Synopsis of folklore entertainment for children of the second younger group. Partial program "Folklore" for the second junior group

01.07.2019

Marina Petrovicheva
Partial program "Folklore" for the second junior group

Partial Program

caregiver 2 junior group"Smile" (3-4 years old) « Folklore»

Developed by the educator: M. V. Petrovicheva

2016 - 2017

1. Educational area: Artistic and aesthetic development.

Introduction.

The study of traditional culture is of great importance in the upbringing of the younger generation. The use of the values of folk festive and game culture and folk pedagogy contributes to the formation of an active and full-fledged personality, instilling in students a love for their native land, folk culture. Within this programs it is envisaged that students acquire some practical skills in creating objects of festive and gaming culture. Classes for program contribute to the familiarization of students with folk and gaming culture, the formation of their aesthetic and creative ideas, help to identify and develop the artistic abilities of children in the process of educational and practical activities.

Distinctive features programs:

This program is aimed at studying the traditional festive and playful culture of the Russian people, both material and spiritual, as well as at developing the creative abilities of children. feature program is that it is based on a combination of different areas of educational activities: in the process of classes, students get acquainted with folk games and holidays. In addition, students are involved in practical and research activities to preserve and revive the traditional festive and gaming culture, and participate in calendar holidays.

aim programs is the development by students of the values of folk gaming and traditional culture.

Program provides for the following tasks:

Encourage the development of scientific skills and abilities in children folklore and ethnographic research; Involve students in creative, research activities; To develop children's interest in folk culture and involve them in the rich world of traditional festive and game culture, creative abilities in the process of studying the foundations of folk culture.

Implementation timeline programs

Program for one year of study junior group Work is carried out during the day with a total duration of 1 hour.

Forms of organization of activities

The main forms of knowledge are:

Entertainment,

Holidays, as well as on the street during folk games,

regime moments,

independent activity,

Working with parents.

Expected results learning:

As a result of passing programs, students should know:

Major national holidays and be able to talk about them;

Features of traditional calendar holidays;

Main genres folklore;

Be able to:

Play folk games;

Take part in folk games during the holidays.

Children who have shown an increased level of motivation to study folk play culture are involved in research activities related to folk culture.

1. Russian children's folklore.

2. Poetry of nurturing. Lullaby songs.

3. Lullabies.

4. Pestlets.

5. Nursery rhymes.

6. Jokes.

7. Boring tales.

8. Household folklore. Children's folk songs.

9. Calls and sentences.

10. Children's ritual poetry.

11. Nicknames and teasers.

12. Children's fairy tales.

13. Scary stories.

14. Funny folklore. Word games.

16. Undershirts.

18. Tongue twisters.

19. Fiction - shifters.

20. Riddles.

21. Gaming folklore. Formal role-playing games without poetically organized text.

22. Formal role-playing games with game choruses.

23. Formal role-playing games with sentences.

24. Games - improvisations.

25. Draw arrangements.

26. Rhymes.

27. People's puppet theater. At a fun fair.

28. Ethnography

Folklore.

Introduction. genre system folklore

genre system folklore. Folk rituals and calendar-ritual poetry. Family ritual poetry. Listening and viewing recordings folklore.

Prose genres of Russian folklore.

Fairy tales. folk drama. Proverbs, sayings.

Listening to Recordings folklore. Collective reading of a fairy tale. Children's folklore.

Genres of children's folklore.

Attending children's performances folklore groups and holidays.

Ritual folklore.

Listening and viewing recordings folklore. visit folklore holiday.

Gaming culture.

Folk Games.

Learning folk games. Selection of games for the holiday. Visit to toy exhibitions. Making toys from plasticine and clay, painting toys. Production of the simplest game equipment. Record your favorite game.

Folk holidays.

Traditional folk holidays. Calendar folk holidays.

Visit and participation in traditional holidays. Attending and participating in games holidays. Organization and holding of games on holidays. Selection of games for the holiday.

long term plan "Game culture"

Role-playing games

Outdoor games

Didactic games

Theatrical games Introduction to elementary generally accepted norms and rules of relationships with peers and adults Formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community

September Diagnostics

Role-playing game "Guests", "Kindergarten" Didactic games: "Tricky Pictures", "Funny little people", "School", "Flower-seven-flower", "What is missing?", "Seasons" Movable games: "Brave Guys", "Reindeer", "One-Two" Toy theater "Elephant went to study" Diagnostics

1. "Antics, braggarts and teasers"

2. "Our Mood" Games by topic: "Our emotions" 1. "So different and so similar"

2. "What do we know about our homeland?" Didactic game "Peoples of the World"

October Role-playing game "Birthday", "Family" Didactic games: "Clothing store", "Drivers", "Whose place is this?" "Where shall we go?", "Library","What fairy tales are we from?" Movable games: "Firefighters in training", "The ball to the driver", "Bees and Bears", "Humpty-Baltai", Fairy tale dramatization "Turnip"

Puppet show "Spikelet" (Russian folktale) 1."Roughness and Fighting"

2. "Is it good to be evil?"

Related games "anger" 1. I choose myself

2. Russia on the globe

Didactic game "Great people of Russia"

November Role-playing games: "Shop" "Mail"

Outdoor games: "Empty place", "Towns", "Monkey Catching", "Bird Flight". Toy theater "Telephone" K. I. Chukovsky 1. "Circus"

2. "Learning to deal with anger"

Related games "Anger" 1. Great people of the country

2. "Alexander Nevsky - the liberator of the Russian land"

December RPG "Wizards", "Pilots"

Didactic games: "Who makes the toys?". "Sewing Factory", "Guess who made me?"

"Bring a Pencil", "Secrets", "Find a bucket"

Outdoor games: "From bump to bump", "Forest Paths", "Rock Paper Scissors" "The Frogs in the Swamp" 1."Greed"

2. "Let's talk about kindness"

Related games "Joy" 1 "How I Treat Other People"

January Role-playing a game: "Studio", "Construction" Didactic games: "Let's Grow Apples", "How did you make tomato juice?", "On a livestock farm" "Magic Pictures", "Shifters", "Different Tales"

Outdoor games: "The Dexterous Couple", "Fox and Hares", "Predator Prey"

Theater "Aibolit and Sparrow" K. I. Chukovsky 1. "Naughty Games" 2. "Argument"

Related games "Fear" 1. "Why do we need rules" 2."State flag, coat of arms, anthem of the Russian Federation"

February Role-playing game "Shop", "Polyclinic"

Didactic games: "Wonderful Transformations", "Wonderful Forest". "Who's more fun?"

“What does anyone need to work at a construction site?”. "Who makes the toys?"

Outdoor games: "Running", "The kite and the mother hen", "Hunters and Beasts"

Toy theater "The Fox and the Goat"(Russian folk tale" 1. "Evil Tongue"

2. "Feelings of a Lonely Man"

Related games: "let's live in peace" 1 "How responsible am I?"

2. "Tsar Peter /"

Didactic game "Defenders of the Fatherland"

March Role-playing game "Cosmonauts", "Salon"

Didactic games: "Seasons", "Who is more important?". "Who to be?"

"Who's more fun?", "Guess What's Hidden", "Domino"

Outdoor games: "Protect a Comrade", "Bird Flight", "Burners"

Toy theater "For pancakes" (Russian folk game) 1. "Joke Machine"

2. "Learning to understand other people's feelings"

Related games "Boys and Girls" 1. "Russian bogatyrs"

2. "Oral folk art - epics"

Didactic game "Before and Now"

April Role-playing game "Zoo"

Didactic games: "What is made of what?"

"Let's tell a story together", "Magic rug"

Outdoor games: "Cold-hot", "Traffic light", "We are funny guys"

Puppet show "Zayushkina's hut" (Russian folktale) 1. "Doll Disease"

2, "Learning Kindness"

Related games "Let's live in peace"

1. "Bible"

2. “How they dressed in Rus', how they celebrated the holidays”

Didactic game "Folk Costumes"

May Role-playing game "Mail", "Journey"

Didactic games: "A miracle is near". "When does it happen?", "Help the little ones "What. For whom?", "Magic Mosaic", "Miscellaneous Buildings"

Outdoor games: "Birds and Fox", "Classes", "Sun and Planets"

Puppet show "Fear has big eyes" (Russian folktale) 1. "Journey to the Unknown"

2. "Good and Evil Deeds"

Related games: "Our emotions" 1. How has the human habitation changed?

2. “How the hut was built. The device of the Russian hut "

didactic game "Peasant Labor"

Ethnography.

Basic concepts.

Definition and history of science. The main directions of ethnographic research. General scientific terminology. Economic structure.

Folk costume.

Folk costume of various regions of Russia. Painting of a sundress.

National symbolism.

Folk symbolism, reflected in the products of folk art, in archeology and architectural monuments.

The use of folk symbols in the coloring of toys.

n\n Section Subject Form

1. "Who are you?" 1. What is your name? What letter does your name begin with? What does your name mean, how do you affectionately call you at home?

2. What are the names of your friends? How are you like other children? How are you different?

3. How is it similar to adults and how do you differ from them? Conversations, photo albums, children's art. literature.

2 "Family" 1. What are your parents' names?

2. Who is in your family? What are their names?

3. Where do dad and mom work?

4. What are your grandparents' names? What are they doing?

5. Who else lives with you? Kindness and love for "our smaller brothers".

6. Who cares about you? How do you help at home? Conversations, photo albums, children's art. literature.

3. The house in which we live. 1. The concept of a house-dwelling. Architectural features of the construction of houses of different peoples.

2. City house and house rustic: How are they similar and how are they different? What material are they made from? Why do you need high-rise buildings in the city? What is being built next to the village house? (Animal houses - barnyard and outbuildings)

3. Life and family relations in Rus' Utensils, costumes, household items, traditions, rituals. Calendar and calendar holidays. Texts, children's art. literature,

sketches, photo albums.

4. History of the Urals. 1. The peoples of the steppes.

2. Nuggets of the Urals: D. N. Mamin-Sibiryak, P. P. Bazhov, P. I. Tchaikovsky and other prominent people Texts, photo albums, exhibitions of folk crafts, art. literature, folklore collections

5. Role-playing game "In our village" We choose the transport on which we will go through the village and build it. Grandmother talks about her village house, walks through its rooms. Then he talks about animals, asking children questions about the habits of their animals, about what they are fed. Children assist in sorting grains for feeding poultry. Then everyone goes to the kitchen to help grandma bake bagels. After work, everyone drinks milk from their grandmother's cow with baked bagels. Illustrations of a village house, barnyard, household utensils,

6. Colored stones and Minerals. From the history of stone.

1. Breath hidden in the ground (coal).

2. Art born of fire (clay).

3. Water stone builds: stalactites and stalagmites.

4. Will be born in water, and is afraid of water (salt).

5. Living stones - limestone: chalk, marble, shell stone.

6. Granite and other natural stones.

7. Artificial stones: brick, glass, concrete.

Texts, photo albums, products from stones.

2. Educational area: Music

Development of musical and artistic activity;

Introduction to the art of music.

When implementing the educational area "Music" should be considered following: age characteristics of children, the availability of conditions for conducting classes, the creation of an appropriate subject-developing environment.

Development of musical and artistic activity

Formation of interest in musical and artistic activities based on acquaintance with those accessible to children of this age programmatic works of modern, classical and folk music. The development of the foundations of musical perception: emotional responsiveness to music and poetic text of the song; attitudes towards the content and nature of the musical work; musical and auditory ideas about the properties of sound (high - low, loud - quiet, assimilation of the expressive meaning of sound.

Introduction to different types of musical and artistic activities: listening to music, singing activity, musical and rhythmic movements, playing musical instruments. Accumulation of experience in musical and artistic activity in the process of performing musical works.

listening to music: listening to musical plays of a different nature, conveying vivid visual images; understanding the nature of music at an elementary level, distinguishing the genre originality of music (marches, dances); emotional response to music, conveyed by the corresponding movements; memorizing certain pieces of music, recognizing them when rehearing; listening to a piece of music to the end; initial attempts to talk about their musical impressions.

Singing activity: performance of simple songs and chants that have a vivid pictorial image and an easy-to-understand text; intonation of individual motives or simple melodies; possession of vocal skills in accordance with the physiological capabilities of children of this age (pay attention to the desire for pure intonation in the range of re1-la1, try to stretch vowel sounds while singing, sing along and simultaneously with the teacher, pay attention to breathing at the beginning of a musical phrase).

Musical-rhythmic movements: development of motor freedom when performing tasks in various types of musical and rhythmic activities (walk rhythmically, bounce on two legs, gather in a circle, spin one at a time, move in pairs in a circle, stamp one foot and two alternately, clap their hands); expression of the emotional content of music in motion when participating in musical and didactic games (they walk rhythmically to

music, move from one type of movement to another, act with objects, perform figurative and imitative movements); training in coordinated actions when performing dances.

Playing on musical tools: mastering elementary techniques of playing noise musical instruments, using musical instruments in musical and didactic games.

creative development: development of the ability to improvise on the basis of elementary tasks for sound imitation of the sounds of nature (cuckoo singing, meowing, croaking, buzzing, etc., based on the game "Music Echo".

Introduction to the art of music

Enrichment of ideas about the phenomena of the surrounding reality on the basis of communication with works of musical art. Getting initial information about music authors, about some musical instruments (piano, trumpet, drum). The use of a variety of playing techniques that help memorize and understand musical works.

Formation of the need to communicate with musical art in the daily life of a preschool educational institution.

Expansion of the listening experience by showing small video fragments of the performance of familiar musical works. Holding holiday parties.

Leah Goldovskaya

Topic: "Visiting the Hostess"

Target: Introduce children to the origins of folk culture; to achieve enrichment of the active vocabulary of children through folklore works; create a joyful mood in children.

Tasks:

Educational

Introduce folklore works (oral folk art and some types of folk art: nursery rhymes, jokes, fairy tales); accustom children to the intonation structure of their native speech; evoke the joy of communicating with the figurative language of works.

Educational

Develop curiosity; to bring to the consciousness of their pupils that they are the bearers of Russian folk culture; develop mental qualities.

Educational

To cultivate love for the native language, a kind attitude towards our smaller brothers, a sense of beauty; expand the idea of goodness, truth, beauty. Surround the kids with the warmth of good feelings.

Lesson duration: 15-20 minutes

Preliminary work and material: Folk costume for the teacher, caps for children, cockerel and cat, soft toys for cockerel and cat, painted chest, stove, decoration of the music hall in the style of a Russian hut, folk melodies.

Event progress:

1. Organizational moment.

Russian folk melody sounds. The teacher and the children flock to the Russian hut.

Educator:

Smoke ring above the pipe

Looks like dinner is being cooked

Is there someone here or not?

The teacher comes behind the house and quickly transforms into the Hostess (puts on a scarf and an apron).

Hostess: Hello little kittens! I am the Hostess. Come, be my guests! Sit down on a bench, some on a stool. It’s good in my hut, it’s warm, and how much good of all - apparently, invisible! And there are benches, and a table, and a samovar ...

Children are seated on chairs arranged in a semicircle.

2. Main body:

Hostess: Let's sit side by side and have a good conversation. I have a magic chest. Let me open it and see who I have here. Guess who lives with me?

Tail patterns

Boots with spurs

Gets up early in the morning

The kids are not allowed to sleep.

Children: Cockerel!

Hostess: Yes, where is my cockerel (takes out a toy). And let's dress up a cockerel (The teacher puts a cockerel hat on the child). What a beautiful rooster. Walk, show how the cockerel walks

Like ours at the gate

Rooster pecks grains

He calls the chickens.

Hostess: What is the name of the rooster hens? "Ku-ka-re-ku." Where are our chickens? Here they are, my chickens. My hens, my clever ones, peck at the grains.

It sounds like a folk song. Children walk around the hall, collect grains, flap their wings.

The music stops. The word game “Who is screaming?” The hostess says the first line, and the children the second, etc.

Our chickens in the window

Ko-ko-ko! Ko-ko-ko!

Our ducks in the morning

Quack-quack-quack! Quack-quack-quack!

Our geese by the pond

Ha-ha-ha! Ha-ha-ha!

A turkey in the yard

Blah blah blah! Blah blah blah!

And how is Petya the cockerel

Early in the morning he will sing to us

Ku-ka-re-ku!

Hostess: What else is in my hut? (stove). In this stove I cook porridge-malash, bake pies, and koloboks. And who lives with me in the hut. Guess who?

Soft paws, scratches in the paws!

Children: Kitty!

Hostess: Yes, this is a cat, here it is lying on the stove. What is the cat's coat? (soft, fluffy). My cat loves to listen to nursery rhymes and songs about himself. Listen, cat, now the kids will tell about you.

Come out (child's name, praise the cat.

Child:

Like our cat

The coat is very good

Like a cat mustache

Amazing beauty.

white teeth,

Bold eyes.

The hostess asks the children to tell more nursery rhymes about the cat.

Child:

Kitty, kitty, kitty!

Kitty, gray pubis!

Come, kitty, spend the night

Shake our baby.

Oh, how I give you a cat

I will pay for the work:

I'll give you a piece of the pie

And a jug of milk.

Child:

Just like a kitten

curly pubis,

How did the cat

To the market town

For sour cream and cottage cheese.

Hostess: The cat is sitting on the stove, it is warm here, warming itself and purring. And let's play a game. We will all be mice. And it will be a cat (the teacher calls the name of the child and puts on a cat's hat). Get up, cat, in the middle of the circle.

Round dance game "Vaska gray walks."

"Mice" go outside the circle, and "cat" - in the middle of the circle and performs movements according to the text of the song. Children hold hands and walk right and left in a circle, sing:

Vaska walks gray

The tail is fluffy white.

Vaska the cat is walking.

Sit, wash

He wipes himself with his paw, sings songs.

The house will silently go around

Vaska the cat is hiding, waiting for gray mice.

At the end of the song, the children of the “mouse” run on their toes to their chairs, and the “cat” begins to catch the “mice”.

3. Conclusion. Surprise moment.

Hostess: Guys, it turns out that the cat was at the mill today. Let's ask him what he was doing there. The children ask in chorus, and the cat answers.

- Kitty-murisonka,

Where were you?

At the mill.

Kisonka little mouse,

What did you do at the mill?

The flour was ground.

Kitty-murisonka,

What was baked from flour?

Gingerbread.

Kitty-murisonka,

Who did you eat gingerbread with?

Don't eat alone! Don't eat alone!

Hostess: And our Vaska cat brought gingerbread to everyone (distributes gingerbread to children)

Once upon a time there was a kolobrod cat

He planted a garden.

Cucumber was born

Rhymes, songs end!

Thank you guys for coming to visit and having fun playing with us, and now it's time to say goodbye, goodbye! I look forward to visiting you!

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Folklore in the second junior group

Belova E.A.

Bochkova M. A.

Working with children, we noticed that the child who speaks well is able to realize himself in any kind of activity. Therefore, we deduced the following rule: “If our speech, the speech of a teacher, is figurative, colorful, saturated with comparisons, epithets, metaphors, and this is most often what we draw from the origins of oral folk art, then we decide two interrelated approaches at once: from the object to word and from word to object! And we came to the conclusion: "That children's folklore is of great importance in the development of the child, both in the educational process and in the upbringing." children's folklore preschool lesson

We all pay attention to the fact that the introduction of long-vanished designations and names into the child’s dictionary, memorization of texts that are not always clear in meaning with children, the organization of folklore holidays often look artificial, and are not claimed by children in independent activities. Therefore, educators often have a question: does a child born in the twenty-first century need to go back to the "traditions of antiquity"? After analyzing our work on the use of children's folklore, we decided that children's folklore is necessary in the work of an educator, as it reflects the life and activities of people of many generations in games, songs, fairy tales, toys. And this allows them to become, in fact, models of norms of behavior, relationships, linguistic, artistic and musical culture. In our work with children, we use the following types of folklore:

· Nursery rhymes - games of an adult with a child (with his fingers, pens).

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

· Sentences - appeals to insects, birds, animals.

· Rhyming rhymes - short rhymes that serve for a fair distribution of roles in games.

Teasers - funny, playful, briefly and aptly naming some funny aspects of the child's appearance, in the features of his behavior.

· Rhymes, jokes, changelings - funny songs that amuse children with their unusualness.

In our work, we use children's folklore in various activities: - in teaching the correct pronunciation; - in introducing children to Russian national culture; - in direct educational activities; - in conversations; - in observations - in folk outdoor games; - in games for the development of fine motor skills; - in theatrical activities.

We would like to dwell on the use of children's folklore in games with children, since the game is the main activity of children. Games give us the opportunity to make the process of raising children interesting, joyful. Children in the game acquire a good mood, cheerfulness, joy from communicating with their peers, and this enhances their ability to enjoy life in the future, leads to better health and better spiritual development. The most favorite games for children are outdoor games. Games, which are often based on the simplest songs, are folk outdoor games. Children in such games show speed of movement, dexterity, quick wits. So, for example, in the game "Cat and Mice" we use the call:

Shaggy cat, Whiskered cat, Soft paws, Sharp claws.

Children really like games that require creativity, imagination, endurance (for example, the Silent Woman game in which the children, after saying the last word, must be silent, and the leader tries to amuse the players with movements, funny words and nursery rhymes). In the game we use the chant:

First-timers, little chervenchiks, Pigeons flew In the fresh dew, In a strange lane, There are cups, nuts, Honey, sugar - Silence!

Children love to play such games, as in them they fulfill themselves, show themselves. And for us, such games are also valuable because they allow us to develop the speech of children. The next type of games in which we use children's folklore are games for the development of fine motor skills. In such games, we perform the following movements:

· Wiggle fingers.

Alternately bending the fingers to the palm, first with the help, and then without the help of the other hand.

Spreading fingers and their convergence.

· Claps.

Clenching fingers into a fist and unclenching.

Waving brushes - from top to bottom.

Waving brushes towards and away from yourself.

Rotation of brushes - "flashlights".

Together with the movements we pronounce the words:

Baba Frosya has grandchildren, Baba Frosya has grandchildren, (First they show one hand with spread fingers, then the other). Everyone asks for porridge, Everyone shouts with a cry: (Throw up your hands, and then, clutching your head, shake it). Shark - in the cradle, Alenka - in a diaper, Arinka - on a duvet cover, Stepan - on the stove, Ivan - on the porch. (Fingers are bent to the palm, starting with the little finger. You can alternately move your fingers, starting with the little finger, which will be more difficult).

In addition to nursery rhymes, jokes that develop fine motor skills and the hand of children, we teach them on the basis of folklore through play and a variety of expressive movements. For example, children are happy to show how clumsily a bear walks, a fox gently sneaks, how musicians play musical instruments, etc. Children accompany their show with expressive pantomime movements, vivid facial expressions and gestures. So, when pronouncing and playing a nursery rhyme:

I am a red fox, I am a master of running, I ran through the forest, I caught up with a hare. And into the hole - bang! - children run like a fox, admiring their tail, sit down at the end.

We give a big place in our work to jokes and fun. To do this, we use boring tales, teasers, playful dialogues.

For example, such a dialogue: - Where are you, brother Ivan? - In the upper room. - What are you doing? I help Peter. What is Peter doing? - Yes, it's on the stove.

When planning games, we select children's folklore that is diverse not only by genre, but also by subject (these are the seasons, and birds, and animals, and labor processes). We also use children's folklore to develop children's expressive speech skills. This is where phrases come in handy:

Ga-ha-ha - the deer has antlers.

The hail rumbled on the roof.

· The unfortunate man grieved - for a long time his nose warmed up.

Children realize their experience gained in games in theatrical activities, where we use different types of dramatizations with children. For example, children in the game, pronouncing jokes, nursery rhymes convey their content with the help of plastic movements of the body, gesture, and only show what is being said. Such a staging is a whole living picture.

A cat is sitting at the gate, Waiting for a kitty, Playing on a balalaika, Winking at silly mice.

Based on the material of children's folklore, we compose thematic dramatization games, consisting of works of different genres on the same topic. Your attention will be offered such a staging game "Gloves", which the children played as a small performance. We play such dramatizations in subgroups: one group plays a performance, the other - the audience, and then vice versa. Children watch, noticing good moments in the game of their comrades. There are also misses in the show. In such cases, we teach children to treat each other kindly.

Children are happy to take part in games. Folklore helps to increase the vocabulary in which attention is drawn to objects, animals, people. Sonority, rhythm, melodiousness, entertaining nursery rhymes attract children, cause a desire to repeat, remember, which, in turn, contributes to the development of colloquial speech. As a result of communication with folklore works, their moods and feelings are transmitted to the child: joy, anxiety, regret, sadness, tenderness. They expand the vocabulary of the baby, activate cognitive and mental development, contribute to familiarization with the outside world, as a result of which their susceptibility and sensitivity develop, and a humane attitude towards the world is formed.

Reading folk songs, nursery rhymes, accompanied by the display of visual material, more deeply affects the child's feelings, contributes to memorizing the text.

Thus, reading and learning nursery rhymes with children contributes to:

1. Raising love for Russian folklore.

2. Development of memory, active speech of the child, replenishment of his passive and active vocabulary.

3. Development of the emotional sphere of the child.

4. Comprehensive development of the child's personality.

We would like to draw attention to the fact that children's folklore helps not only educators in their work. Speech therapists can use folklore in establishing contact with children, creating favorable conditions for teaching children pure and expressive speech. Music directors also need games with a folk word, because they help develop in children a sense of rhythm, expressiveness of movements, and creative abilities. And the games of parents and children using nursery rhymes, jokes, sentences and other genres will bring them closer spiritually, which is extremely important for both children and their parents.

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...

Topic: "Visiting the Hostess"

1. Organizational moment.

2. Main body:

3. Conclusion. Surprise moment.

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