Folk art in the education of preschool children. The use of oral folk art in introducing preschoolers to traditional family culture Self-education plan "Folk art in the education of preschool children"
Tatiana Sidorova
Work experience "Oral folk art in the education of children of early preschool age"
Experience on the topic« Oral folk art in the education of children of early preschool age»
Folklore contains inexhaustible opportunities for awakening cognitive activity, independence, bright individuality of the baby, for the development of speech skills. Therefore, it is necessary to use it as widely as possible. parenting.
The transience and significance of the first years of a child's life make special demands on the teacher, working with young children, A exactly: he should know well age characteristics of children, see the individuality of each baby, predicting the "zone of proximal development" (L. S. Vygodsky). All this will give a lot to kids in terms of their mental development. The teacher must know that children early age have unique features in the overall development and take this into account when organizing and methods of familiarization with folk poetry.
Undoubtedly, today the topic is relevant. While science is developing, computerization is being introduced into life, folk language begins to lose emotion. It was filled foreign words, and the language of the computer is devoid of coloring, figurativeness. Through folklore the child not only masters his native language, but also masters its beauty, conciseness, joins the culture of his people gets first impressions of her. Moreover, verbal creativity of the people is a special kind of art, that is, a kind of spiritual exploration of reality by a person with the aim of creative transformations of the surrounding world "according to the laws of beauty".
involved in the project (other than yourself)children and their parents. The goal of the project is to identify and study the features of . I really wanted for the time project work to educate children have a sensitive attitude towards folk art. Enrich speech, imagination, feelings children. Attach children to Russian folklore, to captivate folk stories.
But first, I developed criteria for diagnosing children.
No. Last name, first name
child Recognizes nursery rhymes, riddles by the first phrase Knows the content of fairy tales Knows the heroes of sakzok Knows how to distinguish between good and bad deeds of the heroes of fairy tales Knows and plays Russian round dance games Uses polite words in his speech
October May Sep
October May Sep
October May Sep
October May Sep
October May Sep
October May
Diagnostics (at the beginning of the year) showed the following results:
high level children(they know nursery rhymes and sometimes use them in speech; they know the content of a fairy tale and what it is called; they know fairy-tale characters, they know how to recognize them in works of fine art; they distinguish between good and bad deeds of fairy tale heroes, they are able to reason on this topic; they know some round dance games know polite words and use them in speech) - 4 children (15%)
(good and bad); know 1 - 2 round dance games; know polite words) - 14 children(54%)
low level (they know one nursery rhyme or do not know at all; know one or two fairy tales or confuse with the content of other fairy tales; know 1 - 2 fairy tale characters; have an incomplete idea of good and bad deeds; take a passive part in round dance games; know 1 - 2 polite words) - 8 children(31%)
Based on the results of the diagnostics, I made an annual plan work on the subject of self-education.
In September, I picked up the necessary material for work with children and parents on the topic "". Put target: identify and study features the educational role of forms of oral folk art. Put tasks: cultivate a sensitive attitude towards folk art; enrich speech, imagination, feelings children; to attach to Russian folklore, to captivate folk stories; and reveal the meaning oral folk art in the system of education of children. And became work objectives, to achieve the set goals.
On my own, with the help of magazines « preschool education» , "Child in Kindergarten", Internet resources, Software development educational areas "Reading Fiction", "Communication" in the second junior group and Comprehensive and thematic planning for the program "Childhood" under the editorship of T. I. Babaeva, A. G. Gogoberidze, studied several topics for the implementation of the plan of self-education. Topics were these are: "The role of nursery rhymes in the development of the child", The use of folklore in working with children» , « Folklore as a means of spiritual and moral development of the personality of the child, "The role of fairy tales in parenting» , "The influence of fairy tales on the psyche of the child", "Theatrical games as a means of developing speech children».
IN work with children, she paid great attention to nursery rhymes. Rhymes bring joy to kids. You can hear in them vernacular, poetic rhythm, richness of shades of words. When I read nursery rhymes, the children calmed down, smiled, that is, a favorable environment was created for emotional contact with the children. With nursery rhymes, the child develops interest and love for the artistic word. Rhymes are very small, but they are carried out in different forms. In his work I used a flannelgraph with the children, showed a picture (subject, plot, so the nursery rhyme is easier for children to remember. Before reading the nursery rhyme, I conducted didactic games or accompanied the reading by showing the actions described in the nursery rhyme. The children learned the nursery rhymes with great interest. I created a card file of nursery rhymes for work with children. All nursery rhymes were played out by children in all sensitive moments. With the help of parents, a library of colorful books with nursery rhymes was created for children. In December, a video was shown to parents "Amusement in the life of our group". Parents looked with pleasure at all regime moments accompanied by children with nursery rhymes.
Riddles are a useful exercise for the mind. Children love riddles and are happy to guess them. And with great interest they try to guess riddles themselves.
Fairy tales are a special folklore form (reality and fantasy).
With the help of parents, a library of colorful books with Russian folk tales. A small dressing area was equipped with Russian national costumes for dolls. Russians folk tales and read and listened to audio recordings. Children with great pleasure played board-printed games in Russian folk tales, collected split pictures and folded the loto. Didactic games: "Guess the tale", "From what fairy tale is the hero". By the end of the year, my children and I were already able to beat familiar Russians folk fairy tales and even some of them were shown to kids. And the parents helped us in the group to arrange a theater corner. Russian coloring books were purchased folk tales. Also, parents and their children did their homework (they drew a plot from their favorite fairy tale - an exhibition of drawings was arranged).
Parallel to mine work and work children were consulted with parents on Topics: "The role of folklore in the development children» Nursery rhymes will help to cope with childish disobedience”, “Read me a fairy tale, mom; Or what books are better to be friends with preschoolers», « Education industriousness, obedience and responsibility through fairy tales", "How to choose a useful fairy tale for a baby".
At the end of the year, at the end of the project, a presentation (for parents) on the subject of the project Oral folk art in the education of preschool children».
All Job with children to get to know oral folk art was carried out mainly in joint activities, as well as in the organization of sensitive moments and independent activities. In doing so, I used a variety of (visual, verbal, game) methods and techniques. They contributed to the creation of an atmosphere of interest, the creation of children positive emotional attitude to genres oral folk art. My work was that I told tex (using illustrations, showed videos; showed illustrations and pictures; showed methods of action; conducted a collective reading (retelling of a short story); games - dramatizations, games - dramatizations; didactic and board games; exercises and pronunciation, onomatopoeia, imitation of actions. She gave a big role to the expressiveness of her speech. Raised goodness in children care and love for the living (toy). With the help of nursery rhymes I taught see children, What is good and what is bad. At the end of the project, children can independently use nursery rhymes while playing, washing, walking. Children have become less aggressive. Children of steel more collected, more independent. There was a positive atmosphere in the group. I gave children an idea of good and evil, beauty, truth, courage, hard work and loyalty.
I used riddles in direct educational activities, on walks (observation). The riddle requires great observation from the child. In children, with the help of riddles, I developed thinking, observation.
Much attention was paid to Russian folk tales. Fairy tales help to distinguish good from evil, good from bad; develop speech, fantasy, imagination; expand horizons. I tried to tell stories (children are small) children should see the face of the narrator, his emotions, facial expressions. This helps to understand the content, attitude to the characters. Fairy tales teach children to be friendly, hardworking, obey parents, be brave.
She spent a lot of time with the children, playing round dance games. Games well develop speech, memory, imagination, attention, concentration, confidence of the child in their abilities. From children who tried to be in the shadow of others children turned out to be good leaders. They instilled confidence and a desire to be not only followers, but also leaders. Children began to respect themselves and their groupmates. Not a single child in the group is left without the attention of both an adult and children.
Attendance children has become more stable, children go to kindergarten with great desire. Their potential has grown. Knowledge has given a big step forward. This can be seen from the results of the diagnostics that I conducted at the end of the school year, (at the end of the annual project on the topic of self-education).
The results of diagnostics for the implementation of the annual project for self-education:
high level children(they know nursery rhymes and sometimes use them in speech; they know the content of a fairy tale and what it is called; they know fairy-tale characters, they know how to recognize them in works of fine art; they distinguish between good and bad deeds of fairy tale heroes, they are able to reason on this topic; they know some round dance games know polite words and use them in speech) - 8 children(31%)
average level (they know several nursery rhymes; they know several fairy tales; they know several heroes and recognize them in works of fine art; they distinguish between the actions of heroes of fairy tales (good and bad); know 1 - 2 round dance games; know polite words) - 17 children(65%)
low level (they know one nursery rhyme or do not know at all; know one or two fairy tales or confuse with the content of other fairy tales; know 1 - 2 fairy tale characters; have an incomplete idea of good and bad deeds; take a passive part in round dance games; know 1 - 2 polite words) - 1 child (4%) .
Majority children began to show interest in verbal communication. They argue judgments and use the form of speech - evidence with the help of an adult
Children began to show a desire for constant communication with the book, they experience obvious pleasure when listening to literary works. They truly understand the motives of the actions of the characters, see their experiences and feelings.
In progress work with children I considered the role oral folk art in the development of speech of preschoolers, in business human education, his personality. The kindergarten has an exciting task - to plant in children the seeds of love and respect for folklore. When introducing a child to a wonderful world folk art, we open for him the life of society and the nature surrounding it. Plays a big role folklore in patriotic and international education, V fostering love for the motherland to her great people and interest in people of other nationalities. Folklore gives the child wonderful examples of Russian language: expressive, apt language of proverbs, sayings, folk tales about animals full of fabulous "ritualism" Russian language folk fairy tales. Folklore has an energizing effect on:
Speech sound flow, the child distinguishes speech from all other signals, gives it preference, highlighting it from noise and musical sounds;
An activating sound effect with the help of repetitive phonemes and sound combinations, onomatopoeia, as if folklore forms programmed in the text itself.
Imagery popular folklore allows you to convey to consciousness preschoolers in a concise form, great semantic content. This is the special value of the artistic word as a means of understanding the world around us, speech development. children.
means oral folk art in children is brought up active attitude to the world around, the desire to apply different genres of folklore in everyday life.
Artworks folk art have always been close to the nature of the child. The simplicity of these works, the repeated repetition of elements, the ease of memorization, the possibility of playing around and independent participation attract children and they are happy to use them in their activities.
Prospects for further work consider continuing to use accumulated material for comprehensive development preschool children.
Bibliography.
1. Alekseeva M. M., Yashina V. I. Methods of development of speech and teaching the native language preschoolers: Proc. allowance for students. higher and avg. ped. textbook establishments. - M.: Publishing Center "Academy", 2000. - 400c.
2. Vikulina A. M. Elements of Russian folk culture in the pedagogical process preschool. – N. Novgorod: Nizhny Novgorod Humanitarian Center, 1995. - 138 p.
3. Volkov G. N. Ethnopedagogics: Proc. for stud. avg. and higher ped. textbook establishments. - M.: Publishing Center "Academy", 1999. - 168s.
4. Gavrish N. Use of small folklore forms // preschool education. - 1991. - No. 9. - S. 16-20.
5. Children's outdoor games peoples of the USSR / Composition. A. V. Keneman; Ed. T. I. Osokina. – M.: Enlightenment, 1988. – 239 p.
6. Doronova T. N. Development young children in a variable preschool education. Hoop. Moscow, 2010 - S. 119-127.
7. Zimina I. . - 2005. - No. 1. - S. 18-28.
8. Zimina I. Folk tale in the system of education of preschoolers // Preschool education. - 2005. - No. 5. - S. 28-35.
9. Zimina I. Folk tale in the system of education of preschoolers // Preschool education. - 2005. - No. 8. - S. 26-31.
10. Acquaintance children with Russian folk art / Avt. - comp. L. S. Kuprina, T. A. Budarina and others - St. Petersburg: Detstvo-press, 2001. - 400s.
11. Krinitsina N. Children love nursery rhymes // preschool education. – 1991. - №11.
12. Nikolaeva S. On the possibilities folk pedagogy in environmental parenting // Preschool education. - 2009. - No. 4. - S. 42-46.
13. Novitskaya M., Solovieva E. Welcome to the folklore school // preschool education. - 1993. - No. 9. - P. 11 - 18.
14. Pidruchnaya S. Tales - for safety children // Preschool education. - 2008. - No. 2. - S. 124-127.
15. Poshtareva T. Use folk fairy tales in the educational process // preschool education. - 2009. - No. 5. - S. 24-28.
16. Child and book: Benefit for kindergarten teacher / L. M. Gurovich, L. B. Beregovaya, V. I. Loginova, V. I. Piradova. - St. Petersburg: Publishing house "CHILDHOOD PRESS", 2000. - 128s.
17. Native land: Benefit for children's educators. garden / R. I. Zhukovskaya, N. F. Vinogradova, S. A. Kozlova; Ed. S. A. Kozlova. - M.: Enlightenment, 1985. - 238
18. Russian folk art and ritual holidays in children's garden: class notes and holiday scenarios / Vladimir Regional Institute for the Improvement of Teachers. - Vladimir, 1995. - 184 p.
19. Stepanenkova E. Ya. “Theory and methods of physical upbringing and development of the child". – M.: Academy, 2007. – 368 p.
20. Ushinsky K. D. Collected works. T. 6. - M., 1948., p. 298
21. Ushinsky K. D. Native word. Collected works, M.: 1974.
22. Khalikova R. Folk art as a means of education love for the native land // preschool education. - 1988. - No. 5, S. 13-17
23. Chukovsky K. I. From two to five. http://www.gumer.info.
Municipal budgetary preschool educational institution
"Lower Suetuk kindergarten of a general developmental type with a priority
Implementation of activities in the cognitive and speech direction
development of children"
Self Education Plan
(as a project)
"Oral folk art in the education of preschool children."
Educator:
2015 – 2016 academic year year
Project participants: children of the middle and 2 younger groups, educator, parents of children.
Objective of the project:
- Cultivate a sensitive attitude to folk art; Enrich the speech, imagination, feelings of children; To attach to Russian folklore, to captivate with folk stories; To involve parents in the process of child development by means of oral folk art using various methods and techniques of working with parents. The development of the child's speech.
Relevance:
Undoubtedly, today the topic is very relevant.
While science is developing, computerization is being introduced into life, the folk language begins to lose its emotionality. It was filled with foreign words, and the language of the computer is devoid of color and imagery. Through oral folk art, the child not only masters his native language, but also, mastering its beauty, conciseness, joins the culture of his people, gets the first impressions about it. In addition, the verbal creativity of the people is a special kind of art, that is, a kind of spiritual assimilation of reality by a person with the aim of creatively transforming the surrounding world "according to the laws of beauty."
The works of oral folk art are of great cognitive and educational value, contribute to the development of figurative thinking, enrich the speech of children.
Oral folk art is the history of the people, its spiritual wealth. Funny songs, intricate riddles, proverbs, incantations, sentences, nursery rhymes, jokes, shifters, counting rhymes, tongue twisters, teasers, funny tales were composed by the great and immortal poet - the Russian people.
The work of the educator | Work with children | Working with parents |
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September | Selection of material necessary for working with children and parents on the topic: "The influence of oral folk art on the development of speech of children 3-4 years old" Setting goals and objectives for this topic. |
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Studying the topic: "The role of nursery rhymes in the development of a child's speech" | Learning and speaking rhymes. | Consultation: "The role of folklore in the development of children" Consultation: “Nursery rhymes will help to cope with childish disobedience” |
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Creation of a card file of nursery rhymes for work with children. | Apply nursery rhymes in regime moments. The use of jokes in | Create colorful books with nursery rhymes for children. |
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Creating a card file of riddles for working with children. Studying the topic: "The use of riddles in the mental education of preschool children" | The use of riddles in educational activities | Creation of colorful books with riddles for children. |
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Studying the topic: "The use of folklore in working with children" | Didactic game "Know the nursery rhyme", "Guess which nursery rhyme the passage was read from?". | Showing parents the video "Nursery rhymes in the life of our group" |
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Exploring the topic: "Oral Folk Art as a Means of Spiritual and Moral Development of a Child's Personality". | Reading Russian folk tales to children. Listening to audio recordings of fairy tales. Creation of a theatrical corner in the group. | Consultation: "Read me a fairy tale, mom, or what books are better friends with preschoolers" Creation of colorful books with Russian folk tales |
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Studying the topic: "The role of fairy tales in the upbringing of children" | Board - printed games based on Russian folk tales | Consultation "Education of diligence, obedience and responsibility through fairy tales" Creation of a sliding folder “The role of a fairy tale in the development and upbringing of a child” |
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March, April | Studying the topic: "Theatrical games as a means of developing children's speech" | Teaching children to play with familiar fairy tales (dramatization games) | Competition of joint creative works of parents and children on the theme "My favorite fairy tale" |
Self-analysis of the plan of self-education. | Presentation of the project "Oral Folk Art in the Education of Preschool Children". at the final parent meeting |
for 2015-2016 academic year
Stages of work on | Activity |
1. Formation of the need for self-education, self-assessment of readiness, awareness of the need for knowledge, setting goals and objectives. |
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2. Planning work on self-education. | Planning work for the following sections: The study of methodological literature; Work with children; Working with family; Self-realization. |
3. Theoretical study of the problem. | The study of literature on the topic: Kuzina pedagogy in the upbringing of a preschooler. M., 1995., Makhaneva children to the origins of Russian culture: Textbook - method. allowance 2nd ed., revised. and additional St. Petersburg,. 2008. Kozyreva is beautiful and correct. Speech development in children from birth to 5 years. M., 2005. Distance and sayings of the Russian people. M., 2009. Larks: Songs, sentences, nursery rhymes, jokes, counting rhymes / Comp. G. Naumenko. M., 1998. Russian folklore / Comp. V. Anikin. M., 1985. |
4. Practical activities |
Report on the topic of self-education. |
5. Summing up the results of self-education. | As a result of work on the topic of self-education Most children have increased interest in oral folk art; Enriched oral speech; Fantasy and imagination developed; Parents have formed ideas about creating a favorable emotional and socio-psychological climate for a full-fledged; Expanded ideas about the influence of oral folk |
Self-analysis on the topic of self-education
At the beginning of the school year, I thought about the topic of self-education. Personally, it is interesting for me to study topics that are in contact with oral folk art. So I chose a topic for my self-education - "Oral folk art in the upbringing of preschool children." Undoubtedly, today the topic is relevant. While science is developing, computerization is being introduced into life, the folk language begins to lose its emotionality. It was filled with foreign words, and the language of the computer is devoid of coloring, figurativeness. Through oral folk art, the child not only masters his native language, but also masters its beauty, conciseness, joins the culture of his people, gets the first impressions about it. In addition, the verbal creativity of the people is a special kind of art, that is, a kind of spiritual assimilation of reality by a person with the aim of creatively transforming the surrounding world "according to the laws of beauty."
The topic for self-education is chosen, the relevance is clear. In the project (except yourself) children and their parents.
The age of the children is the middle and the second younger group. I really wanted to instill in children a sensitive attitude to folk art during the work of the project. Enrich the speech, imagination, feelings of children. To introduce children to Russian folklore, to captivate with folk stories.
But, first, I developed criteria for diagnosing preschool children in my group: knowledge of nursery rhymes, riddles; knowledge of the content of fairy tales; knowledge of the heroes of fairy tales; the ability to distinguish between good and bad deeds of the heroes of fairy tales; knowledge of round dance games; enrichment of the dictionary with words in order to reveal the knowledge of children for further work on my topic of self-education (what children are already familiar with and what they need to pay attention to).
Diagnostics (at the beginning of the year) showed the following results:
a high level of children (they know nursery rhymes and sometimes use them in speech; they know the content of a fairy tale and what it is called; they know fairy-tale characters, they can recognize them in works of fine art; they distinguish between good and bad deeds of heroes of fairy tales, they are able to reason on this topic; they know some round dance games; they know polite words and use them in speech) - 3 children (15%)
average level (they know several nursery rhymes; they know several fairy tales; they know several heroes and recognize them in works of fine art; they distinguish between the actions of heroes of fairy tales (good and bad); they know 1 - 2 round dance games; they know polite words) - 10 children (54%)
low level (they know one nursery rhyme or do not know at all; know one or two fairy tales or confuse with the content of other fairy tales; know 1 - 2 fairy tale characters; have an incomplete idea of good and bad deeds; take a passive part in round dance games; know 1 - 2 polite words) - 6 children (31%)
Based on the results of the diagnostics, I compiled an annual work plan on the topic of self-education. In September, I picked up the necessary material for working with children and parents on the topic “Oral Folk Art in the Education of Preschool Children”.
Set goals:
- The development of cognitive, communicative abilities of children on the basis of oral folk art. Arouse interest in oral folk art and help children successfully enter the world of fairy tales, nursery rhymes, riddles, using various methods and techniques.
Set tasks:
- to cultivate a sensitive attitude to folk art; enrich the speech, imagination, feelings of children; to attach to Russian folklore, to captivate with folk stories; to reveal the importance of oral folk art in the system of raising children.
And she began to work on the planned tasks, to achieve the goal.
Independently, with the help of the magazines "Preschool Education", "Child in Kindergarten", Internet resources, reading a variety of literature, Program development of educational areas "Reading", "Communication" in their group group and Comprehensive thematic planning under the program "From Birth to Schools, ed. studied several topics for the implementation of the plan of self-education. The topics were: "The influence of oral folk art on the development of speech of children 3-4 years old", "The role of nursery rhymes in the development of a child's speech", "The use of riddles in the mental education of preschool children", "The use of folklore in working with children", "Russian folk art as a means of moral emotional development of a preschooler", "The role of a fairy tale in the upbringing of children", "Theatrical games as a means of developing children's speech"
In working with children, she paid much attention to nursery rhymes. Rhymes bring joy to kids. People's speech, poetic rhythm, richness of shades of words are heard in them. When I read nursery rhymes, the children calmed down, smiled, that is, a favorable environment was created for emotional contact with the children. With nursery rhymes, the child develops interest and love for the artistic word. Rhymes are very small, but they are carried out in different forms. In my work with children, I used a flannelgraph, showed a picture (subject, plot, so the nursery rhyme is easier for children to remember. Before reading the nursery rhyme, I conducted didactic games or accompanied the reading by showing the actions described in the nursery rhyme. The children learned the nursery rhymes with great interest. I created a card file of nursery rhymes for work with children.All nursery rhymes were played by children in all regime moments.With the help of parents, a library of colorful books with nursery rhymes for children was created.
Riddles are a useful exercise for the mind. Children love riddles and are happy to guess them. And with great interest they try to guess riddles themselves.
Fairy tales are a special folklore form (reality and fantasy).
With the help of parents, a library of colorful books with Russian folk tales was created. Russian folk tales were both read and audio recordings were listened to. Children with great pleasure played board games based on Russian folk tales, collected split pictures and folded the loto. Didactic games enjoyed great success: “Guess the fairy tale”, “What fairy tale is the hero from”. By the end of the year, the children and I were already able to play with familiar Russian folk tales. I designed a theater corner in the group.
Also, parents and their children did their homework (they made books - little ones - “Russian folk tales”, drew a plot from their favorite fairy tale - an exhibition of drawings was arranged).
In parallel with my work and work with children, consultations were held with parents on the following topics: “The role of folklore in the development of children”, “Nursery rhymes will help to cope with children's disobedience”, “Read me a fairy tale, mom; or what books are better for preschool children to be friends with”, “Education of industriousness, obedience and responsibility through fairy tales”, “How to choose a useful fairy tale for a kid”.
At the end of the year, at the end of the project, there was a presentation (for parents) on the topic of the project “Oral Folk Art in the Education of Preschool Children”.
All work with children to familiarize oral folk art was carried out mainly in joint activities, as well as in the organization of sensitive moments and independent activities. At the same time, I used a wide variety of (visual, verbal, game) methods and techniques. They contributed to the emergence of an atmosphere of interest, the creation in children of a positive emotional attitude towards the genres of oral folk art. My work was that I told the text (using illustrations, showed illustrations and pictures; showed methods of action; conducted a collective reading (retelling a little fairy tale); games - dramatizations, games - dramatizations; didactic and board - printed games; exercises and pronunciation, onomatopoeia, imitation of actions.I paid a big role to the expressiveness of my speech.I brought up kindness, care and love for the living (toy) in children.With the help of nursery rhymes, I taught the children to see what is good and what is bad.At the end of the project, the children themselves can use nursery rhymes while playing, washing, walking.Children have become less aggressive.Children have become more collected, more independent.A positive atmosphere has been created in the group.I gave the children an idea of good and evil, beauty, truth, courage, hard work and loyalty.
I used riddles in educational activities, on walks (observation). The riddle requires great observation from the child. In children, with the help of riddles, I developed thinking, observation.
She paid much attention to Russian folk tales. Fairy tales help to distinguish good from evil, good from bad; develop speech, fantasy, imagination; expand horizons. I tried to tell fairy tales (small children), children should see the face of the narrator, his emotions, facial expressions. This helps to understand the content, attitude to the characters. Fairy tales teach children to be friendly, hardworking, to obey their parents, to be brave.
She spent a lot of time with the children, playing round dance games. Games well develop speech, memory, imagination, attention, concentration, confidence of the child in their abilities. Children who tried to be in the shadow of other children turned out to be good leaders. They instilled confidence and a desire to be not only followers, but also leaders. Children began to respect themselves and their groupmates. Not a single child in the group is left without the attention of both adults and children.
Attendance of children has become more stable, children go to kindergarten with great desire. Their potential has grown. Knowledge has given a big step forward. This can be seen from the results of the diagnostics that I conducted at the end of the school year (at the end of the annual project on the topic of self-education).
Diagnostic results for the implementation of the annual self-education project:
a high level of children (they know nursery rhymes and sometimes use them in speech; they know the content of a fairy tale and what it is called; they know fairy-tale characters, they can recognize them in works of fine art; they distinguish between good and bad deeds of heroes of fairy tales, they are able to reason on this topic; they know some round dance games; they know polite words and use them in speech) - 8 children (31%)
average level (they know several nursery rhymes; they know several fairy tales; they know several heroes and recognize them in works of fine art; they distinguish between the actions of heroes of fairy tales (good and bad); they know 1 - 2 round dance games; they know polite words) - 10 children (65%)
low level (they know one nursery rhyme or do not know at all; know one or two fairy tales or confuse with the content of other fairy tales; know 1 - 2 fairy tale characters; have an incomplete idea of good and bad deeds; take a passive part in round dance games; know 1 - 2 polite words) - 1 child (4%)
Krasnyakova Natalya Vasilievna
Job title: educator
Educational institution: MBDOU "Kindergarten OV No. 52"
Locality: Voronezh
Material name: Article
Subject:"Folk art in the education of preschoolers"
Publication date: 25.09.2018
Chapter: preschool education
"Folk Art in the Education of Preschoolers"
The upbringing of a citizen and patriot who knows and loves his Motherland cannot be
successfully solved without a deep knowledge of the spiritual wealth of their people, the development of folk
culture. The process of cognition and assimilation should begin as early as possible, figuratively speaking, from
absorb
culture
lullabies
pestles, nursery rhymes, fun games, riddles, proverbs, sayings, fairy tales, works of folk
decorative arts. Only in this case, folk art will leave in the soul of the child a deep
trace, will arouse sustained interest. The beauty of native nature, the features of the life of the Russian people, their
all-round talent, diligence, optimism appear before children vividly and directly in
works of folk artists.
The culture of Russia cannot be imagined without folk art. oral folk
creation,
musical
folklore,
applied
art
reflection in the content of education and upbringing of the younger generation now, when samples
mass culture of other countries are being introduced into the life, life and worldview of children.
Folk
art,
fundamental
professional
art,
promotes
the formation of artistic taste, the main aesthetic criteria, the development of aesthetic
attitudes of children to professional art, nature, surrounding reality
has great educational potential. It carries a huge spiritual
aesthetic
moral
triumph
fine,
justice. Folk art allows you to introduce children to the spiritual culture of their people,
of which it is a part.
works
popular
creativity,
getting acquainted
folk
considering the products of decorative art of folk masters, children acquire new knowledge
about life: about the work of people, about what the people appreciate in a person, and what they condemn, how they understand beauty, about
get acquainted
artistic
works,
result
enriched
own
creation,
more figuratively
becomes
assimilation
comparisons, epithets, synonyms, for example: "good fellow", "beautiful maiden", "clear falcon", "
little kids."
On the basis of acquaintance with folk art, children learn to understand the beautiful, learn
verbal,
musical,
pictorial).
receive
notions of good and evil. Examining works of decorative and applied art, children
experiencing
pleasure
cheerful
wealth
variety of types and motifs, imbued with respect for the folk master who created them, they
there is a desire to learn how to create beauty. Each image in folk art
has its own meaning, symbol.
It was believed
give
folk
will bring
health,
well-being.
In working with children, products of decorative and applied art with vegetable
pattern (Gorodets, Khokhloma, Gzhel, Zhostovo, lace, etc.). The task of the teacher is to show the diversity and
traditions
characteristic
peculiarities,
originality
elements
combination
compositions. All work is carried out in three directions.
The first direction: familiarizing children with a certain type of folk decorative and
applied arts. Emotional parenting: the ability to see, admire and admire
the beauty of folk art, the formation of the need for beauty.
direction:
education
decorative
drawing,
applications
genuine
items
popular
art.
Education
some
carvings by folk craftsmen.
direction:
formation
children's
decorative
creativity.
subjects
popular
art
variability
elements,
combinations
variety of compositions.
selected
items,
available
perception
preschoolers
certain
age.
selected
familiar
decorated
geometric pattern (lines of a different nature - wide, thin, straight, wavy, circles,
rings, dots, ovals).
Building our work with children on the basis of folk art, we proceed from the fact that it
should be widely included in the life and activities of children.
For a long time, preschool pedagogy has recognized the enormous educational value of folk
art. Through the close and native creativity of their fellow countrymen, it is easier for children to understand the creativity
other peoples, to receive an initial patriotic education.
That is why, native culture, like father and mother, should become an integral part of the soul
child, the beginning that generates personality.
folk
art
summarized
representation
beautiful,
aesthetic
the wisdom of the people, which are passed down from generation to generation. It is difficult to overestimate the value
popular
arts and crafts
art
patriotic
education
education of moral feelings, feelings of love and pride for their country. The important role of the people
arts and crafts in the upbringing of children was noted by art critics, researchers
children's fine arts (A.P. Usova, N.P. Sokulina, T.S. Komarova, N.B. Khalezova, T.Ya.
Shpikalova,
Doronova,
Gribovskaya
earnestly
show
familiarization with the works of folk arts and crafts encourages in children
the first vivid ideas about the Motherland, about its culture, contributes to the education of patriotic
feelings, introduces them to the world of beauty, and therefore they need to be included in the pedagogical process in
kindergarten. For the first time awakening the soul of a child, bringing up in him a sense of beauty,
curiosity are the national toys. In kindergarten from an early age, kids
get acquainted
folk
toys
(pyramids,
nesting dolls,
liners,
wheelchairs,
rocking chairs, toy-fun). At preschool age, children begin to get acquainted with decorative and
applied art of Khokhloma, Gorodets, Dymkovo, Kargopol, Filimonovo toys.
Preschoolers are introduced to oral folk art, folk games and round dances. From
age to age, the tasks of listening and reproducing folklore, perception
brightness of color images of folk applied art.
However, it is no secret that children's ideas about Russian culture are fragmentary and superficial. IN
what's the matter?
Environment
reality,
especially
possibilities
real
communion
folk
culture.
Problems
replenish
visiting
various exhibitions of folk arts and crafts, visits to museums of Russian architecture,
local history exhibitions, etc.
It is very important to acquaint children with folk decorative art. She captivates the soul
harmony and rhythm, introduces children to all types of national art from architecture to
painting, from dance, fairy tales and music to theater. This is what the educational strategy looks like.
patriotism of the child as the basis of his love for the Motherland.
Children have their own traditions. One of them, the most enduring, is the borrowing of games
children from each other, the younger generation from the older. To such games, currently
include: "Geese - swans", "Kite and chickens" and others. Who came up with these games? When they
arose?
This question can be answered: they are created by the people in the same way as songs, fairy tales. That's why
they are called folk signs and are passed down from generation to generation. As shows
upbringing practice, the traditional content of many folk games still satisfies
interests of children, responds to their vital needs. These games are adopted by children in kindergarten, playing
with each other, on the street, in squares, precisely in those collectives that are organized by themselves.
Advanced pedagogical theory highly appreciates the importance of folk games, which is why they
composite
material
program
education
pedagogy
considered folk children's games as a necessary content of education.
While the child is still small, all the games are addressed individually to him, he is amused, entertained
simple games with sounding, noisy, colorful toys, jokes games. Here and
"Ladushki" and "Magpie-Crow".
But now the child has learned to walk, run, and the nature of the games changes dramatically - there are
collective games in which a sense of responsibility to the whole team is brought up. AND
independence
experiencing
positive feelings that the game excites. He rejoices that the mouse was not caught by the cat,
sympathizes with those caught, etc.
folk
upbringing
character,
develop moral feelings, physically strengthen the child. Every game, if it can
position,
works
vigorously,
actions
organized.
An important educational value is attached to the folk toy, because. folk toy
has long entered the life of children and has become so commonplace that it is necessary to specifically indicate
her as a product of folk art.
Approaching the folk toy from a pedagogical point of view, we see that it is based on
subtle knowledge of the psychology of the child and has a versatile effect on the development of his feelings, mind and
character.
plot
displayed
fabulous
life phenomena that the child encounters in everyday life. Traditional for
fine folk art figures of a woman, a horse, a rooster, a bear, presented as
show
organic
popular
art. In it, as in embroidery, these figures are interpreted in a conditional, fabulous way.
In the folk Russian toy, the desire to please, amuse the child is clearly expressed.
A funny toy stands out, delighting children with a whistle, squeak, action. Widely known
toys: roly-poly, tops, pipes, whistles, clowns.
Among these toys there is also a type of it in which the cognitive moment is introduced clearly and
distinctly. However, the application of the cognitive principle in a folk toy is limited, which sharply
separates it from the benefit, while in a factory toy this distinction is often erased.
Toys for the development of movements are also interesting - wheelchairs, balls, grandmas, towns, etc.
It can be traced how being born everywhere in the form of homemade dolls, straw horses,
gradually
becomes
subject
popular
art,
certain
traditions
art.
Appear
"nests"
production
Gorodets, Semyonov, Vyatka (now the city of Kirov, Zagorsk, Babenki, Bogorodsk, etc., where
authentically consolidated - the national Russian art of the toy.
Fine
folk
art,
folk
directly
addressed to children: everything in it is addressed to the child - its content, form, coloring.
Russia is the motherland for many. But in order to consider himself her son or daughter,
you need to feel the spiritual life of your people and creatively assert yourself in it, accept
Russian language, history, culture as their own.
Deep, spiritual, creative patriotism must be instilled from early childhood.
Remember: “The Russian people must not lose their moral authority among others.
forget about their cultural past, about our monuments, literature, language. (D.S. Likhachev)
Younger preschoolers are especially attracted to poems that are distinguished by clear rhyme, rhythmic musicality. Children, repeating, catch the consonance of the verse. Children of this age like Russian folk tales: simple content, familiar characters that evoke a feeling of sympathy, a simple accessible form of presentation. For the development of the expressiveness of children's speech, works of oral folk art, folk games and toys provide me with invaluable help.
Taking all this into account, I chose the topic for my project "Multicultural education of children of primary preschool age through oral folk art."
In my work, I paid great attention to the education of children through the use of oral folk art.
Our project is designed for one year.
Project participants: children of their group, parents, teachers of our kindergarten.
The following is the relevance of this project. This topic is very relevant today. With the development of computerization, the language began to lose its emotionality. Children have poorly developed speech, poor vocabulary. Therefore, through oral folk art, not only masters the native language, but also masters its beauty, conciseness. The child joins the culture of his people, customs, traditions, gets the first impressions about it.
Naturally, the need to use oral folk art in the development of primary preschool age is very important, because the child learns a lot of new interesting things. He develops cognitive skills (memory, attention, speech).
Also, the relevance of this topic lies in the fact that during the renewal of preschool education, the role of folk culture as a source of spiritual and moral development of children significantly increases.
The next item in the project should set a goal.
The purpose of the project is as follows: to acquaint children of primary preschool age with folk culture through oral folk art. To introduce children 2-3 years old to the beauty of their native word.
Such as:
1. To acquaint with folk culture, to cultivate interest in oral folk art by reading children's literature;
2. In various activities, use the folk word;
3. Show the beauty of the figurative language of fairy tales;
4. Use theatrical activities in the process;
5. Introduce children to folk culture in game activities.
6. Activate vocabulary through the use of words by children in speech.
7. Increase speech activity, develop visual perception and attention, spatial thinking, body motor skills and fine motor skills, creative imagination.
8. Develop communication skills when children master their native language.
9. To form the ability to listen, answer the teacher's questions, ask questions about the content.
It was also necessary to formulate a hypothesis: The upbringing of children of primary preschool age through oral folk art is necessary for the development of communication skills, the improvement of speech, the development of visual perception and attention, and creative imagination.
The following milestones were identified during the project.
1. Preparatory - creating conditions for the implementation of the project
2. Main - the implementation of the main activities in the areas of the project.
3. Final - presentation, design of the project material, results, conclusions, result. Let's start with the first stage - preparatory. It represents the creation of conditions for the implementation of the project:
Selection of methodical, pedagogical and fiction literature;
Creation of a library of folk art;
Creation of a developing environment and a corner of developing games;
Selection of visual aids and illustrations;
Selection of children's music library: music, fairy tale, songs;
Selection of desktop-printed, didactic, word games;
Materials for productive visual activity.
The forms of work were also indicated
1. Daily reading (fairy tales, nursery rhymes, songs).
2. Thematic conversations on oral folk art
3. Folk outdoor and verbal games on walks and in a group
4. Joint viewing of books and illustrations
5. Didactic games in the classroom and free activities
6. Theatricalization of folk tales with bi-ba-bo puppets, flannelograph, table and finger theater, toy and picture theater
7. Singing folk songs, nursery rhymes playing musical instruments
8. Entertainment, leisure
9. Drawing, modeling according to folk art
10. Finger games
An integral part of the project is the work with parents.
They were of great help in the selection of fiction, visual and didactic aids, drawing masks based on fairy tales, knitting for a finger theater, selecting a record library for children's oral folk art (fairy tales, songs, melodies).
The work would not have been fruitful without their help.
To keep parents up to date, consultations “Russian folklore”, “Using folklore in working with children of primary preschool age”, etc. were prepared. I also plan to make a presentation at the final parent meeting and tell parents about games with children at home, there were mobile folders were created, conversations and entertainments were held on this topic.
Parents also reacted kindly to the proposal to bring CDs with lullabies, nursery rhymes, fairy tales to the group. With the help of parents, a small folklore library was assembled for children to read.
What can be said about the work done? Finally, we move on to the final step.
I would like to highlight the results of the work done.
We think that the work on folklore, which we carried out in our group, gave a lot of good.
Firstly, introducing children to oral folk art, they solved cognitive problems, and this contributed to the development of children's thinking, enriching children's speech.
Secondly, this work made it possible to bring children closer to the culture of the Russian people, to acquaint them with the customs and traditions passed down from generation to generation.
Thirdly, work with folklore contributed to the development of children's love for their native land and the ability to see and understand the world around them.
Nursery rhymes, fairy tales, games, jokes, chants, lullabies cause benevolent laughter of children, act on the child more than remark and punishment, contribute to the establishment of emotional contact between children.
Also, parents showed interest in using small forms of folklore in the development of children at home. With pleasure they learn with children and read nursery rhymes and fairy tales.
From all that has been said, we want to conclude that work in this direction is effective and necessary for the further development of children.
This experience is the completion of work at this age stage.
Self-education plan "Folk art in the education of preschool children"
Purpose: to identify the features of the educational role of folk art.
Reveal the importance of folk art in the upbringing of children
To introduce children to Russian folklore, to interest in plots.
Enrich children's imagination and speech.
September October
1. Selection of material for work with children and parents on the topic: "Folk art in the education of preschool children."
2. Setting goals and objectives for this topic.
3. Studying the topic "The role of nursery rhymes in the development of children's speech"
Working with children: Learning nursery rhymes.
Working with parents: Consultation "The role of folklore in the development of children."
November December
1. Creation of a card index of nursery rhymes for work with children.
2. The use of folklore in working with children.
Work with children:
1. Apply nursery rhymes in sensitive moments.
2. Didactic game "Know the nursery rhyme", "Guess which nursery rhyme is the excerpt from"
Working with parents:
1. Create a library of colorful books with nursery rhymes.
2. consultation "Nursery rhymes will help to cope with children's disobedience"
January February
1. The role of fairy tales in the upbringing of children.
2. Folk art as a means of spiritual and moral development of the personality of children.
Work with children:
1. Board games based on Russian folk tales (puzzles, lotto).
2. Reading Russian folk tales, listening to audio recordings of fairy tales.
Working with parents:
1. Consultation "Education of diligence and obedience through fairy tales"
2 "What books can you be friends with"
March, April
1. Study of the topic: The influence of a fairy tale on the psychology of a child.
2. Theatrical games as a means of developing children's speech.
Work with children:
1. Didactic games "Guess the fairy tale", "From what fairy tale is the hero"
2. Teach children to play with familiar fairy tales.
Working with parents:
1. Arrange a dressing room with Russian national costumes.
2. Consultation "How to choose a useful fairy tale for a child."
3. Buy coloring books based on Russian fairy tales for the group.
4. Create a theater corner in groups.
5. Competition of joint creative works of children and parents on the theme "My favorite fairy tale".
Presentation of the plan - the project at the final parent meeting.
Board games based on Russian folk tales: "Guess a fairy tale", "Rocked Hen"
Dramatization of the fairy tale "Teremok"
"Kolobok"
Competition of joint creative works of parents and children "My favorite fairy tale"
www.maam.ru
Self-education plan "The role of oral folk art in the development of speech of young children"
Municipal Budgetary Preschool Educational Institution "Kindergarten of combined type No. 98", Chita.
self-education
For 2014 - 2015
"The role of oral folk art in the development of speech of young children"
Educator: Ditter Anna Aleksandrovna
2 junior group
Used Books:
1. Alekseeva M. M., Yashina V. I. / Methods of development of speech and teaching the native language of preschoolers / Proc. allowance for students. higher and avg. ped. textbook establishments. - 3rd ed., stereotype. - M.: Publishing Center "Academy", 2000. - 400 p.
2. Borodich, A. M. / Methods of development of children's speech / M .: Education, 1981. - 255 p.
3. Bondarenko, A. M. / Word games in kindergarten / M.: Education, 1981. - 96 p.
4. Maksakov, A. I. / Does your child speak correctly / M .: Education, 1982. - 160 p.
4. Sokhina F. A. / Development of speech of preschool children / M: Education, 1984. - 223 p.
5. Ushakova O. S. / Methods of speech development for preschool children / M .: Humanit, ed. center VLADOS, 2004.–288 p.
Purpose: to identify and study the features of the educational role of forms of oral folk art
Reveal the importance of oral folk art in the system of raising children;
Introduce children to Russian folklore
To enrich the speech of children, to form an attitude to the world around
To develop free communication between an adult and children about what they read, practical mastery of the norms of Russian speech
Cultivate love for Russian folklore.
Relevance of the topic:
Speech - a wonderful gift of nature - is not given to a person from birth. It takes time for the baby to start talking. And adults should make a lot of efforts so that the child's speech develops correctly and in a timely manner. It has been proven that a child's speech develops under the influence of an adult and largely depends on sufficient speech practice, normal social and speech environment, on education and training, which begins from the first days of his life. Unfortunately, parents in our time, due to difficult social conditions, due to employment, often forget about this and the process of developing their child's speech is allowed to take its course.
The works of oral folk art are of great cognitive and educational value, contribute to the development of figurative thinking, enrich the speech of children. Oral folk art is the history of the people, its spiritual wealth. Funny songs, intricate riddles, proverbs, incantations, sentences, nursery rhymes, jokes, shifters, counting rhymes, tongue twisters, teasers, funny tales were composed by the great and immortal poet - the Russian people.
Children distinguish speech from all other sound signals, give it preference. A simple rhyme, repeatedly repeated words, exclamations and emotional appeal involuntarily make the baby listen, repeat the words. Repeating sound combinations, words, their melodiousness create the effect of musicality. With their help, the child develops speech hearing, pronunciation of sounds.
With the help of folk songs, nursery rhymes, children are brought up with a positive attitude towards routine moments: washing, combing, eating, dressing, going to bed.
work
Exit Timing
niya Mark
1 Select a theme. Setting goals and objectives for this topic Study
September plan development
2 Studying an article on the topic: "The role of nursery rhymes in the development of a child's speech" Learning and pronouncing nursery rhymes. Studying
Consultation: "The role of folklore in the development of children's speech" October
3 Creation of a card file of nursery rhymes for work with children. Apply nursery rhymes in regime moments. Exploring Card Index November
4 Study of an article on the topic: “Using folklore in working with children” Study Didactic game “Know the nursery rhyme”, December
5 Study of an article on the topic: "Oral folk art as a means of spiritual and moral development of the child's personality." Study Consultation: “Read me a fairy tale mom, or what books do preschoolers need to be friends with” January
6 Studying an article on the topic:
Board - printed games based on Russian folk tales (cut pictures, lotto) Study Consultation "Education of diligence, obedience and responsibility through fairy tales" February
7 Didactic games "Guess the fairy tale", "What fairy tale is the hero from"
Learning Buy to group coloring pages based on Russian folk tales March
8 Studying an article on the topic: "Theatrical games as a means of developing children's speech"
Study Memo for educators "theatrical corner in the group (tabletop (cone, finger and b-ba-bo theaters)" April
9 Self-analysis of the self-education plan. May study
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The role of folk art in the development and education of children of primary preschool age
Excellence in Kindergarten Teaching Experience
"The role of folk art in the development and education of children of primary preschool age"
Bugaeva Zoya Vasilievna, teacher of the Children's / S "Romashka" r.p. Dmitrievka Nikiforovsky district Tambov region
Speech at the regional methodological association
Early childhood is the beginning of life. It can be compared to the morning dawn, the gentle pink blush of the rising sun.
In the first rays of the sun, the coming day is already visible, and we say "Good morning"
With these words every day I start classes in my group. We wish each other good morning with children, give each other smiles, good mood.
The preschool period of a child's life largely depends on us adults. And we, adults, must fill the life of a child with the light of kindness and affection, spiritually enrich the environment in which he grows up, and lay the foundations for high human principles.
And what can spiritually enrich the environment?
Folk poetic word, an example of spiritual service to people. It is like a spring, like a pure spring, gushing from the depths of the earth, to which generations fall, being filled with life-giving power. And it conveys the folk word of the past, the pace of the present and the future.
And lullabies, tales, nursery rhymes, proverbs and sayings sound from generation to generation.
A preschool educational institution is the first and most responsible link in the general system of public education.
Mastering the native language is one of the most important acquisitions of a child in preschool childhood.
It is preschool childhood that is most favorable for the assimilation of speech.
Therefore, the process of speech development is considered in modern preschool education as a general basis for the upbringing and education of children.
At the end of the 20th century, a huge avalanche of borrowed terms from foreign languages began to pour into our lives, which threatens the language, and hence culture.
Therefore, the problem of speech of preschool children by means of small forms of folklore is very relevant today.
The works of oral folk art are an inexhaustible source of aesthetic, moral, labor, patriotic education of preschool children.
Folk wisdom, contained in fairy tales, nursery rhymes, jokes, riddles, for many centuries brought up in children pride in the talent of the Russian people, interest in a well-aimed, expressive word, love for their native language.
Having set the task of introducing children to oral folk art, I understood that this would be an acquaintance with an important part of the spiritual culture of the people, with the objective laws of beauty.
I started my work by introducing children to the origins of Russian folk culture.
We visited the local history museum (and repeatedly), where the children saw the spinning wheel in action, rocked the doll Masha in the cradle, saw a real Russian stove, objects of ancient Russian life, which undoubtedly left a great impression in their souls.
Then I decided to create a magical corner of fairy tales, to develop interest in oral folk art. In this corner, children are very fond of playing with puppet theater characters, “talking” with their favorite toys. All this contributes to the development of speech activity, the development of friendly relations with each other, the development of creative imagination, thinking.
Given the great importance of oral folk art in the development of children's speech activity, I work both in class and in my free time.
At different regime moments I use folklore works. During washing - a nursery rhyme "Vodichka-vodichka ...";
During combing - "Grow a braid to the waist ...";
While dressing for a walk - "Here they are boots ..."
She sang lullabies to her babies, which they not only listened to and memorized, but also sang to their dolls "daughters" about a grumbling cat and about ghouls.
Lullabies develop children's speech, enrich vocabulary due to the fact that they contain a wide range of information about the world around them, about those subjects that are close to children. Melodiousness, melodiousness of songs makes children softer, kinder, calmer.
Proverbs and sayings are called pearls of folk art. They affect not only the mind, but also the feelings of a person.
I use proverbs and sayings in the process of everyday communication with children.
I encourage the timid: "The courage of the city takes"
If the child is lazy: “People reap - and he runs away from the field”, “The lazy Egorka always has excuses”;
During meals: "When I eat, I am deaf and dumb"
While dressing for a walk: "Seven do not wait for one"
And if you dressed sloppily: “Hurry up - you will make people laugh”
Who is distracted from work, depending on the specific situation, I say: “Where there are many words, there is little deed” or “Big talker, bad worker”
On walks, while watching flowers: "Spring is red with flowers"
To arouse interest in proverbs, she designed the album “A proverb does not say past”. Looking at the pictures, the children name the proverbs corresponding in meaning.
I widely use riddles in my work, both in the classroom, and in the work and play activities of children, in everyday life. They awaken the child to observation, reflection, knowledge.
When choosing puzzles for working with children, I take into account their age, because the topics for the little ones are limited by their little experience. These are riddles about objects that the child most often encounters: riddles about objects, pets, about some household items. For example, while watching the fish, she suggested the following riddle:
Glass house on the window
With stones and sand at the bottom
And a golden fish
I offer riddles to kids in which bright, characteristic signs of appearance are named. (color, shape, size), marking those qualities that children know well (animal voice, habits, what it eats), For example:
"Sits on the fence
Source doshvozrast.ru
Topic: "Oral folk art in the education of preschool children"
Topic: "Oral folk art in the education of preschool children" - page number 1/1 Self Education Plan
Subject: « Oral folk art in the education of preschool children "
Project leader: teacher Sidelnikova Natalia Nikolaevna
Novotroitsk 2013 – 2014 academic year
Project participants: children of the 1st junior group, educators, parents of children.
The purpose of the project: to identify and study the features of the educational role of forms of oral folk art .
Tasks: Through oral folk art, the child not only masters his native language, but also, mastering its beauty, conciseness, joins the culture of his people, gets the first impressions about it. Moreover, verbal
- Reveal the importance of oral folk art in the system of raising children.
- To introduce children to Russian folklore, to captivate with folk stories.
- Enrich children's senses, imagination and speech.
- Cultivate a sensitive attitude towards folk art.
Relevance:
Undoubtedly, today the topic is very relevant.
While science is developing, computerization is being introduced into life, the folk language begins to lose its emotionality. It was filled with foreign words, and the language of the computer is devoid of color and imagery.
Through oral folk art, the child not only masters his native language, but also, mastering its beauty, conciseness, joins the culture of his people, gets the first impressions about it. In addition, the verbal creativity of the people is a special kind of art, that is, a kind of spiritual assimilation of reality by a person with the aim of creatively transforming the surrounding world "according to the laws of beauty."
Month. The work of an educator. Work with children. Working with parents.September
- Selection of material necessary for working with children and parents on the topic: "Oral folk art in the education of preschool children"
- Setting goals and objectives for this topic.
October Studying the topic: "The role of nursery rhymes in the development of a child's speech»
- Learning and speaking rhymes.
- Consultation: "The role of folklore in the development of children"
- Consultation: “Nursery rhymes will help to cope with childish disobedience”
November
Creation of a card file of nursery rhymes for work with children.
Apply nursery rhymes in regime moments.
Create a library of colorful books with nursery rhymes for children.
December
Studying the topic: "The use of folklore in working with children"
Didactic game "Recognize the nursery rhyme", "Guess which nursery rhyme the excerpt was read from?", Board-printed games based on nursery rhymes (cut pictures, loto)
Showing parents the video "Nursery rhymes in the life of our group"
January
"Oral folk art as a means of spiritual and moral development of the child's personality."
Reading Russian folk tales to children. Listening to audio recordings of fairy tales.
Consultation: "READ ME A FAIRY TALE, MOM, OR WHAT BOOKS ARE BETTER TO BE FRIENDS TO PRESCHOOL CHILDREN"
Creation of a library of colorful books with Russian folk tales.
February
Board - printed games based on Russian folk tales (cut pictures, loto)
- Consultation "Education of diligence, obedience and responsibility through fairy tales"
- Arrange a dressing room with Russian national costumes.
March
1. Didactic games "Guess the fairy tale", "What fairy tale is the hero from"
2. Buy a group of coloring books based on Russian folk tales April
Studying the topic: "Theatrical games as a means of developing children's speech"
Teaching children to play with familiar fairy tales (dramatization games)
- Create a theater corner in the group (table (cone), finger and b-ba-bo theaters)
- Competition of joint creative works of parents and children on the theme "My favorite fairy tale"
Teaching children to play with familiar fairy tales (dramatization games)
Presentation of the project "Oral folk art in the education of preschool children"
In our work with children we use:
Folk songs for listening (performed by adults, audio recordings) and learning;
Round dances, dances;
Folk games;
Melodies, tunes, performed both on individual folk instruments and by an entire orchestra for listening, for dance improvisations;
Folk poetry: proverbs, sayings, riddles, nursery rhymes, fairy tales, ritual folklore.
The value of folklore is difficult to overestimate. It consists of the following.
Folk art performs an educational function.
Promotes the development of memory: in the works of oral creativity there are many repetitions, this helps to better remember, and then reproduce their content.
Affects the healing of the body as a whole. Many nursery rhymes are performed with the movement of the hands, which gives children joy and helps to independently massage the hands, as well as influence the biologically active points located on the hands.
A number of nursery rhymes can be used to develop fine motor skills. Due to rhythm, musicality, emotional and motor saturation, some nursery rhymes have turned into word games, game exercises that help to work on coordinating movement with the word, which is very important for children with speech disorders.
Works of folk art, especially small forms, influence the development of children's speech, enriching the vocabulary, developing the articulatory apparatus, phonemic hearing. Some of them can be staged, while conveying the content only with movements.
Folk songs, round dances, singing games can be used without musical accompaniment, which allows children to include them in independent musical and gaming activities.
The main thing, we must not forget, not only to introduce children to folk art, but also to bring joy and arouse the desire in children to show their creative abilities at folklore holidays.
On this topic:
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And what does it mean - migratory, what does it mean - wintering?
Tell me, when do the rooks come to us?
Rooks fly to us for a long time, after the flight they are tired. They need to rest, stretch. Let's get up and show how the rooks will warm up.
Let's straighten our backs, first they clean their feathers, and we'll knead our fingers, like this, first one, then the second ... - And now we'll stroke the handles, just like rooks, stroke their wings, from the bottom up (first one hand, then the second). Now let's stroke our heads, from top to bottom, then to the ears.
Let's stroke our foreheads, eyes, now the nose, cheeks, chin. Knead the lips, form the beaks. Let's stroke all the faces.
Here our rooks rested after a long flight, did gymnastics and got hungry!
What do they need to do? What do rooks eat? Where do they get them?
Let's play! Come to me, imagine that you have spring fields in front of you. As soon as the music starts, each of you, like a rook, will try to get himself worms!
Found worms, put on plates. With the cessation of the music, you must end the search. (in front of the children - 4 "pools" with beans, covered with a cloth, where pasta is hidden, and near each "pool" there are "plates").
R., how many worms did you find? And you, D., how much?
Here our rooks rested, refreshed themselves and flew to sing and dance.
Our rooks had a rest, and now they are thinking, where will they live? What is the name of the bird house? What do birds build nests with? And if nests were built from straw, what would they be like? And from metal?
And from glass? And from paper? Do such nests exist?
I suggest you help the rooks build a nest?
We will build a nest from branches, but special branches are suitable for construction. We will twist a sound nest, and pictures will help us in this (pictures are given to children). Just don't show it to anyone!
Let's go to other clearings, you need to select the first sound in the name of your picture and find a branch with a letter denoting this sound. As soon as the music starts, start searching.
Well done, we do not show the letters on the branches to anyone! And now let's play a game called "Silent" - each of you will show the sound of the letter that you have in your hands, but only with your mouth, without a voice, and the rest will try to determine what letter you have.
Now let's build a nest. R., your twig will become the bottom of the nest, where should you put the twig? D., and your branch will become the right wall of the nest ... (etc. - the left wall, the upper part of the nest - the “branches” are hung on an easel). Here is our nest and ready.
Now our rooks will breed chicks here!
Take your seats. Our rooks are very happy that we managed to build such a beautiful nest.
Guys, other migratory birds follow the rooks. See what birds come in spring?
(images of migratory birds appear on the screen one by one: swallows, storks, cranes, starlings, swans, ducks)
What do migratory birds do when they return to us in the spring? (children come up to the screen and tell what migratory birds do in the spring).
Our lesson is coming to an end, did you like it? Did our guests like it? Let's say goodbye to our guests!
Goodbye!
The children sit down.
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15. Listening to children's songs and Russian folk tales from the music library.
16. Logarithmics
II CHAPTER. MAIN STAGE.
SUBJECT-EDUCATIONAL ENVIRONMENT.
For understanding and understanding by children in the group, a bright and colorful subject-developing environment for folk art has been created. It contributes to the acquaintance of children with the topic, arouses interest in oral folk art, and corresponds to the age of children. Children have free access to toys, books, games and items of Russian culture.
- Book exhibition dedicated to oral folk art;
- Illustrated material on fairy tales;
- Theatrical corner - heroes of Russian folk tales;
- Created a corner of educational games (didactic, logical, lacing)
- Board-printed games by age (children's dominoes, puzzles);
- Items of Russian life.
Coloring pages, children's magazines on the subject of Russian folklore.
EDUCATIONAL ACTIVITY.
Children were introduced to the folklore of the Russian people in the classroom and in the free activities of children. They combined the artistic word with other types of art: visual, musical, theatrical.
For the emotional perception and vivid living of the images of the heroes of fairy tales, the educational and pedagogical process is initially aimed at developing the creative abilities of children, the creative individuality of each child and improving coherent speech. Vivid impressions of children are realized in the game, drawings, applied art and musical activity.
COMMUNICATION.
Characteristic features of the classes.
A child of 3-4 years old becomes more active, his actions are more complex and diverse, the desire to assert himself increases: “I myself!”, But the attention of children is not yet stable, they are quickly distracted. Therefore, in the process of reading books on Russian folklore to children, we alternated reading with music, conversation and dramatization of fairy tales.
- Alternating choral and individual responses.
- Mandatory presence of emotional and game techniques.
- The use of literary and artistic inserts.
surprise moments, game techniques, a sample of intonation reading, on behalf of a fairy-tale hero or a toy, questions for children, explanations, instructions, exercises, suggesting a word or phrase, pronunciation of replicas.
Tasks and goals.
They raised children's interest in oral folk art by daily reading Russian folk tales and works of small forms to children.
They showed children colorful illustrations of fairy tales and heroes of fairy tales, used nursery rhymes and songs of oral folk art.
Brief figurative characteristics helped the children to remember this or that character and form a benevolent attitude towards him.
They showed the beauty of the figurative language of fairy tales with intonation, facial expressions. Children were taught to expressively repeat songs of characters, memorized words and expressions from the text. Helped children to enrich their speech with fabulous vocabulary.
Increased children's speech activity.
They formed in children the ability to listen and follow the development of the action, to sympathize with the positive characters, to answer the questions of the educator.
Modeling of episodes of a fairy tale was used to make it easier for children to assimilate its figurative content.
In conversations after reading, they clarified the children's understanding of the content of the tale, their awareness of the means of artistic expression.
Conducted didactic games on Russian fairy tales. Activated vocabulary through the use of words by children in their speech.
They developed visual perception, attention, spatial thinking, memory, and creative imagination through the examination of plot paintings, illustrations and pictures.
Used in the process of theatrical activities. Various types of theater developed children's communication skills in mastering their native language. Children were taught to express their impressions in words, intonation, facial expressions, and gestures during the theatricalization of fairy tales.
GAME ACTIVITY.
Play is the natural state of the child, his main occupation. Game activity for preschoolers is a way of learning about the environment.
Its use contributes to the improvement of motor and game actions, children's enjoyment of the process and the result of the game.
Various types of games were used: mobile, desktop-printed, logical, didactic, verbal, creative, role-playing games).
Didactic games and toys. Didactic games are a form of learning and have a game and learning task (shape, size, color, exclusion of superfluous, comparison, grouping of objects, generalization, etc.).
The solution of the problem in didactic games requires more than in other games, stability of attention, enhanced mental activity.
The material center of the didactic game is toys, game aids, household items, natural materials.
Didactic toys are designed for sensory and mental development and learning of children.
We used folk didactic toys: multi-colored balls, pyramids, nesting dolls, spillikins, liners, Bogorodsk toys, dolls in Russian folk costumes; Russian household items: straw products, wooden and earthenware, household utensils.
With didactic games, we developed mental activity, independence and initiative of children.
Various techniques were used to arouse children's interest in the game: a conversation, a riddle, a nursery rhyme, a character song, a counting rhyme, a reminder of the game, etc.
1 - the appearance of the child's desire to play, to act actively.
Raising the desire to play with peers is an important moment in the formation of social activity. This is how communication develops, on the basis of which many qualities are formed: camaraderie, friendliness, mutual assistance, rivalry, etc.
2 - the child learns to perform the game task, the rules and actions of the game.
In the didactic game, the child has the opportunity to design his behavior and actions. During this period, the foundations are laid for such important qualities as honesty, determination, perseverance, the ability to overcome failures, the ability to rejoice not only in one's own success, but also in the success of one's comrades.
3 - already familiar with the rules of the game, the child shows creativity, is busy looking for independent actions. He must perform the actions contained in the game: guess, find, hide, depict, pick up.
To successfully cope with them, it is necessary to show ingenuity, resourcefulness, the ability to navigate the situation. Children were taught game actions through a trial move in the game, showing the action itself, revealing the image, and other methods. The more diverse the game actions, the more interesting the game activity of children and the more successful its result.
Word and creative games. Contributed to the development of children's coordination of speech with movement, a sense of rhythm. Aimed at the formation of coherent and expressive speech, enrichment of the vocabulary of children. Children really like word games based on Russian folk songs, round dance games with singing, finger games for nursery rhymes, playful fun in creative games.
Finger games. A pattern has long been established: the level of development of a child's speech is directly dependent on the degree of subtle movements of the fingers. Children who succeed in isolated and then more complex finger movements are talking children. If the fingers are tense, bend and unbend only together, cannot move in isolation - these children have speech disorders.
We not only developed fine motor skills, but accompanied the movements with an oral folk word: nursery rhymes, songs, counting rhymes.
All exercises for finger gymnastics and games were carried out with simultaneous pronunciation of texts. This stimulates speech, develops the rhythm of movements, introduces an element of the game, develops emotional expressiveness.
Outdoor games. We played outdoor games of the Russian people with children, thus introducing them to folk culture.
They supported the motor activity of children, emotionality, dexterity, endurance, strong-willed qualities.
They brought up in children the desire to play together and show a sense of politeness to their peers, a culture of communication. They created conditions for the active interaction of the child during the game, the development of his intellectual, emotional-volitional, moral qualities, the formation of the personality as a whole.
They taught children to follow the rules of the game, learn funny poems, songs, and use perky folk counting rhymes when playing.
ARTISTICITY.
Familiarization with visual arts was carried out in the classroom for drawing, modeling, appliqué and in independent activities. Children were shown works of fine art in order to evoke an emotional response in children to the colorful illustrations, books, and toys. They used nursery rhymes and songs of the Russian people for an emotional mood. Developed aesthetic perception in children.
They mastered technical skills with the children: correctly hold a pencil, a brush in the right hand (except for left-handed ones) without squeezing them strongly with fingers, hold a sheet of paper with the left hand. They drew on posture and a good review.
Drawing. We taught children to consider an object, circling a hand along the contour, accompanying the show with questions that directed the perception of children to essential details. Helped children to take an active part in the process of viewing. They developed imagination, fantasy, color perception, creativity. They gave the children basic concepts: about image composition, color, lines, shading.
A variety of visual media and materials were used. Combine drawing with appliqué. They drew from the stories they read. They were taught to convey the characteristic features of the characters of fairy tales and the environment.
They painted to the quiet music of children's Russian melodies.
Application and modeling. They developed the sensory abilities of children, fine motor skills of hands, manual skills, a sense of shape and a sense of color. They taught to convey in object modeling the characteristic features of objects, birds, animals by modeling from plasticine. In modeling with children, plot compositions were created, the purpose of which was to develop a plot and game plan in children.
In the application, the children were given ready-made forms, patterns of fairy tale characters, geometric shapes and background sheets. First, they showed the sequence of gluing, so that the children learned to see the image of the object as a whole.
They taught to lay out and stick them, add details and finish drawing some parts. Different textured paper, unfinished compositions, natural material, waste material were used.
MUSICAL ACTIVITY.
Russian folk music, songs, playing folk instruments can evoke appropriate aesthetic experiences in children. In the classroom, children develop expressiveness of speech, memory, musicality and a sense of rhythm.
In the form of a game, there is a creative interpretation of music and a literary word by various means (dance, rhythmic movements, imitations, the mood of music, the image of a hero with a musical image).
Children were engaged in rhythmoplasty to different melodies, sang children's songs and dance songs, played folk instruments (wooden spoons, rattles, rattles, bells, whistles).
They taught children to listen to Russian folk music. Developed in children the ability to recognize and move to fast slow, quiet loud, cheerful sad music. These methods of instrumental music-making were mastered in music lessons and during leisure hours in a group.
LEISURE ACTIVITIES.
Active participation in entertainment enriched children with new experiences, made it possible to acquire new knowledge and skills.
Final lessons. "Traveling with a Matryoshka". Contributed to the identification of children's knowledge of works of Russian folklore. They helped to develop mental activity and individual abilities of each child.
The preliminary work consisted of reading fairy tales and small folklore forms. They developed artistic and speech abilities in children by dramatizing fairy tales.
Learning to speak, the children simultaneously enriched their vocabulary, improved their speech skills, emotionally responded to what they read, imitated the actions of the characters, and conveyed the words of different characters. Word and creative games consolidated speech skills.
Children developed the ability to use expressive means (intonation, facial expressions, staging). Previously acquired knowledge was consolidated. A special atmosphere, an emotional response and a lively reaction of children during integrated classes.
Literary leisure "Guess the fairy tale". Unforgettable emotions, special feelings, joyful mood and experiences of children are reflected in leisure evenings. Creative activity and great interest of children - contributes to the mental development of children, logical thinking when guessing fairy tales, broadening their horizons, and prepares them for the perception of literature. Children showed cognitive interest, ingenuity, ingenuity.
They voiced the characters of fairy tales, poems, riddles with children on Russian folk musical instruments. When selecting riddles, the availability of topics and content was taken into account. All leisure time was spent in the form of a game.
Theatrical performance. Theatrical performance differs from the game - dramatization in that it involves children or a teacher who knows by heart the text of a work of art. Various types of theaters were used (pictures, toys, finger, flannelograph, puppet), accompaniment on folk musical instruments, vocal performance, audio recordings. , “Two cheerful geese lived with a grandmother”, “Teremok”.
We used the theatrical performance as a methodological tool that activates the speech of children. The children were both participants and spectators. Children have joyful emotions and impressions that they share with their parents.
Children have free access to toys, books, games, objects.
The book exhibition of oral folk art was constantly varied. Coloring pages and children's magazines on the subject of Russian folklore.
Illustrated colorful material on fairy tales was given to children for viewing.
In the theatrical corner - the heroes of Russian folk tales of finger, table theaters, a dollhouse of bi-ba-bo dolls. Children could take to play with the permission of the teacher.
A toy is an object specially designed for children's play. The toy expands the horizons, brings up interest in the subjects of Russian culture.
From the exhibition of Russian folk toys, children could take these toys for their play with the permission of the teacher.
The created corner of educational games by age is very popular with children. This:
Didactic games - "Collect a picture", "Lay out in form", "Associations", "Big-small", etc.
Logical - “What to whom”, “Find a way”, “From which fairy tale the hero is”, etc.
Lacing - "Cockerel", "House-Teremok", "Tree", "Basket", etc.
Wooden smart games - constructor "Collect a fairy tale", dominoes "Turnip"
Board-printed games - children's dominoes, various puzzles based on Russian folk tales, a variety of lotto.
They used audio cassettes and CDs for children with children's songs, nursery rhymes, round dance songs. Together with the children they led round dances, sang songs, improvised both in a group and on walks.
In free creativity, children painted fairy tale plots, animal patterns, drew on blank and tinted album sheets. The children had various visual materials: colored pencils, felt-tip pens, paints.
Children's needs for new knowledge, skills and abilities necessary for versatile development were satisfied.
JOINT ACTIVITIES OF TEACHERS AND CHILDREN.
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From the experience of the work of kindergarten teachers on moral, patriotic and musical education
Folk art in the education of preschool children.
Every child is a drop, a ray,
Gathered together - a bright spring.
What will they carry to the river of life running?
Just think for a moment.
Everything that is pledged, everything will return to us.
Good sowing, we will reap good.
Let your heart smile again with joy.
Meeting with a drop of my stream!
"Dedication to children" N. B. Fedorov.
Living in a national republic, each person should be familiar with the traditions, customs and culture of the indigenous population. From the moment of birth, people instinctively, naturally and imperceptibly get used to their environment, to the life and culture of their nation. All this is the basis for preserving the cultural identity of each people that is part of Russia.
In the preschool period, the formation of the spiritual and moral basis of the child, his emotions, feelings, thinking, mechanisms of social adaptation in society takes place, that is, the process of self-awareness in the world around begins. This period of life is the most favorable for the emotional and psychological impact on the child, since children's images of perception are very bright, strong, therefore, remain in memory for a long time, and sometimes for life. These first childhood emotions later become the basis for the emergence of more complex social feelings.
At this age, those character traits begin to develop that invisibly connect a small person with his people, his country. Opportunities for such education lie in the songs, music, games, and toys inherent in the indigenous population. How much the kid gets by learning about the nature of his native land, about work, life, mores and customs of the people among whom he lives. Developing a child in an ethno-cultural environment, emphasis is placed on introducing him to beauty and goodness, on the desire to see the uniqueness of his native culture, nature, to participate in their preservation and enhancement.
We set ourselves the task of forming a personality capable of assimilating the elementary rules of moral behavior and basic ethical concepts. This problem can be solved by referring to the ideas of folk pedagogy, which is a system of ideas, views, judgments, ideas, methods of education, accumulated over the centuries and reflected in folk art. It is no coincidence that many outstanding teachers believed that the system of education is generated by the history of the people, their material and spiritual culture. Folk art includes various types of labor activity, crafts, customs, traditions, holidays, rituals, folklore, games, dances, fine and decorative arts. Creativity is the main means by which a child learns cultural and historical experience, and the driving force behind the development of society. Folk culture and art, with their capabilities, create in modern conditions the most favorable environment for identifying and developing national characteristics in a child.
The Russian philosopher and educator V.V. Zenkovsky wrote that no one can be considered the son of his people if he is not imbued with the basic feelings that the people’s soul lives in, cannot mature outside the national culture, which needs to be imbued in order for the forces inherent in the soul could develop.
In our kindergarten, acquaintance with the world of traditional culture of the small Motherland begins with the child's immediate environment. Studying the history of our native land, we use materials on ethnography and folklore. On foot walks through the streets of the village, excursions, children will learn the history of its origin, the traditions of folk and applied arts. When visiting the regional museum of local lore, they look deep into the past centuries, learn from the guide about the architecture of the village, the arrangement of a wooden house, get acquainted with the life, way of life, customs, and occupations of its inhabitants.
A mini-museum of the kindergarten plays an important role in acquainting children with the history and life of their people. The museum presents exhibits of decorative and applied art, household items, tools, folk costumes. Here, children can not only see everything, but also touch and play around. For example, walk around in bast shoes, “spin a tow”, drink tea from an old samovar. Children visit the museum with great pleasure, ask many questions, learn new things.
Knowledge of folk customs strengthens family and tribal ties, helps to regulate relationships between different generations. Starting from a younger age, educators read fiction, conduct various conversations, activities aimed at fostering love and respect between generations. In the older group, children make up their pedigree. At the same time, a lot of work is done with parents. Each child, together with their loved ones, collects material about their ancestors: where they lived, who they worked for, etc., and then compiles a genealogical tree of their kind.
Much attention is paid to classes in the artistic and creative development of children. Folk art products are diverse. Each product is filled with beauty, goodness, joy; it carries a fantasy that captivates children and adults into the world of a beautiful fairy tale. Ornaments used by folk craftsmen to paint their products include geometric elements, flowers, leaves, berries, grass, which a child often encounters in the forest, in the park, in the kindergarten area. All this children transfer to their work. Under the guidance of teachers, they decorate napkins, towels, plates, clothes for dolls, doing drawing or appliqué. At modeling lessons, kids get acquainted with folk toys and try to make the same ones themselves. How much joy an object made by one's own hands gives a child.
Children are very fond of listening to fairy tales and fables, guessing riddles, memorizing nursery rhymes, counting rhymes, tongue twisters. Fairy tales reflect the life of the people, the main character traits: courage, diligence, wit. The children willingly not only listen to fairy tales, but compose them themselves, beat them, and participate in theatrical performances. Not a single holiday, not a single entertainment, and often even an occupation, can not do in our garden without the participation of fairy-tale characters. How interesting it is to turn into a fairy-tale hero yourself and visit a magical land or find out your favorite teacher in the cheerful Baba Yaga.
Games play an important role in the development of children.. Folk games contain the centuries-old experience of the people, their culture, traditions and are of great importance for the comprehensive and harmonious education of preschool children. Games are used in various activities of children. Starting from a younger age, we use folk games in the classroom and during a walk, in the morning and in the evening. They are an excellent element of the content of leisure activities held in kindergarten.
Of great interest in children is acquaintance with musical folklore. At music lessons, children perform folk songs and dances, play musical instruments. Get acquainted with the works of composers of the republic. Holidays in Kindergarten! How eagerly the children are waiting for him! For them, this is a window to the world of beauty, to the world of exciting music, poetry, to the world of vivid visual perceptions, exciting games and undertakings. Therefore, folklore holidays are interesting and fun. They are a special form of acquaintance with folk musical art. Joy and fun, knowledge and skills are combined here. The guys show their theatrical, dance, musical skills. Joint experiences unite the children in a friendly team, evoke a sense of individual and collective responsibility. The complex impact of various types of art contributes to the formation of artistic taste in preschoolers.
Holidays are a joyful, exciting event for every kid, which lasts for a long time. Holiday scenarios include various activities, here children sing, dance, read poetry, play musical instruments, participate in rituals, folk games, and fairy tales.
The folklore holiday helps to reveal the significance of ancient traditions, bring children closer to the understanding of antiquity and, through active participation, introduce them to the history of their people.