank you so much, come in, be our guest.
Hedgehog: I have no time, I still have a lot to do. Next time I will definitely visit you guys!
Everything: Goodbye, hedgehog. Come to us again.
Educator: Children, let's see what kind of letter the hedgehog brought us. Guys, there are riddles here! But listen to the riddle:
She emits light
From a smile, a dimple ...
No one is dearer
Than dear ...
Children: Mommy.
Educator: Well done guys, right!
(He puts a picture of his mother on the flannelegraph.)
Conversation (survey of 2-3 children):
How is your mother's name?
Who are you for mom?
What does mom call you affectionately?
Educator: Wonderful! Now listen to the following riddle:
Guess who it is?
Kind, strong, dexterous, brave.
I'm waiting for an answer, guys,
Well done! Of course…
Children: Dad.
Educator: Well done guys, right!
(Exposes a picture with a picture of dad).
Conversation (survey of 2-3 children):
What's your father's name?
Who are you for dad?
Educator: Great guys! We read the following riddle:
The whole farm: quinoa,
Yes, the crested Ryabushka,
But cheesecakes are always
We will be fed ...
Children: Granny.
Educator: Well done, guys, right!
(Exposes a picture with a picture of a grandmother).
Conversation (survey of 2-3 children):
Who are you for grandma?
Educator: Well done! And here's another riddle:
Moistens in warm milk
He's a piece of bread
Walks with a wand in his hand
Our beloved ...
Children: Granddad.
Educator: Yes, guys, that's right!
(Exposes a picture of the grandfather).
Conversation (survey of 2-3 children):
Who are you for grandpa?
Educator: Great guys! You're all just smart.
(Exposes a picture of the whole family).
And all these people together are called by one word - Family. Guys, let's show our family in the palm of your hand.
Finger gymnastics "Family".
This finger is a grandfather
This finger is a grandmother
This finger is dad
This finger is mom
And this finger is I,
That's my whole family.
(A palm with sad faces is exposed).
Educator: Oh guys. Something happened in this family. See how sad they are. What do you think could have happened?
Children: They quarreled.
Educator: What do you think we can do?
Children: The family must be reconciled.
Educator: Of course, guys, the family needs to be reconciled!
An outdoor game "Reconciled".
Bad mood in our family since the morning,
And that's why things are not going well in our family.
(head down, arms along the body, turns to the right, left)
Our grandfather has a backache all day
(lean forward, hands behind your back)
The old grandmother is dizzy,
(circular movements of the head)
Daddy wanted to hammer in a nail, he suddenly hit his finger
(banging our fists against each other)
Mom's dinner burned out, we have a scandal in the family
(look at open palms)
Let's reconcile them, you need to love your family.
Let's smile at each other and join hands
(hold hands and smile at each other)
Let's all hug together and then we will make up!
(The family was reconciled, we turn over the palm, the family smiles).
Educator: Guys, look, the whole family is smiling again, everything is fine with them, they made up. Where do you think the family lives?
Children: In my house.
(A white paper house is superimposed on the palm, with windows for each finger).
Application "Beautiful House".
Educator: Guys, look what a sad house. What do you think needs to be done to make the house fun and beautiful?(Children express their assumptions). Let's decorate it and make it beautiful. Children and a caregiver decorate the house.
Educator: Well done boys! See how beautiful and festive the house is for a family. Let's share a poem about home for everyone.
Children and educator:
There are different houses -
Brick, frame.
With iron balconies;
There are even snow ones
Just like the real ones.
But the best is mine
I live in it
With my family.
Reflection.
Guys, who came to visit us?
Whom did we reconcile with you?
And for whom did we decorate the house so beautifully?
We are so different
Tasks:
1. Educational: build skilldistinguish other children according to the peculiarities of their appearance,behavior,habits;
To correlate the objects of activity with the age of the child;
Use elements of speech-proof.
Developing: to consolidate the words in speech: baby, child who goes to kindergarten (preschooler), schoolboy.
Educational: develop the ability to be attentive to each other.
Material: ball, radio, toy bear; cards with the image of a baby, a preschooler, a schoolchild; cards depicting a bottle with a pacifier, sliders, a rattle, a ball, a toy car, cubes, a ruler, a briefcase, a pencil case.
Course of the lesson
(There is a knock from behind the door)
Educator: Oh, someone came to us(a bear appears).
bear (the teacher plays up her, holding a toy in her hands):
Hello guys!(children say hello) ... How many of you are here! Your garden is probably very fun and interesting! I also want to go to kindergarten and play with you! Will you take me with you?(Yes). Now let's get acquainted. My name is Mishutka. And you?
Educator: Guys, get into a circle quickly. Pass the ball to each other and say your name.
Mishutka after meeting : Oh, how many different names, different persons! No guys, I won't remember you all! It would be nice if you were all the same, with the same names, voices, faces. Then it would be easier for me to remember you!
Educator: But in our kindergarten, all children are different and we do not want everyone to be alike, like two drops of water! Why guys? Tell Mishutka what would happen if all children were the same?(Answers of the children: parents and educators would not distinguish between us, and the mother could not pick up her child; the teacher would call one child, but everyone would do; it would not be interesting to play with each other).
Mishutka: Well, okay, you convinced me. Then I will try to remember you, and you will help me with this and, at the same time, check yourself how well you know each other.
Educator: Guys, stand in a circle, and you, Mishutka, stand next to me. Let's play the game "Radio". For example. Attention attention! A girl in a blue dress, white tights, got lost, pink shoes on her feet, loves porridge and always eats it all, etc.(the game continues until all the children are found).
Mishutka: What good fellows you are! We never made a mistake!
Educator : Now you understand, Mishutka, how good it is when everyone has different things: names, habits, and hairstyles? Life around becomes more interesting! Mishutka, do you know that children are big and small and they need different objects and toys? Let's go and see.
(Children go to the table where the cards are).
Educator: We have a lot of different pictures on our table, take a look. This card depicts an infant, a child who was born very recently. And this child who goes to kindergarten is older than a baby. And this is a schoolboy. And here are the cards, which depict various objects and toys. Now let's play the game "Who needs what?" You must select items and toys that are suitable for children of different ages.
(Children choose cards and relate them to each other)
Educator : You see, Mishutka, how the children coped with the game! Well done!
Mishutka: Okay, can you tell each other by voice? After all, you are all different and your voices are different.
Educator: You will see now! Guys, let's play the game "Guess who called?" Stand in a circle(with the words “We drive, we dance, guess who is calling?” the children call the driver).
Educator: You see, Mishutka, it is interesting for us to play and study together, because we are all so different. Here are the ones!
Mishutka: Thank you guys, I learned a lot of interesting things today. You are all so different, but you and I were very interested. Can I be friends with you?
Children and educator: Of course, Mishutka, come and visit us again.
Dymkovo horse
Tasks:
Educational: to teach children to feel harmony and beauty, expressiveness of images. Pay attention to the basic colors and elements of the pattern that decorate the toys, arouse the desire to decorate the figurine.
Developing: develop a steady interest in folk toys, develop expressiveness of speech, develop Creative skills in children.
Educational: foster love for the Motherland, foster interest in folk art, a sense of patriotism, a sense of beauty
Material: houses with painted closed shutters - "the village of Dymkovo", in each house a Dymkovo toy; clay toys, stencils, materials for application, audio recording of a folk melody.
The course of the lesson.
Educator. Children, today we will visit the same village. The houses there are not the same as we have in the city, but wooden, patterned, carved. This village is located on the banks of the Vyatka River. This village is unusual, called Dymkovo. And in winter, when the stoves are heated, and in summer on cloudy rainy days, and when it is foggy, the whole village seems to be in a haze. That is why they called him Dymkovo.
Snow is falling softly
Blue smoke is curling
The smoke comes from the chimneys in a column,
As if everything is in a haze
Blue gave.
And the village is big
Dymkovo was nicknamed.
Educator. Here, in ancient times, unusual clay toys appeared. They were not like other toys because they were made of clay. From a small piece, from a ball, it turned out that a duck, then a cockerel, then a horse.
Here we are with you and see who lives in these wonderful houses. Just now early morning, the lights in the houses are lit, they are already visible from afar.(The teacher offers to come closer to the houses, look through the windows, find a toy, examine it).
Here is a smart turkey, he is all so fine!
The big turkey has all painted sides.
Educator. Do you like turkey? Why is he handsome? What pattern is the toy decorated with(Circles, ovals, lines, dots). What colors were used by the craftsmen who prepared the toy?(The teacher draws the children's attention to geometric patterns, notes the brightness, color. Then he introduces the children to other inhabitants of the village of Dymkovo).
Behind the cold water of a water-bearer - a young woman
As a swan swims, it carries red buckets.
(Children look at the water-beater, the teacher suggests to note what they liked, why it is called that. He gives the task: to take a yoke with buckets on your shoulder and walk beautifully, proudly, smoothly to the music).
Sings with tints
In the morning he wakes up all the people.
Golden scallop
Proudly wears (cockerel)
***
Very slender and handsome
With bangs and fluffy mane.
Can swim and jump.
Eats oats, knows how to laugh.
Jump into water and fire
Faithful to man (horse)
Educator. In the old days, both children and adults loved to ride on carousels. Do you want to ride?(Children choose any toy they like and ride with their pet on a multi-colored carousel (multi-colored ribbons are imposed on a small pole); each child holds the tip of the ribbon in his hand, the children walk, then easily run in a circle to the music).
Barely, barely
The carousel spun.
And then, then, then
All running, running, running.
Hush, hush, take your time
Stop the carousel.
Educator. Do you know that the Dymkovo toy is bought not only for children, but also for adults as a gift as a souvenir - it is so beautiful, unusual? There is a special workshop for the production of Dymkovo toys. Do you want to be craftsmen - craftsmen in this workshop(The teacher invites children to make an applique from ready-made patterns using horse stencils).
What wonderful horses turned out: bright, beautiful! The village of Dymkovo falls asleep, the lights in the houses go out, evening comes. It's time for us to return to kindergarten.
The cat went to the torzhok
Tasks:
Educational: to acquaint children with the folk nursery rhyme: "The cat went to market ...", to improve the ability to understand questions and answer them.
Developing: introduce children to poetry, develop poetic ear.
Educational: foster interest in oral folk art.
Material: soft toy Cat, basket for groceries (toy), Mmlyazhi products (tomato, cheese, sausage, egg, orange), illustration for a nursery rhyme;
The course of the lesson.
A recording of a meowing cat sounds.
Educator. Guys, whose voice do you hear?Children's answers.
Right. It's a cat's voice.
Where is the cat? Here is a cat! His name is Murzik.
What is the cat's name? (answer 2-3 children)
Murzik has a basket, let's see what's in it?
Game exercise: "Name the object." (we speak with the children all the items in the basket, summarize with the word "Products").
Physical minutes:
Like our guys
Legs are knocking merrily
Top - top - top,
Top - top - top!
And the legs are tired
Clap our palms
Clap - clap - clap
Clap - clap - clap!
Are our legs tired?
Let's sit a little!
Educator. And now I'll read you a nursery rhyme:
The cat went to the market,
I bought a cat pie.
The cat went to the street,
The cat bought a bun.
Do you eat it yourself?
Or to demolish Borenka?
I'll bite myself
Yes, and I will take Borenka.
Nursery rhyme conversation with children:
Educator. Where did the cat go?(Answers of children)
What did you buy? (Answers of children)
Where did you buy the bun?(Answers of children)
With whom did you share?(Answers of children)
Well done cat, knows how to share, do you want to play with him?(Answers of children)
Give children to play with a toy, take them out of class.
Miracle, miracle Christmas
Tasks:
Educational: expand and deepen children's ideas about old Russian customs; expand knowledge about the holiday of Christmas; learn a new carol; enrich the vocabulary with nouns (magi, incense, myrrh).
Developing: develop speech, attention, memory, thinking, positive emotions, sensitivity to the native language.
Educational: foster respect, interest in Russian traditions, Russian folklore, a sense of collectivism.
The course of the lesson.
Bells ringing (audio recording).
Educator. Guys, today I invite you to feel the joy of Christmas!
Christmas haze all around
Bells are ringing in the darkness
And with them, the words sound in tune:
"Peace on earth and happiness to everyone!"
- There is no other holiday of love and light in the world that unites all people. Wherever people who believe in Christ live, this day is celebrated; every year both children and adults look forward to it.
- Guys, who of you knows what kind of holiday this is - Christmas? What do we celebrate on this day?(Birth of the Christ Child)
- Right, guys! We will now spin the magic wheel of history 3 times, and it will tell us a lot of new and interesting things about the holiday! And the wheel of history will be an old Russian spinning wheel.
- Guys, you need to twist and say the magic words: “One, two, three, spinning wheel, help! "
- Who wants to help me turn the wheel of history?
The teacher, together with the child, turns the spinning wheel, pronouncing magic words.
Educator. Oh look! The spinning wheel gave us a ball! Let's see where it goes.
Examining the book "Christmas" with three-dimensional pictures.
Educator. Yes, this is the city of Bethlehem! The city where Christ was born. And here is the cave, in which the animals were hiding from the weather: an ox and a donkey - they warmed the baby with their warm breath. The nursery, in which the animals were poured with food, became the first cradle of the baby. After the birth of Jesus, the shepherds were the first people to come to bow to him, informed of this event by the appearance of an angel. A wonderful star appeared in heaven, which led the Magi to the baby Jesus. She shone over his cave, showing the way.
- Who are the Magi? They are wise men. They presented Christ with royal gifts - gold, frankincense and myrrh.(Smyrna is a fragrant substance that is extracted from wood. Frankincense is a fragrant tree resin) .
- Guys, what Russian traditions of celebrating Christmas do you know? (Caroling, visiting and inviting guests to their place, people weave a Christmas wreath from fir branches, begin winter fun, at night on the eve of the holiday, believers go to church for services).
- As soon as the first day of the holiday came, Christmastide began in Russia, the first mummers appeared on the streets - children, and then adults. Boys and girls dressed up as animals - a goat, a bear, shepherds. In groups they went home, congratulated on the holiday, wished the best with special carols. We will now learn one of these carols. Here's a listen:
Kolyada, kolyada,
Serve the pie
Pancakes and sweets
For the joy of children!
- I invite you guys to start Christmas festivities!
- Let's play the Golden Gate game.
Children are divided into 2 teams. One team joins hands and utters the words:
Golden Gate
They do not always open it.
The first time he says goodbye
The second time is forbidden
And the third time -
We will not let you pass!
At this time, the second team moves one after the other "snake". On last words children give up and those who remain in the circle start to dance, the rest continue to play .
Educator. Guys, let's again ask the magic ball and spinning wheel to help us and show us the way to the festive table. Sit back on your chairs and get ready to speak the magic words.
- Oh, something is not spinning the wheel! Guys, the ball tells me what to say, what you learned in class, what do you remember?(Answers of children)
Now let's try again:
One, two, three, spinning wheel, help!
- And here is the festive table, let's go to it and arrange a tea party with sweets!
Doll Pelenashka
Tasks:
Educational: to consolidate the knowledge of children about the folk rag doll; to teach children how to make a folk doll, Pelenashka.
Developing: Develop creative imagination, aesthetic taste, arouse interest in making folk dolls
Educational: To cultivate sincere feelings of love for the Motherland, a penchant for work, respect for Russian culture
Material: Russian household items - a chest, a towel, wooden dishes, nesting dolls, rag dolls; a knot with ribbons and scraps of fabric for making dolls; toy Brownie Kuzya.
Course of the lesson
Educator: Hello children! Come to visit me! Look how beautiful my room is. How many interesting things are there. This room is called a chamber.
In the old days in Russia, as the peasants finished all the work in the fields, they gathered in a spacious hut for gatherings, where they sang songs, danced and played games, made different toys, embroidered, weaved lace and made dolls from scraps of fabric. The dolls were different. They were made by adults and older children. And there are rag dolls in my room. Let's take a look at them.
Dolls are different: amulet dolls protected and saved a person from dangers, play dolls - children played with these dolls, ritual dolls - these dolls were put in a prominent place in the hut, they performed rituals with them.
Look, all dolls have no eyes, nose, mouth. They are faceless. What does it mean?
Children: They are faceless.
Educator: They were made faceless on purpose. They believed that such dolls could not be possessed. evil forces and harm a person.
Oh, guys, we forgot to tell about one more doll. Hear who is crying?
Children: This little baby is crying.(The teacher and the children go up to the cradle where the Pelenashka lies).
Educator: We did not talk about this doll. It is called the Pelenashka, a doll-amulet, it protects young children from everything bad.
Excuse us, doll, that we have forgotten about you. Guys, what can we do to keep the doll from crying?
Children: We can feel sorry for her, shake her.
Educator: And can we make the same baby swaddling dolls for her, so that she would not be sad?
Children: Yes we can.
Educator: Well, let's get to work then. Now we are going to make baby dolls.(The teacher approaches the table where there are scraps of fabric, thread) ... Oh, not all the scraps and ribbons are missing. Maybe they got lost? And the magic bundle was gone.(The teacher is looking for a bundle) ... There is nowhere, what to do?(Brownie Kuzya comes in with a bundle in his hands) .
Kuzya. Hello, I am a brownie Kuzma, I guard the house, and I love order in everything. Is this your bundle?
Educator: Yes, mine, I lost him.
Kuzya: (gives the bundle to the teacher) Take, lose no more. And what is there?
Educator: I will show you now(unties the knot, lays scraps of fabric and ribbons on the table) .
Kuzya: Rags, ribbons, why do you need it?
Educator: Kuzenka, now the guys and I will make dolls from fabric. Stay with us and we will teach you.
Kuzya: I will stay with pleasure.
Educator: And now Kuzenka, help me, while I tell the children how to make dolls, you spread the ribbons and shreds on the table.
And you guys, look and listen to how we are going to make a doll.
I take a strip of white cloth, fold it in half and roll it tightly into a roller. I tighten the roller tightly with a red thread, because the red color is protective, preserving. Then I put a scarf on the roller. Now I wrap the roller in a diaper and wrap it with a ribbon. The swaddle is ready.
Well, now tell me where you will start your work(children tell the order of making a doll).
Well done, we remembered everything. Go to the places and get to work(in the course of work, the teacher approaches the children, helps).
Guys, show your dolls.
Kuzya: What beautiful dolls turned out, well done. And I, too, did not lag behind you, look what kind of doll I have.
Educator: Well done, Kuzya. I did my best. Guys, repeat again what the dolls are called.
Children: Diapers.
Educator: Well done, you have worked wonderfully well! Well, now you can relax. Let's sing a lullaby for our dolls, rock them.(Children, after singing the song, put the dolls in the cradle).
Guys, look at Pelenashka not crying anymore, but why?
Children: Because we made a lot of girlfriends for her and sang a lullaby.
Kuzya: It's good with you, but it's time for me to return home. Goodbye!(Kuzya leaves).
Educator: Guys, did you like visiting me?
Children: Yes, I liked it, we learned a lot of interesting things.
Entertainment for children "Meeting of Maslenitsa"
Tasks:
Educational: to introduce children to the traditions of the Russian people, to continue to acquaint children with various genres of oral folk art.
Developing: promote the development of friendly relationships between parents, children and educators.
Educational: to foster love for Russian folk traditions, to involve parents in participation in the life of the kindergarten.
Material: costumes of Skomorokh, Baba Yaga, Maslenitsa, Bear for adults, audio recordings of songs "If there was no winter", "White snowflakes", "Dance", rope, a dish with pancakes.
Buffoon : I am a cheerful buffoon,
I walk all over the world
I know everything in the world
I came to you to have fun and have fun,
To meet the Maslenitsa holiday!
Guys, do you know what holiday is today? It is called Shrovetide. At the end of February or the beginning of March, Maslenitsa has long been celebrated in Russia - the holiday of the end of winter and the meeting of spring. Today we see off the winter.
Already you are a winter-winter,
All roads are covered
All roads, all roads
Neither drive nor pass!
We'll all go in a circle
Let's dance and sing together!
Round dance to the song "If there was no winter"
Buffoon : Open Shrovetide wide, start the fun! Meet Shrovetide is coming!
Under musicBaba Yaga waddles in on a horse.
Baba Yaga : Here I am! Great guys!
Why are you laughing like foals?
I am appointed Shrovetide!
Have fun, praise me!
Buffoon : We have some strange Shrovetide, something is wrong here! Can we drive her away?
Baba Yaga : Do you want to banish Shrovetide?
This is not for you to chew bagels!
Even though I'm retired
And I don't go to work
And in order to be strong and dexterous,
Exercising!
Who can compete with me?
Let's compete now ...
Game - competition "Tug of war"
Baba Yaga: And now - a game, not entertainment,
And a game with a sporting meaning,
Jump as high as possible
You can jump over the roof!
Children jump in place and scatter
Buffoon : Interestingly, this is the first time I see such Maslenitsa. Some kind of strange, unkempt ...
Baba Yaga: Dand get rid of you from me, tired!
I call Shrovetide, I come to you for a week.
I brought a lot of nasty things, a whole basket of nasty things!
Oh, what am I?
Brought blinks and sweets,
A whole basket of joys.
Buffoon : Guys, look, it's Baba Yaga in disguise!
What are you looking at, friends, we cannot hesitate in any way!
We surround grandma Ezhka, we know something about her!
An outdoor game "Grandma Hedgehog" is held
Children stand in a circle, join hands. "Grandma-Yozhka" stands in the middle of the circle. Children begin to tease "Grandma-Yozhka":
- Grandma-Hedgehog, bone leg.
I stoked the stove, boiled my leg,
I went out on the porch
She ate the little man.
And then he says
Grandma-Hedgehog : "My stomach hurts."
And he begins to twist the broom in a circle above the ground. Children must jump so that the "Grandma-Yozhka" does not hit them with a broom.
Buffoon : Go away, Shrovetide! We need a real one!
Baba Yaga: Do not drive me away, I will no longer be mischievous! Can I stay with you to have fun, to meet Shrovetide!
Buffoon : Well, guys, let's allow Baba Yaga to stay on our holiday? Well, stay, just be good! Let's, guys, all together call the real Shrovetide:
Shrovetide crank,
We meet you well:
Have fun and play
Singing songs loudly!
Hurry up to us,
Bring spring red,
Take away the fierce winter from us!
Shrovetide comes to the music .
Pancake week
: Hello kids!
girls and boys!
Thank you for calling and dignified.
Our holiday is great
He does not order us to stand,
Sit down in a sleigh
Take a ride along the path!
The game "Sanochki" is held
Pancake week : Guys, I did not come to you alone, I brought Mishka Toptyzhka with me. He slept all winter in his den, and now he's awake and wants to play with you.
An outdoor game "At the Bear's Bor" is being held
Mishka: I'm a clubfoot Mishka, I beckon the kids with my paw.
I invite you to play, dance in the meadow.
Round dance to a spring song
Buffoon : Wide Shrovetide,
We boast of you
We ride on the mountains
We gorge ourselves on blinks.
Like butter week
Pancakes flew out of the oven.
Shrovetide, treat
Give everyone the pancakes.
Pancake week : I brought you ruddy, hot, delicious pancakes, only it's cold outside, pancakes are waiting for you in groups, guys.
I had a lot of fun
I fell in love with all the guys
But it's time to say goodbye
Well to do, things are waiting!
Shrovetide is leaving
Buffoon : It's time for us to say goodbye to Shrovetide, which means - the end of Winter!
Go away, winter! Come spring!
Farewell winter! Goodbye Shrovetide!
Let's go to the group to eat pancakes!
Mushroom kingdom, berry state
Tasks:
Educational: to consolidate knowledge about mushrooms and berries, features of appearance, places of growth.
Developing: activate vocabulary on the topic; develop attention, thinking, visual perception; development of general and fine motor skills, coordination of speech with movement.
Educational: cultivate respect for environment; develop cognitive interest.
Course of the lesson:
Educator: Guys, you know that our land we live on is round. The earth revolves around the sun and therefore the seasons have their own sequence. After winter comes spring, then summer, autumn.
The game "All year round" is being held. Children stand in a circle, taking turns "swatting" the names of the seasons, observing the sequence.
Educator: Today we are going to the forest.
We walked into the forest, walked, came to the clearing.
Hello dense forest, full of fairy tales and miracles ...
Lesovichok meets with a basket of mushrooms and berries.
Lesovichok: Mushrooms are unusual plants, they have no branches, no leaves, no flowers.(looking at the picture). What do mushrooms have? Leg, cap, mycelium roots. Mushrooms reproduce by spores. Spores are small particles that hide in mushroom caps. When the mushrooms are ripe, the spores fall to the ground. Young mushrooms grow from the spores. Through the roots - strings, mushrooms receive water and nutrients from the earth. People who go to the forest for mushrooms are called mushroom pickers. Edible mushrooms very tasty and healthy. They can be boiled, fried, pickled, dried.
- Each mushroom has its own home where it grows. Boletus mushroom grows in pine and spruce forest. They grow up as families. In the pine forest, boletus grows, the cap of the oiler is slippery, as if oiled with oil.
What kind of mushroom did we find under the aspen? What is under a birch tree?(Answers of children)
But in the thick grass, chanterelles have grown - red chanterelles. Ay, what is this miracle stump? All covered with mushrooms. These are mushrooms, they grow up in large families on stumps.
- In the clearing, we saw a beautiful mushroom: red with white spots. This is a fly agaric. When the fly agaric is old, the edges of its cap will bend upward and it will turn into a saucer. The rain will pass, there will be water in the saucer. Not easy - poisonous. A fly will get drunk on this water and die. Therefore, they call him Amanita.
Finger gymnastics "For mushrooms".
Top top. Five steps, there are five mushrooms in the cupboard.
Amanita muscaria is a dangerous mushroom.
And the second is a fox, a red-haired sister
The third mushroom is a wave, a pink ear.
And the fourth mushroom is morel, a bearded fat man.
The fifth mushroom is white, eat it boldly.
"Riddles-answers".
Lesovichok places pictures of mushrooms on the flannelegraph.
Listen to my riddles and call more answers.
This mushroom lives under the spruce, under its huge shadow.
A wise bearded old man, a resident of the bor - ... (boletus)
***
I grow in a red cap among the roots of aspen.
You will see me a mile away - I am called - ... (aspen)
***
Brothers are sitting on a tree stump. All - freckled rascals.
These friendly guys are called ... (honey agarics)
***
In the forest, to the delight of people, among the young pines,
A fungus grows in a shiny dark hat ... (oil can)
Girlfriends dance round the edge in thin dresses.
Dresses - striped silk: red, white, pink, satin.
On an autumn day at the edge of the forest, how beautiful you are ... (waves)
***
They wear red-haired berets; they bring autumn to the forest in summer.
Very friendly sisters - golden ... (chanterelles)
***
Near the forest at the edge, decorating a dark forest,
Grown motley, like Parsley, poisonous ... (fly agaric)
Physical minute "On raspberries".
- And now I invite you to the raspberry-tree.(To the music, children stand in a circle, sing a song and perform movements according to the text of the song).
Berries are small succulent fruits of shrubs and herbaceous plants (pictures of berries are placed on the flannelgraph). What do berries have? Root, stem, leaves and fruits. Strawberries love a lot of light, so they can be found in sunny meadows. Lingonberries are harvested on dried bog bumps. Cranberries grow in a swamp.
Little children are sitting under a leaf on each branch.
The one who will collect the children
He will smear his hands and mouth. (Blueberry)
***
We'll bend down to the ground
To fill the boxes.
We push the stalks apart -
We collect lights. (Strawberry)
***
I'm red and sour
It grew in the swamp.
Ripe under the snow
Well, who knows me? (Cranberry)
***
Red beads hang
People are looking at us from the bushes.
These beads are very fond of
Children, bees and bears. (Raspberries) .
So our journey into the forest has come to an end. I give you my box. We have collected a lot of berries and mushrooms here. Come back to visit the forest. But remember simple rules picking berries and mushrooms.
- do not rip off, do not trample poisonous mushrooms- they are needed by forest dwellers.
- cut the mushrooms carefully so as not to damage the mycelium.
- do not pull out berry bushes.
- collect only familiar berries and mushrooms.
I want to live too
Tasks:
Educational: To acquaint children with the Red Book, protected plants and animals.
Developing: To give children an idea that people, poorly aware of nature, have destroyed many plants and animals, that as a result of the deterioration of the ecological situation in nature, wild animals continue to die on our planet.
Educational: foster love for nature and native land.
Vocabulary work:
Red Book, nature reserve, mycelium, fry.
Course of the lesson:
Educator : Guys, there are a lot of different plants and animals in our country. Among them there are those of which very few remain. They are called that - rare. Rare animals and plants in our country, and in other countries too, are protected by law. But unkind people often break this law. Man is often very cruel to plants and animals. Very often people do not pity them, destroy them for their own purposes. Some creatures suffer because of beautiful fur, others because of tasty meat, and still others because people are afraid of them. Gradually, there are fewer and fewer plants and animals.
People wondered how to stop this outrage, to prevent the disappearance of a single living creature.
Tree, grass, flower and bird
They do not always know how to defend themselves.
If they are destroyed,
We will be alone on the planet.
And so scientists decided to publish the Red Book. But why exactly red and not some other color? Because red is the color of danger! Attention! It is like a red traffic light warning “Caution! Trouble can happen. This is how the Red Book of Russia looks like(Show).
It tells which animals and plants are in danger.
Take a look at these pictures.(Show). They depict animals, birds, insects that need protection. There are few of them left in Russia.
In the old days, people wisely used the gifts of nature. They never killed females and cubs, released young fish and fish with eggs from the nets, chopped down only old and sick trees.
Unfortunately, these days people have forgotten about these good traditions ancestors.
But the great thing is that a person knows how to correct his mistakes. In addition to the Red Book, people have invented reserves. What is a nature reserve? The reserve is a place where nature has the right to live according to its own laws. And a person does not interfere with them, occasionally comes to this place as a guest. Everything is protected in the reserve: herbs, mushrooms, birds, fish and all living things. Do you think that nature reserves need to be protected only in nature reserves? (Answers of children). That's right, you need to protect nature anywhere. Let's remember the rules of nature conservation.
1. In nature, remember what you see.
2. Walk the paths.
3. Do not break tree branches.
4. Do not trample flowers, herbs.
5. Do not shout, do not turn on loud music.
6. Do not climb into bird nests.
7. Do not catch insects.
8. Do not destroy myceliums.
9. Do not catch fry and frogs.
10. Do not tear the cobwebs.
11. Do not leave fires that have not been extinguished.
12. Do not destroy anthills.
How can we help rare plants and animals?(Answers of children). Let us ourselves never offend them and do not give them to others as an insult. Let's tell everyone we know about defenseless plants and flowers.
There is a huge house on earth
Under the roof is blue
The sun, rain and thunder live in it,
Forest and surf.
Birds and flowers live in it,
Cheerful ringing of the brook.
You live in that bright house.
And all your friends.
Wherever the roads lead
You will always be in it.
By nature native land
This house is called.
Please tell me what new we have learned today(children's answers) .
Nikolaeva Tatiana Ivanovna
Position: educator
Educational institution: MBDOU No. 39
Locality: Krasnogorsk city, Moscow region
Material name: Article
Theme:"Inviting children to the origins of Russian folk culture"
Date of publication: 14.08.2017
Chapter: preschool education
KRASNOHORSK MUNICIPAL DISTRICT OF THE MOSCOW REGION
MUNICIPAL BUDGET PRESCHOOL
EDUCATIONAL INSTITUTION
kindergarten number 39
“Introducing children to the origins of Russian
folk culture ".
Prepared
Nikolaeva T.I.
Krasnogorsk
A people who do not know their culture and
stories - despicable and frivolous. "
N.M. Karamzin
Our dreams and hopes are directed towards the future, but we must not forget the past.
Memory is a bridge that connects today with yesterday, the present with
past. Folk art is a great force that binds past, present and
future. Everything that our ancestors left us: folk songs, epics, fairy tales, Russians
huts with fine examples of arts and crafts should
stay in our memory.
Russian folk art is rich in a variety of forms, has an inexhaustible
artistic and creative potential and is an inexhaustible source of development
artistic culture of the people.
The introduction of children to the origins of Russian folk culture occurs through
familiarization with folk customs, ritual holidays, traditions, some
types of folk applied arts, folklore, household items, crafts,
features of the Russian folk costume.
Children need to be introduced to the richness of Russian speech, to expand their vocabulary
Russia is currently going through one of the most difficult historical periods.
Nowadays, material values dominate spiritual ones, therefore, children have distorted
notions of kindness, mercy, generosity, justice, citizenship
and patriotism. Preschool age - the foundation of the general development of the child, starting
the period of all high human beginnings.
make them more resistant to unwanted influences, teach them the rules of communication,
the ability to live among people - the main ideas
education spiritual and moral personality traits, familiarizing children with the origins
Russian folk culture.
Acquaintance with folklore always enriches and ennobles. Child
seeks to imitate characters that he likes. Literary plots
works are translated into children's games. Living in the game the life of their favorite heroes, children
share in spiritual and moral experience.
KD Ushinsky emphasized that the literature, with which the child first meets,
must introduce him into the world of popular feeling, people's life. Such literature
introduces the child to the spiritual life of his people, first of all, are
works of oral folk art in all its genre diversity: riddles,
rhymes, proverbs, sayings, tongue twisters, fairy tales. Acquaintance with folk
creativity for babies begins with lullabies. Monotonous lullaby
the song with its simple rhythm calms, lulls, which is very important for
physical development, - at the same time contributes to the accumulation of sensory
impressions, to the perception of the word, to the understanding of the language. In kindergarten, this genre of oral
creativity is practically not used, as it is more intended for mothers.
In kindergarten, such a type of oral folk art is used as nursery rhymes,
jokes, lullabies, chants, counting rhymes, round dance games, Russians
folk dances.
Nursery not only teaches movement.
She brings up, teaches kids to understand "What is good and what is bad",
introduces the child into the world, teaches him to live. Nursery rhymes can be used in all
regime processes and in all age groups. At an older age of 4-6 years
nursery rhymes are used as finger games.
Fairy tales help children to figure out what is good and what is bad, to distinguish good from
evil. From a fairy tale, children receive information about moral principles and cultural values
society. They broaden their horizons, develop speech, fantasy, imagination. Develop
moral qualities: kindness, generosity, hard work, truthfulness. Educational
the value of folk tales lies in the fact that they capture the features of the Russian working people,
love of freedom, perseverance, perseverance in achieving the goal. Fairy tales nurture pride
for your people, love for the Motherland. The tale condemns such properties of the human character
as laziness, greed, stubbornness, cowardice, and approves of hard work, courage, loyalty.
Fairy tales are used in all age groups.
Counters are stories, a way invented for children to exercise objective
justice. As if fate itself, and not the authority of an adult, disposes
distribution of roles. The child in the game must be resourceful, quick-witted,
memorable, dexterous, kind and even noble, All these qualities in a child's mind,
the soul, character is developed by counting rhymes.
Proverbs and sayings. They are called the pearl of folk art. They
have an impact not only on the mind, but also on the feelings of a person: teachings,
the prisoners in them are easily perceived and remembered. Proverb you can
use in all processes of educational work.
Folk riddles are an important genre, the mastery of which contributes to the mental
child development. Riddles - useful exercise for the child's mind. Riddles require
child of great observation, mental stress to solve the set
before him a task. This develops thinking, inquisitiveness, observation. Knowledge
riddles not only develops memory, but fosters a poetic feeling, prepares
the child to the perception of classical literature.
Patter,
a fun and harmless game of fast repetition of difficult to pronounce rhymes and phrases. Have
each tongue twister has its own play of sounds and words. They do not repeat themselves - this is their secret and
charm. It is not for nothing that the people say, “You cannot speak all tongue twisters and
you will pronounce it. "
Calls - appeals to nature, animals with a request or
requirement. Once upon a time, calls were logical formulas, a kind of
conspiracies with which the ancient farmer conjured the sun, rain, in order to give the necessary
the earth is warm and moist. Then the chants became nursery rhymes. Calls are
small songs designed to be sung by a group of children. The call is not easy
appeal to natural elements, but also expressed in word, rhythm, intonation scale
feelings and experiences. The chants give the child an opportunity in a poetic form
express their emotional attitude to nature, develop the child's speech, thinking,
fantasy, develop the articulatory apparatus. The very word "calls" encourages children
to speak loudly - to call out.
Round dance games are games
including song, choreographic movements, dialogue and pantomime. Content
the game could be different and was revealed in the plot of the song that was portrayed
participants, moving in a circle or in two parties towards each other. In them
talked about peasant work, about a guy's love for a girl, about a joyfully jumping
sparrow, about a bunny, etc. The movements were simple, obeying the rhythm of the song.
In the center of the circle were the main performers and engaged in a dialogue with those moving in a circle
players or pantomime revealed the content of the song. Round dance games
performed mainly by girls. Boys took part in them very rarely,
considering them a girl's business, unworthy of attention. The boys were becoming
participants in round dance games only from fourteen to fifteen years old, when they are already
perceived themselves as young men and began to pay attention to girls.
A round dance among the Eastern Slavs is also called youth games in the open air,
accompanied by the performance of a round dance.
What are singing games for? To develop in children a sense of rhythm, expressiveness
movements, fantasy and imagination.
Most of the games are based on folk texts. They are especially convenient for singing
expressive intonation. The text of the game does not need to be memorized with children on purpose. He
remembered in the course of the game action. The main thing is expressive, chanting,
rhythmic pronunciation of the text. Music helps to find the necessary motor
image, gives flexibility and expressiveness to movements. I must say, round dance
games - favorite fun for children . According to experts, they help to maintain
friendly relationship between children. A variety of needs are met
children: in communication with each other, physical contact (after all, children often adore
hugging, grabbing hands), expressing your emotions (you can laugh and loudly
shout - sing). Children learn to act in a coordinated and harmonious manner.
Work on familiarization with folklore should be carried out not only in the classroom, but also in
everyday life, expand children's knowledge of the world around them, educate
the need to communicate with nature and come to her aid, to participate in labor
activities.
Folk toys are part of the cultural national heritage... Every nation
toys have their characteristics which depend on national
psychological traits and culture of the people. The centuries-old experience of folk pedagogy shows
that toys became the first means of education. Folk toy renders
impact on emotional world the child, on the development of his aesthetic taste and
experiences, on the formation of the personality as a whole. The educational value of the toy is
that “only a folk toy contains warmth, which is expressed in a caring,
her loving performance ”(EA Flerina). Folk toys created for yourself and
children, bring for the generations living today an understanding of the beautiful, formative
centuries, created and preserved by the people of the aesthetic ideal.
Craftsmen, creating toys for children, took into account interests and desires
child. Age was strictly observed. For young children
entertaining toys with sounds and bright colors, stimulating
motor activity: rattles, rattles, etc. With the development of the child and his
needs became more complex and toys are already toys that develop coordination
movements and the ability to orient. The folk toy pleases the child, because
the images given in it are vital and close to his childhood experience.
Folk holidays are a treasure trove of national culture. They are rooted
to folk traditions. All national holidays are related to work.
a person, with seasonal changes in nature, events and dates important for the people.
At preschool age, it is necessary to familiarize children with the festive culture of the people, so
how the desire and desire to take part in the holiday
speeches, a sense of involvement in the events that take place in
kindergarten, family, country, love for loved ones, the Motherland is brought up.
Traditions and customs are part of the socio-cultural heritage, they organize the connection between generations,
they support the spiritual and moral life of the peoples. Elder succession and
the younger is based precisely on tradition. The more diverse the traditions, the more spiritually
richer people. Nothing unites people like traditions. Tradition promotes
restoration of the now lost legacy, such restoration can be
saving for humanity. Therefore, it is so important to develop in a modern person
respect for traditions, a positive attitude towards them, a desire to support them and
keep.
An important condition for development children's creativity keeping children interested in
the culture of ancestors, serves as a developing environment. Developing subject-spatial
the environment of the preschool educational institution must correspond to the content of the educational process, respond
interests and needs of children, to promote comprehensive development, provide
their mental and emotional well-being.
Great importance in introducing children to traditions and folk culture
assigned to parents. They are participants in the replenishment of the developing environment
kindergarten with handicrafts and exhibits in the museum, show interest
To educational process, are directly involved in various
events. Creation of conditions for joint creative activity, combination
individual and collective creativity of children and parents contribute to unity
teachers and parents in the work of introducing children to the origins of the Russian folk