Oral folk art as a means of speech development. Oral folk art in the formation of the personality of a preschooler. Mobile game "Wolf and seven kids"
- Specialty HAC RF13.00.07
- Number of pages 205
CHAPTER I. theoretical foundations for the use of works of oral folk art as a means of developing the expressiveness of speech of older preschoolers. . . And
CHAPTER II. Features of understanding and use by older preschoolers of means of speech expressiveness in the process of performing works of oral folk art.
II.1. Tasks and methodology of the ascertaining experiment. . 41 II. £, Features of the attitude of older preschoolers to the works of oral folk art.
II. 3. Features of the perception of Russian folk jokes and fairy tales by older preschoolers.
II.4. Features of the expressiveness of the speech of children of senior preschool age when performing Russian folk jokes and fairy tales.
Conclusions on the II chapter.
CHAPTER III. Pedagogical conditions for the use of works of oral folk art in order to develop the expressiveness of speech of older preschoolers.
III, 1. Tasks and methodology of the Formative experiment.
III. d. The development of older preschoolers' ideas about the means of expression in the process of perceiving works of oral folk art.
III. 3. The development by children of various means of expressiveness of speech in the process of performing works of oral folk art.
III.4. Creative use by children of means of speech expressiveness in the process of improvisation based on works of oral folk art.
III. 5. Checking the effectiveness of the developed methodology.
Recommended list of dissertations
Oral folk art as a means of shaping the creative activity of children aged 5-6 2000, candidate of pedagogical sciences Bratukhina, Marina Nikolaevna
Formation of an expressive image under the influence of small folklore genres in the drawing of older preschoolers 2001, candidate of pedagogical sciences Kotlyakova, Tatyana Anatolyevna
The influence of non-fictional folklore on the verbal creativity of preschoolers 1998, Candidate of Pedagogical Sciences Fadeeva, Marina Vladimirovna
The influence of a fairy tale on the verbal creativity of children of the seventh year of life 2000, Candidate of Pedagogical Sciences Pishukhina, Olga Nikolaevna
Introducing children of senior preschool age to folk culture in artistic activity: Based on fairy tales 2003, candidate of pedagogical sciences Lukyanenko, Vera Nikolaevna
Introduction to the thesis (part of the abstract) on the topic "Oral folk art as a means of developing the expressiveness of speech of older preschoolers"
THE RELEVANCE OF RESEARCH.
The spiritual revival of Russia is naturally associated with the increased interest of society in the folk culture of their country. The culture of the Russian people contains unique national and deep universal values.
Folk art, being the Fundamental layer of national culture, is considered as an effective Factor of socialization and development of the individual (V.P. Anikin, T.K. Akhayan, L.S. Vygotsky, N. F. Golovanova, A.V. Zaporozhets, N. I. Kravtsov and others), Russian folk art, due to its nationwide originality, "is all-human in its content, understandable not only to all eras, but also to all peoples" (90, p. 71).
In preschool childhood, a sincere immersion in the origins of native culture is possible, the appearance of an invisible connection with one's people (K. D. Ushinsky, E. N. Vodovozova, O. I. Kapitsa, A. P. Usova, etc.). In the light of the main trends in the development of modern pedagogy - the humanization of the educational process and its openness to culture - introducing children to folk culture and art is one of the priority areas of preschool education.
An important part of the national culture is oral folk art, which has concentrated the wisdom of the Russian people, their spiritual strength, the beauty of their native language.
In the theory and practice of preschool education, it is traditionally argued that oral folk art awakens the first figurative ideas of children about the Motherland, its culture; gives true spiritual and moral guidelines, contributes to the maximum disclosure of individuality and creative abilities of preschoolers (T. I. Babaeva, A. G. Gogoberidze, A. A. Gribovskaya, R. I. Zhukovskaya,
N, A. Kurochkina, M.A. Nekrasova, O.I. Solovyova and others). At the same time, the developing potential of oral folk art is so great that it requires further study.
One of the little-studied areas can be considered the use of oral folk art in order to develop the expressiveness of the speech of children of senior preschool age.
Expressiveness is a qualitative characteristic of speech, and therefore it is considered as an important indicator of the speech culture of the individual (1, 36, 52, 56, 112, 160, 175, 187, 219). Modern studies (O. I. Marchenko, Z. V. Savkova, V. G. Tretyakova, etc.) give reason to assert that this concept has an integrative character, including verbal (intonation, lexical, syntactic) and non-verbal (facial expressions, movements, posture) means of expression. Analysis of special works (36, 47, 55, 111, 161) allows us to name the following defining features of expressive speech: the adequacy of the choice of means of verbal and non-verbal expressiveness to the content of the statement; appropriateness of their use; imagery; emotionality and individuality of speech. The main purpose of the expressiveness of speech is to ensure the effectiveness of communication, at the same time, expressiveness can be considered a significant means of speech self-expression of the individual.
The problem of developing the expressiveness of children's speech was reflected in the works of famous Russian psychologists (L. S. Vygotsky, S. L. Rubinshtein, B. M. Teplov, A. V. Zaporozhets, etc.) and teachers (A. M. Leushina, Ph. A. Sokhin, O. S. Ushakova, A. I. Polozova, etc.). However, individual aspects of expressiveness were considered in pedagogical works, without taking into account its integrative nature. Until now, a number of important issues of a meaningful and methodological nature have not been resolved: what means of expression are available for perception and independent use by older preschoolers; how it is possible to ensure the widespread practice of children in the use of various means of speech expressiveness; on what content and in what activity it is advisable to develop the expressiveness of speech. This suggests the need for further study of this problem.
We believe that the use of works of oral folk art in work with older preschoolers opens up broad prospects for the development of the expressiveness of children's speech, the basis of our assumption is the following features of folklore works: expressiveness of the language, which contributes to the development of the best examples of Russian speech by the child; tradition and improvisation, suggesting the possibility of a creative attitude to their performance; a special interaction between the "narrator-artist-author" and "listeners-spectators-participants", which makes the joint action more vivid and expressive.
Due to these features, oral folk art is an effective means of developing the expressiveness of speech, since its works reveal to the child the beauty and accuracy of the Russian language and, according to E. D. Ushinsky, "awaken to life the seeds of the native word, always rooted, albeit unconsciously , in the soul of a child" (192, vol. 6, p. £98), thereby enriching the child's speech (47, 82, 103, 122, 173, 176, 190). Russian folk tales, nursery rhymes, jokes, as the most interesting and relevant folklore genres for older preschoolers, can be considered the optimal content of artistic speech and play activities. In these types of activities, favorable conditions are created for improving the verbal and non-verbal expressiveness of speech, as well as for the speech self-expression of the child (27, 32, 40, 50, 76).
Thus, insufficient development of this problem
B and its undoubted importance for children to master the basics of speech culture and develop the skills of speech self-expression of older preschoolers determined the topic of our study.
The purpose of the study: to develop meaningful and methodological foundations for the use of works of oral folk art to develop the expressiveness of speech of older preschoolers.
Object of study: the process of development of the expressiveness of speech of older preschoolers.
Subject of study: pedagogical conditions for the effective use of works of oral folk art as a means of developing the expressiveness of speech of older preschoolers.
Research hypothesis:
I. features of works of oral folk art (simplicity and brightness of the artistic image, plot entertaining, figurativeness and emotionality of the language, traditional and improvisational performance) determine the possibility of their use as an effective means of developing the expressiveness of children's speech in the unity of all its components.
II. The effectiveness of the use of works of oral folk art in the development of the expressiveness of children's speech is ensured by a complex of interrelated pedagogical conditions:
1. Selection of folklore works that are interesting and accessible in terms of content and means of linguistic expression for perception and performance by older preschoolers. d. The use of a step-by-step methodology that ensures the development of the perception of jokes and fairy tales in the unity of their content and linguistic Form; children's development of means of speech expressiveness; accumulation of variable experience in the expressive performance of Folklore.
3. Modular organization of the developing environment of the kindergarten group, contributing to the development of the interest of preschoolers in the expressive performance of works of oral folk art. Research objectives:
1, To study the peculiarities of perception by older preschoolers of Russian folk jokes and fairy tales in the unity of their content, language Form, speech embodiment.
2. To study the features of the expressiveness of the speech of older preschoolers when performing works of oral folk art.
2. To develop a set of pedagogical conditions that ensure the effectiveness of the use of works of oral folk art in the development of the expressiveness of the speech of older preschoolers.
3. Experimentally test the effectiveness of the developed conditions for the development of the expressiveness of the speech of older preschoolers in the development of works of oral folk art.
The scientific novelty and theoretical significance of the study is as follows:
Theoretically and experimentally proved the possibility of using the works of oral folk art as an effective means of developing the expressiveness of speech in older preschoolers in the unity of verbal and non-verbal components;
A set of pedagogical conditions for the effective use of works of oral folk art in the development of expressiveness of speech of children of senior preschool age has been developed;
The main indicators of the development of perception by older preschoolers of Russian folk tales and jokes in the unity of their content, linguistic Form and speech embodiment are determined;
The main indicators of the development of expressiveness in the performance of folk jokes and fairy tales by older preschoolers are determined;
The individual features of the manifestation of the position of the performer of folklore texts in children are revealed;
The criteria for selecting works of oral folk art for the development of the expressiveness of speech of older preschoolers are determined;
A step-by-step method of work is substantiated, which ensures the development of artistic perception of folklore works in children; mastering the means of speech expressiveness by preschoolers; accumulation of variable experience in the expressive performance of Folklore.
Practical significance of the study:
A step-by-step methodology has been designed and tested, which ensures the formation of two main positions in the child in relation to the works of oral folk art: the listener and the performer ("narrator", "artist", "director", "improviser");
Pedagogical diagnostics of children's perception of means of expressiveness of folklore texts and their use in the process of performing Russian folk jokes and fairy tales has been developed;
The content of the developing environment of the kindergarten group is determined, which involves the creation of three modules ("orienting", "stimulating", "theatrical-playing") and ensuring the development of children's interest in the expressive performance of folklore texts.
The results of the study can be used in the preparation of teaching staff for preschool educational institutions, in lecturing and conducting practical classes on preschool pedagogy and methods of developing children's speech; in the development of special courses and special seminars in pedagogical colleges and universities.
Methodological foundations of the research: cultural-historical theory of the development of the human psyche; the doctrine of the role of activity in the development of personality; about the active role of art in the formation of the cognitive and emotional-sensual spheres of the personality; psychological and pedagogical research on the problem of using works of oral folk art for the development of the expressiveness of the speech of preschoolers; the concept of the holistic development of the personality of a preschooler as a subject of children's activities; the concept of building a developing environment for preschool institutions.
Research methods: a comprehensive research methodology was used, including the study of philosophical, art criticism, psychological and pedagogical literature; development and implementation of ascertaining, forming and control experiments; carrying out quantitative, qualitative and statistical analysis of the obtained data.
The reliability of the research results is ensured by the initial methodological positions; the use of a complex methodology, its correspondence to the age-related psychological characteristics of children; versatile quantitative, qualitative and statistical analysis of the obtained experimental data.
Bases for the study: preschool educational institutions No. 31 of the Pushkinsky district and No. 96 of the Frunzensky district of St. Petersburg. In the ascertaining experiment, 89 children aged 5-7 years and 8 educators were examined. The formative experiment was carried out with 65 children of senior preschool age with involvement in work three educators.
The main provisions put forward for defense:
1. Works of oral folk art are an effective means of developing the expressiveness of speech in older preschoolers in the unity of verbal and non-verbal components. This is due to such features of these texts as entertaining, figurative and emotional language, the traditional nature of expressive means, the improvisational nature of performance, which make them an attractive content of artistic and speech activity, allowing children to practice expressive performance.
2, The effectiveness of the use of Russian folk tales, nursery rhymes and jokes for the development of the expressiveness of children's speech is ensured by a set of interrelated conditions: the selection of folklore works that are interesting and accessible in terms of content and means of linguistic expressiveness for perception and performance by preschoolers; the use of a phased methodology that ensures the development of artistic perception, the development of means of speech expressiveness and the accumulation of variable experience in the expressive performance of Folklore texts; modular organization of the developing environment of the kindergarten group, contributing to the development of children's interest in the expressive performance of works of oral folk art.
Approbation of the research results. The main provisions of the dissertation, the results and conclusions of the study were reported at the Department of Preschool Pedagogy of the Russian State Pedagogical University. A. I. Herzen, at Herzen readings in 1993-1998, at advanced training courses for educators, methodologists, heads of kindergartens at the Laboratory of Alternative Education of the City Hall of St. Petersburg in 1997. Research materials are used in the educational process of the Faculty of Preschool Education of the Russian State Pedagogical University them. A. I. Herzen, are studied by students at special seminars, when writing term papers and theses.
Similar theses in the specialty "Theory and Methods of Preschool Education", 13.00.07 VAK code
Education of speech culture in older preschoolers by means of folk pedagogy 2000, candidate of pedagogical sciences Lashkova, Liya Lutovna
Fairy tale genre in modern children's folklore: On the material of the Omsk-Irtysh region 2004, candidate of philological sciences Shestakova, Natalya Lvovna
Folklore in the musical and aesthetic education of preschoolers: On the example of musical and rhythmic activity 2000, candidate of pedagogical sciences Antonova, Tatyana Viktorovna
Formation of the ability to speech creativity in older preschoolers: On the material of fairy tales 1999, candidate of pedagogical sciences Krasnova, Veronika Anatolyevna
Formation of an emotionally expressive image in the drawings of children of senior preschool age 2004, candidate of pedagogical sciences Buyanova, Tatyana Anatolyevna
Dissertation conclusion on the topic "Theory and methods of preschool education", Akulova, Olga Vladimirovna
MAIN CONCLUSIONS ON CHAPTER II.
1. The data of the ascertaining experiment indicate that the majority of older preschoolers are characterized by a generally positive attitude towards the works of oral folk art, especially the fairy tale, which is a favorite genre of 91 and preschoolers. However, interest in these works is not deep enough and motivated. The works of oral folklore of the Russian people are familiar to older preschoolers from the memories of an earlier age. They are easily forgotten by children, not being in demand in their independent creative activity.
2. We believe that the general low levels of children's attitude to oral folk art are due to the insufficient existence of works in children's activities. The data of conversations and observations show that children are mainly attracted by the position of the listener (this was confirmed in relation to Russian folk tales 100i and in relation to nursery rhymes and jokes 54X of preschoolers). Artistic speech and play activities on the content of folklore works attract many children, but interest in them is not realized due to the lack of relevant experience among older preschoolers.
3. The level of perception by children of Russian folk jokes and fairy tales is different. Some preschoolers (18I) could not adequately understand the Folklore text. According to 37, preschool children showed levels of superficial and so-called "heroic" perception of the poetic and fairy-tale genre. The primary perception of the works of oral folk art was predominantly undifferentiated, preschoolers focused mainly on the content, underestimating the beauty of the Form and the expressiveness of performance.
4. Repeated reference to Folklore texts contributed to the deepening of perception. The use of the method of comparing expressive and inexpressive performance focused the attention of preschoolers on the significance of the means of lexical and intonation expressiveness for revealing the artistic image of a work.
5. The materials of the ascertaining experiment show that spontaneous experience does not create conditions for the development of the expressiveness of children's speech. Thus, the telling of jokes and fairy tales independently chosen by preschoolers was not adequately expressive: 36/ showed the level of inexpressive and 35/ - inexpressive, "ordinary-prosaic" performance. Only 29/ children showed a level of sufficiently expressive performance, due to increased emotional responsiveness to the content of the work, and first of all to the image of the hero they liked.
6. The data of the III series showed a favorable effect on the expressiveness of the performance of the preliminary conversation, aimed at deepening the perception of the Folklore work in the unity of its content, linguistic Form and speech embodiment. The ascertaining experiment showed an improvement in the results of the expressiveness of performance in a role-playing dialogue based on a Russian folk tale. From our point of view, this Fact is due to a change in the position of the child, who became a performer-"artist" and a change in his task (on the basis of "entry" into the image of the hero, expressively convey his character and emotional state in speech).
7. Statistical analysis of the results revealed correlations. One of them: between the level of children's attitude to the works of oral folk art and the level of perception of folklore texts (r = 0.935). This suggests that preschoolers perceive engaging and familiar content better. Therefore, in the Formative Experiment, it is necessary to cultivate interest in Folklore works on the basis of familiarizing children with a wide range of nursery rhymes, jokes and fairy tales.
A correlation was found between the nature of perception and the expressiveness of the performance (r = 0.853). This indicator proves the special importance of a full-fledged artistic perception for the subsequent expressive embodiment of the artistic image of works of oral folk art.
The presence of correlation dependencies confirm the relationship between the three main indicators put forward by us to determine the level of expressiveness of performance: attitude, perception and use of expressive means.
Thus, the ascertaining part of the study indicates that the expressiveness of the speech of older preschoolers when performing folklore works is a consequence of the internal integration of a number of components. The main ones are: the interest of children in the works of oral folk art; to the artistic perception by children of accessible works of oral folklore in the unity of their content and form; children's understanding of the significance of the expressiveness of the language of works of oral folk art and the expressiveness of the narrator's speech for the embodiment of an artistic image; to the desire to reflect the impressions of the perception of folklore works in artistic speech and gaming activities; the ability of children to use some means of expression for the most complete embodiment of the artistic image of works of oral folk art.
The ascertaining experiment proved the legitimacy of our position on the need for special work aimed, firstly, at developing the artistic perception of folklore works, secondly, at mastering the means of expressiveness of speech, and, thirdly, at practicing their use with the help of various types of artistic expression. speech and game activity.
CHAPTER III. PEDAGOGICAL CONDITIONS FOR THE USE OF ORAL FOLK CREATIVITY FOR THE PURPOSE OF DEVELOPING SPEECH EXPRESSION OF SENIOR PRESCHOOL CHILDREN.
1. OBJECTIVES AND METHOD OF FORMING EXPERIMENT.
The ascertaining experiment confirmed that for the expressive transmission of a work of oral folk art, a preschooler should be interested and understand the text, he needs to actively emotionally empathize with its content, highlight individual means of expressiveness of the language of the work that help to reveal the artistic image, and then reflect the results of perception in their own speech activity. using means of speech expressiveness adequate to the content. This made it possible to determine the tasks and methodology for conducting the Formative Experiment.
OBJECTIVES OF THE FORMING EXPERIMENT:
1. To develop pedagogical conditions for the use of works of oral folk art for the development of the expressiveness of the speech of children of senior preschool age.
2. To substantiate the system of step-by-step construction of the process of using works of oral folk art in order to develop the expressiveness of children's speech,
3. Experimentally test the effectiveness of the developed Forms and methods for developing the expressiveness of children's speech by means of oral folk art.
The focus of the experimental work was to gradually rebuild the position of the child from the position of a "listener" of works of oral folk art to the position of a "storyteller-artist", and then an "improviser", capable of expressively conveying the content of folklore works in artistic and speech activity. In each of these positions, an increase in the activity of children was ensured, both in the direction of awareness of expressive means, and in relation to their use in speech.
The formative experiment was carried out in the context of artistic and speech activity, the motives and content of which encouraged children to expressively perform fairy tales, nursery rhymes, jokes. The system of experimental work was built in accordance with the stages of artistic and speech activity: the perception of folklore works, their expressive performance and creativity as "the awakening of abilities for improvisation, for productive self-expression" (203, p, 39). Particular attention was paid to creative games on the themes of folk tales and jokes (dramatization, theatrical, directing, fantasizing games). Artistic speech and play activities ensured the formation of different positions of the performer in the child: storyteller, artist, participant in theatrical action, inventor-improviser. This encouraged preschoolers to actively use the mastered means of expressiveness of speech.
The work was built in accordance with the principle of the natural development of the expressiveness of children's speech, which is based on the artistic perception of the work, emotional empathy for its characters, the practical mastery of certain means of expressiveness of the language and the development of the desire to expressively convey to the audience the content of the text and their emotional impression of it.
In accordance with these provisions, a three-stage Formative Experiment was developed.
STAGE I - the stage of development of ideas about the means of expression in the process of perception of folklore works.
Its PURPOSE: to acquaint children with the most typical means of linguistic expressiveness for works of oral folk art and ways of their transmission in oral speech.
During the first stage of work, the following TASKS were solved:
1. To develop children's interest in the works of oral folk art and the desire to use them in artistic speech and gaming activities.
2. Develop artistic perception of folklore texts.
3. To acquaint children with the simplest, traditional means of expressiveness of the language of works of oral folk art (tautology, paired synonymy, constant epithets, stable verbal formulas), with a special "fantastic" manner of their performance and encourage children to actively use expressive means in their own speech.
To develop children's interest in oral folk art, an orienting module of the developmental environment was organized, which provides for a wide familiarization of children with folklore works. Its main task was to excite preschoolers' interest in the works of oral folk art and the desire to use them in independent activities. To this end, the selection of books with folklore works, costumes and attributes for theatricalization has been significantly enriched. In the equipment of the module, they found a place for dolls in national costumes; items of Russian life; details of folk clothes for dressing up. In DOU If 31, this module took on the form of a "Russian Compound", in which the atmosphere of a Russian hut was recreated, a fragment of a village street (see Appendix III. 5.).
The basis for the selection of works of oral folk art for the Formative experiment was the following provisions: plot entertaining, vivid characterization of the characters; to simplicity and clarity of composition; a variety of means of language expressiveness; the proximity of the content and form of works to children's experience, the possibility of their use in the artistic, speech and play activities of older preschoolers.
Taking into account these reasons, the following works of oral folk art were selected for the first stage:
The study confirmed the validity of the underlying hypothesis and made it possible to formulate the following conclusions in conclusion:
1. Oral folk art is characterized by: simplicity and brightness of the artistic image, plot entertainment, a high degree of expressiveness of the language. His works are traditional, which contributes to the rapid memorization of typical means of expression by children, as well as improvisational performance, which provides an opportunity for preschoolers to use the mastered means freely and creatively. These features make it possible to consider oral folk art as an effective pedagogical means of developing the expressiveness of speech, as well as the content of artistic and speech activity that is attractive for older preschoolers, which is of particular importance for the practice of children in expressive speech.
2. The study revealed that the expressiveness of the speech of older preschoolers in the process of performing works of oral folk art is a consequence of the internal integration of a number of components. The first of them is a positive attitude towards oral folk art, manifested in an active interest in its works, in the desire and ability to use folklore texts in various types of artistic and speech activities. The central component of this integration is the artistic perception of works in the unity of their content, linguistic Form and speech embodiment. An obligatory component is the ability to choose and expediently use means of verbal and non-verbal expressiveness adequate to the semantic and emotional content for the most complete embodiment of a felt and meaningful artistic image of a work.
3. The study proved the possibility of using the works of oral folk art as a means of developing expressiveness as an integrative characteristic of the speech of older preschoolers. The result of the experimental work was the free use by children of a complex of verbal (first of all, intonational and lexical) and non-verbal means of expression. A certain organization of the pedagogical process contributed to the mastery of preschoolers with the ability to use the means of speech expressiveness for a more accurate and adequate embodiment of the content of the statement, to give their speech a special imagery and emotionality. The study showed the expediency of using the developed complex of interrelated conditions for the development of the expressiveness of children's speech by means of Russian folk rhymes, jokes and fairy tales. The main ones are: the selection of folklore works that are interesting and accessible in terms of content and means of linguistic expression for perception and performance by children; the use of a phased methodology that ensures the development of artistic perception, the development of means of speech expressiveness, the accumulation of variable experience in the performance of folklore texts; modular organization of the developing environment of the group, contributing to the development of children's interest in the expressive performance of nursery rhymes, jokes and fairy tales.
4. In the experimental work, the criteria for the special selection of Folklore works of various types and genres are determined. These include: plot entertainment, vivid characterization of the characters; simplicity and clarity of composition; variety and gradual complication of means of language expressiveness; the proximity of the content and form of the work to children's experience, the possibility of using them as content for artistic and speech activity. In accordance with these criteria, folklore texts were selected that meet the interests of older preschoolers and stimulate the desire to perform them (tell, act out, improvise).
The paper defines the grounds for the gradual complication of the artistic and figurative features of folklore works, which allow children to consistently develop the ability to fully perceive Folklore works in the unity of their content, linguistic Form and speech embodiment. For the initial stage of work, the choice of works should be determined by the simplicity and traditional character of linguistic means (tautology, synonymy, words with diminutive suffixes). At the second (main) stage, a significant complication of texts is necessary in terms of a variety of means of language figurativeness (epithet, metaphor, comparison, phraseological turnover, elements of rhythmization and sound writing). At the final stage, it is necessary to introduce preschoolers to lesser-known texts in which a high degree of figurativeness is complemented by a special emotionality of the language.
As a result of the study, it was proved that in order to develop the expressiveness of children's speech, one can use small texts of folk poetry (rhymes, jokes and Fragments of folk songs) and different types of fairy tales (about animals and fairy tales). The expediency of using these genres is determined by their attractiveness as the content of the artistic and speech activity of children, which encourages preschoolers to actively use the mastered means of verbal and non-verbal expressiveness of speech.
5. In the course of the study, the expediency of using a phased methodology was revealed, which ensures the artistic perception of folklore works (the position "listener") and the increase in the expressiveness of the performance of Russian folk poems and fairy tales (the position "performer"). The expediency of constructing a special technique in the objective logic of the development of artistic and speech activity is proved: at the first stage - the development of the artistic perception of Russian folk rhymes, jokes and fairy tales, at the second stage - the development of means of expressiveness of speech and their use in various types of independent performing activities, at the third stage - improvisation creativity based on folklore works.
The initial formation of the expressiveness of children's speech requires the development of artistic perception of folklore texts in the unity of their content, expressiveness of the language and speech embodiment. To this end, it is necessary to organize acquaintance with a wide range of works of oral folk art, during which it is necessary to use specially organized conversations with the inclusion of problematic issues and tasks; stylistic experimentation; role-playing dialogues and dramatization games based on folklore texts.
Of particular importance is the enrichment of children's ideas about the means of speech expressiveness and the development of the ability to use them in speech, the most effective for this are the following methods of work: "verbal drawing", "assumption" (K.S. Stanislavsky's technique), joint commenting on the means of linguistic expressiveness, figurative-game sketches, problem-game tasks. Practicing in mastered skills is facilitated by theatrical games, including with the help of a specially created layout-card "Far Far Away Kingdom, Far Far Away State" and a set of game attributes for it.
It is advisable to consolidate the skills acquired by children to expressively perform folklore texts in creative improvisations based on works of oral folk art and in the process of inventing fairy-tale images and their own fairy tales by children by analogy with folk tales. When introducing children to new
Folklore works require tasks to predict the further development of the plot and figurative speech turns, special games that lead to independent inventing of fairy tales. Particular attention should be paid to the organization of director's game and fantasy game.
The study revealed the need to constantly deepen the position of an active "listener", the formation of which leads to a gradual complication of the position of the "executor". This process implies the development by children of several important functions of the performer of folklore texts: "narrator", "artist", "interpreter". In each of these positions, an increase in the activity of children is ensured in two interrelated directions: in mastering the means of linguistic expressiveness of Russian folk texts and in the independent use of means of lexical, intonational and non-verbal expressiveness of speech. b. The formation of independence and activity of children in the process of developing the expressiveness of speech by means of works of oral folk art requires a specially created educational environment for the kindergarten group. The study proved the effectiveness of the modular organization of the educational environment, which, on the one hand, projects the child's route in the direction of mastering expressive means (from the orienting module to the stimulating and theatrical-playing), and on the other hand, provides the child with the opportunity to fully express himself in artistic and speech activities with the help of means of speech expressiveness.
The orienting module of the developing environment promotes active familiarization with oral art as part of folk culture and encourages acquaintance with new folklore works. The stimulating module develops children's interest in comparing performance options, analyzing them from the standpoint of expressiveness and practicing in independent use of speech expressiveness. The theatrical and game module provides the accumulation of varied experience in performing activities and makes it possible for Russian folk jokes and fairy tales to be widely used in the creative activity of older preschoolers.
7. The study revealed individual characteristics in the development of the position of the performer of works of oral folk art by children, which manifested themselves in the choice of a certain aspect of performing activity, differentiation of motivation and the nature of the use of expressive means. On these grounds, we have identified four subgroups of preschool children.
Listeners-storytellers "sought to listen to folklore texts; the expressiveness of their speech depended on the orientation in the work and attitude to it, so the children chose a not very wide range of well-known texts for narration. "Directors" showed themselves as organizers of joint games; they owned the means of speech expressiveness of the embodiment of the image; the expressiveness of their speech was manifested most clearly in figurative-playing etudes, verbal impromptu and role-playing dialogues. "Artists" performed works of oral folk art with great interest and desire, widely using various means of expression; sought to recognize their successes by the audience. " Improvisers" showed creativity in the process of performing folklore texts and improvisations based on them; their expressiveness was adequate to the content; they sincerely conveyed their thoughts and feelings.
The experimental work allowed each child to choose an interesting form of speech self-expression in various types of artistic and speech activity.
8. The results of the work done prove its significant impact on improving the speech culture of children and on their mastering the language culture of the Russian people. Our observations showed that there was a significant personal growth of children, which manifested itself in the following changes: in the direction of children's interests in mastering creative activities associated with various types of art; in the formation of a special position of "peers" (the term of A. V. Zaporozhets, T. A. Repina, A. G. Arushanova), which ensures the creation of special creative children's communities, changes the content of communication in the course of joint creative activities, makes it possible and easy feasible joint activities with peers, helps to understand and evaluate the actions of other children, improves the relationship of children with each other.
Oral folk art has become a new area for self-realization of children in various types of creative activity (playing, drawing, composing, modeling, etc.); enriched the content of independent activities of preschoolers.
Thus, in this study, the validity of the hypothesis put forward is confirmed, its goal is realized, and the tasks set are solved.
The conducted experimental work allows us to outline the ways of further research. It is necessary to further study the creative capabilities of older preschoolers in inventing texts based on works of oral folk art, as well as a deeper consideration of the influence of expressiveness of speech on ensuring the effectiveness of children's communication with adults and peers.
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Berezovskaya Tatyana Nikolaevna
Educator, MBDOU "DSOV "SEVERYANOCHKA", urban settlement Priobye, Oktyabrsky district, Tyumen region, Khanty-Mansi Autonomous Okrug - YUGRA
Berezovskaya T.N. Oral folk art as a means of developing the speech of children of middle preschool age in the context of the implementation of the Federal State Educational Standard for Education // Sovushka. 2017. N4(10)..12.2019).
Order No. 47525
Annotation. The approaches, principles, methods and conditions that contribute to the development of children's speech are considered.middle preschool age by means of oral folk art in the context of the implementation of the Federal State Educational Standard.
Keywords. GEF DO, children of middle preschool age, oral folk art, small forms of folklore,integrative, communicative and system-activity approaches, principles, methods of working with children.
Relevance of the research topic due to the fact that today there is a social order of society for the upbringing of a child with a well-developed speech. This is due to its social significance and role in the formation of personality. It is generally recognized that communication is one of the main conditions for the development of the child, the most important component in the formation of his personality, behavior, emotional and volitional processes.
Speech is included in all activities of the child. The change in the tasks facing the preschooler, the emergence of new activities, the complication of communication with adults and peers, the expansion of the circle of life connections and relationships in which the child is included, leads to the intensive development of all aspects of speech (vocabulary, grammatical structure, expressiveness), its forms (situational , contextual and explanatory) and functions (generalizing, communicative, planning, regulating and symbolic).
The provisions on the leading role of activity and communication in the development of personality, the theory of speech activity, formulated in the works of famous domestic psychologists and teachers L.S. Vygotsky,
S.L. Rubinstein, A.N. Leontiev, A.A. Leontiev, in the concept of speech development of preschoolers, developed by F.A. Sokhin and O.S. Ushakova and others.
In the Federal State Educational Standard for Preschool Education, the educational areas "Social and communicative development" and "Speech development" are highlighted. Socio-communicative development is aimed at "development of communication and interaction of the child with adults and peers", which cannot be achieved without a sufficient volume of the child's active vocabulary. With speech development, a set of tasks is solved for mastering children's speech as a means of communication and culture, enriching the dictionary, developing coherent speech (dialogical and monologue) and means of its expressiveness, acquaintance with children's literature (children's folklore).
One of the effective means of developing the speech of children of middle preschool age is folklore - oral folk art. This is due to the fact that, in connection with the requirements of the Federal State Educational Standard, the educational activities of a preschool organization are focused on the development of the child's personality, his spiritual and moral individual characteristics and interests, therefore, the actual goals of the educator's activity are to activate, awaken interest in works of oral folk art - fables, jokes , incantations, fables, fairy tales, folk songs and games, to traditional national customs, rituals, folk culture. The teacher is required to know well and be able to use the educational and developmental potential of oral folk art in order to develop the speech of pupils.
The problem is to create conditions for the development of speech of children of middle preschool age by means of oral folk art.
In the works of some scientists (V.I. Vasilenko, E.E. Zubareva,
O.L. Knyazeva, M.D. Makhaneva, M.N. Melnikov, E.V. Pomerantsev, etc.), there is a definition of "children's folklore". These are “such folk works that enter the life of a child very early. M.N. Melnikov notes that children's folklore includes the so-called small genres of folklore - these are "folklore works of small volume: calendar and ritual songs, proverbs and sayings, nursery rhymes, jokes, counting rhymes, tongue twisters, fables, riddles, fairy tales".
Oral folk art is an effective means of developing the speech of preschoolers, since its works reveal to the child the beauty and accuracy of the Russian language and, according to K. D. Ushinsky, "bring to life the seeds of the native word, enrich children's speech".
When using oral folk art as a means of developing the speech of children of middle preschool age, three approaches are optimal: integrative, communicative and system-activity.
With an integrative approach, the solution of the problems of the educational areas "Social and communicative" and "Speech development" is carried out:
In all other areas of the educational program of the preschool organization;
In all forms of organizing children's activities - directly educational, joint activities of children and educators, independent activities of children;
In different types of children's activities (playing, cognitive, labor, productive, musical, etc.) and in sensitive moments.
The use of jokes, nursery rhymes, proverbs, sayings and other small genres of folklore in joint activities with children gives them great joy. Accompanying the actions of the child with words contributes to the involuntary learning of his ability to listen to the sounds of speech, to catch its rhythm, individual sound combinations and gradually penetrate into their meaning.
With the communicative approach, works of oral folk art are used to communicate between an adult and a child, for example, when reading and discussing works of art, conducting aesthetic conversations, and finger games. This expands the vocabulary, forms the grammatical structure of speech, its sound culture.
In the process of a system-activity approach, small forms of folklore are used purposefully and systematically (in all types and forms of children's activities, in regime moments) and it is taken into account that most of the works of oral folk art were created with the aim of developing children's motor activity, which positively affects speech activity . With this approach, educators organize outdoor folk games, round dances, folklore holidays, etc. for children.
For the development of speech of children of middle preschool age, educators can use different genres of small folklore.
Nursery rhymes - songs and rhymes - attract children, cause a desire to repeat, remember, which contributes to the development of colloquial speech. Children easily remember nursery rhymes. They start introducing nursery rhyme words into their games. To memorize nursery rhymes, a selection of various materials is used - these are colorful books with nursery rhymes, visual and didactic aids that lie in a place accessible to children.
Riddles are very close to the game form, they have humor and bold images, which is so close to the children's imagination. Especially useful for the development of visual-figurative, associative thinking. Riddles contribute to the formation of the imagery of children's speech, since they use epithets, personifications, ambiguous words, comparisons to create a metaphorical image).
Tongue twisters are a small form of folklore that is used to improve diction and eliminate violations in pronunciation. In my work, I followed the methodology of A.M. Borodich. At first, the teacher recited the new tongue twister by heart at a slow pace, clearly, highlighting sounds that are difficult for children. Then the children spoke it out on their own in an undertone. To repeat the tongue twister, she first asked children with good memory and diction to repeat it. Before their answer, she repeated the instruction: speak slowly, clearly. Then the tongue twister was pronounced in chorus, by all the children or in small groups. The total duration of such exercises is 3-5 minutes. Gradually, these exercises were diversified by the following techniques. They repeated tongue twisters "at the request" of the children, the role of the leader was entrusted to different children. They repeated the tongue twister in parts in rows: the first row: “Because of the forest, because of the mountains ...”; second row: "Grandfather Egor is coming!". If the tongue twister consists of several phrases, it is interesting to repeat it in roles - in groups. The first group: "Tell me about the purchases." The second group: "About what about purchases?". All together: “About purchases, about purchases, about my purchases!” All these techniques have activated children, develops their voluntary attention.
Staging, theatrical games based on the plots of Russian folk tales contribute to the development of the skills of dialogic and monologue speech of children of middle preschool age.
With the help of folk songs, phonemic hearing develops, as they use sound combinations - tunes that are repeated several times at different tempos, with different intonations.
To form the sound culture of speech of children of middle preschool age, we developed a set of exercises, the speech material for which were works of small forms of folklore. The complex includes 5 groups of exercises:
1. Exercises for practicing diction - memorizing tongue twisters; use of mnemonics.
2. Exercises that help improve the power of the voice - lullabies, nursery rhymes, jokes.
3. Exercises to improve the pace of speech - nursery rhymes, sayings, tongue twisters, counting rhymes, folk games, nursery rhymes.
4. Exercises to improve the timbre of the voice - jokes, proverbs, sayings, incantations, nursery rhymes.
5. Exercises to improve the melody of speech, its intonational expressiveness - proverbs, fables.
When pronouncing all folklore works, the teacher provides an understanding of the content of his children, thanks to the emotional coloring of speech, a change in the timbre of the voice. Thus, speech interaction with the child is established, aimed at developing the sound culture of speech.
Pedagogical work on the development of speech of children of middle preschool age by means of oral folk art formed the following didactic principles:
1) the integration of folklore with various forms of children's activities (directly educational activities, games, leisure, walks, certain regime moments);
2) active inclusion of children in a variety of activities: gaming, motor, speech, artistic and creative, musical, theatrical);
3) the principle of an individual approach to children, taking into account their preferences, inclinations, interests, level of speech development;
4) the principle of visibility (the use of bright, entertaining and understandable visual material for children - illustrations and pictures for works of oral folk art, mnemonic tables - for memorizing them, attributes of theatrical games).
In the work on the development of speech of children of middle preschool age by means of oral folk art, various methods are used:
Visual (looking at picture books, illustrations, photographs, etc.);
Verbal methods: expressive reading (telling), explanation, conversation, explanation;
Game methods;
Finger games;
Rhythmic movements to the music and text of a folklore work;
Imitation exercises (imitation of the behavior of animals, birds, heroes of folklore works);
The method of associations when using riddles;
All these methods make it possible to develop all aspects of speech, constructive ways and means of free communication of children with people around them.
Thus, the following conditions contribute to the successful development of the speech of children of middle preschool age:
Use in a complex of three approaches: integrative, communicative and system-activity;
Selection of works of oral folk art, their genres in accordance with the age interests of children;
Following didactic principles in pedagogical work on the development of speech of children of middle preschool age by means of oral folk art;
The use of a complex of various methods and special exercises, in which the speech material is the works of small forms of folklore.
As a result of this work, we were convinced that oral folk art is an effective means of developing the speech of children of middle preschool age. Folklore works arouse keen interest and attract the attention of children with their brief form, vivid poetic images and artistic means, evoke positive emotions in children. All this together increases the efficiency of work on the speech and socio-communicative development of children, makes the speech of children more correct, expressive, vivid, melodic.
Listliterature
- Vasilenko, V.I. Children's folklore. Russian folk poetry [Text] / V.I. Vasilenko. M.: Detstvo-press, 2013. 345 p.
- Zubareva, E.E. Children's literature [Text] / E.E. Zubareva, Z.P. Pakhomov. Moscow: Education, 2014. 312 p.
- Knyazeva, O.L. Introducing children to the origins of Russian folk culture [Text] / O.L. Knyazeva, M.D. Makhanev. St. Petersburg: Speech, 2014. - 145 p.
- Melnikov, M.N. Russian children's folklore [Text] / M.N. Melnikov. M.: Education, 2015. 272 p.
- Pomerantseva, E.V. Children's folklore. Russian folklore [Text] / E.V. Pomerantsev. Moscow: Education, 2013. 268 p.
- Ushakova O.S. Theory and practice of the development of speech of a preschooler [Text] / O.S. Ushakov. M.: TC Sphere, 2015. 240 p.
- Ushinsky, K.D. Sobr. op. in 2 volumes [Text] / K.D. Ushinsky. Moscow: Enlightenment, 1999. Vol. 1. 374 p.
- Federal state educational standard for preschool education, approved. by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 [Text]. M.: Education, 2017. 42 p.
03.03.2019
Elena Olesova
Presentation "Oral folk art in the education of spiritual and moral qualities in young children"
The purpose of my work is spiritually-moral development of the child's personality by means of introducing him to the values of Russian folk culture and development spiritually-moral traditions of the Russian people.
Main goals spiritual and moral education:
Educational:
expand knowledge about the environment
improve speech;
enrich vocabulary
Educational:
to form a respectful, merciful, attentive attitude towards others;
bring up love and respect for the motherland (taking into account the regional component, people, culture, shrines;
cultivate obedience, the desire to imitate good examples, to live according to conscience;
bring up humane treatment of animals and nature.
Educational:
develop Creative skills;
develop cognitive activity, the ability to communicate emotionally;
develop imagination, thinking;
develop interest in folklore.
5 slide:
The relevance of the topic is that at present Russia is going through one of the difficult historical periods. And the biggest danger that lies in wait for our society today is the destruction of the individual. Now material values dominate spiritual, so children representations of kindness, mercy, generosity, justice, citizenship and patriotism are distorted. children distinguishes emotional, volitional and spiritual immaturity. Forms of collective activity are gradually lost.
Spiritual and moral education forms a personality, salutary affecting all aspects and forms of human relationships with the world: on his ethical and aesthetic development, worldview and the formation of a civic position, patriotic and family orientation, intellectual potential, emotional state and general physical and mental development.
In my work with early childhood age i use the following types of small genre:
Lullabies;
invocations;
jokes;
Proverbs;
Sayings;
Folk holidays;
Folk games;
7 slide:
Texts passed down from generation to generation for centuries. "maternal" folklore, lullabies. The rhythm of a lullaby is usually correlated with the rhythm of the breath and heartbeat of the mother and child. In them one can clearly see that reverent attitude of a loving mother to her son or daughter, which is fixed in figurative, rhyming texts. They sing about everything that surrounds the baby in the first months and years of life. They sing about animals and birds that help the mother to lull the baby. These short songs help the child to explore the world. They become for the child the first, and often unforgettable lessons of care, patience, kindness.
8 slide:
In ancient times, people often turned to natural phenomena, called the seasons, welcomed the sun, rain, and much more. People believed that nature hears and understands them, they asked her for help and thanked for the gifts. These appeals were conducted in verse, which later became known as invocations.
9 slide:
Verbal Russian folk art contains great poetic
values. Jokes, nursery rhymes have long been used for parenting, especially the smallest, in order to attract their attention, calm, cheer, talk.
Such processes in the life of a baby as dressing, bathing, require accompaniment by a word, and here Russian folk art is indispensable. From early childhood, the child responds to nursery rhymes, jokes.
10 slide:
Proverbs and sayings called a pearl folk art. They affect not only the mind, but also the feelings of a person. The teachings contained in them are easy perceived and remembered. Proverbs addressed to children can reveal to them the rules of behavior, moral norms.
Proverbs and sayings are the richest source of cognitive and moral development children.
11 slide:
The riddle is a particularly interesting form of folklore. The pedagogical value of riddles lies in the fact that they introduce joy "thinking", direct attention to the object and phenomena, encourage to delve deeper into the meaning of verbal designations and objects.
12 slide:
Acquaintance children with national holidays, which were part of the work and life of the Russian people children get the opportunity to learn about history people, with his way of life and folk wisdom. During the holidays, children not only sing songs, but also listen to works by Russian composers. This greatly enriches children's experience, expands the range of emotions. Children learn to understand shades emotions: gloomy and bright sadness, quiet and solemn joy.
For centuries folk games accompany everyday life children, produce vital quality: endurance, strength, dexterity, speed, instill honesty, justice and dignity.
Russians folk games are thousands of years old history:
they have been preserved to this day from ancient times, passed down from generation to generation, incorporating the best national traditions.
In addition to saving folk traditions of the game have a great influence on character education, willpower, interest in folk art and develop physical culture. IN folk games a lot of humor, jokes, competitive enthusiasm; the movements are precise and figurative, often accompanied by unexpected funny moments, tempting and favorite children's counting rhymes, nursery rhymes.
13 slide:
I pay special attention to fairy tales in my work.
A fairy tale is an effective means of influencing a personality
child. She teaches educates, warns, awakens high feelings, induces to action. Generosity, mutual assistance, generosity of heart stand out among the leading features of the Russian national character, these features are clearly represented in the actions of the main fairy tale characters. Listening to fairy tales, gradually and naturally, children comprehend the contradictory interaction of good and evil, happiness and misfortune, responsiveness and indifference.
14 slide:
In my group, I organized an exhibition of joint creative works based on Russian folk tales -"Kolobok, kolobok! I will eat you!" Parents and children took an active part in exhibition: made beautiful crafts from plasticine, tied fairy-tale characters, showed imagination in manufacturing.
15 slide:
Folklore in different types of educational activities.
I use with children:
Modeling - we sculpt pancakes, beat with a nursery rhyme “Grandma, grandma baked pancakes. One Varenka, one Kolenka...
Drawing - draw rain, play with a nursery rhyme "Rain, more rain, the grass will be thicker."
16 slide:
Designing - we are building a house (teremok, using finger gymnastics “The house is standing in a clearing, but the path to it is closed. We open the gate, We invite you to this house”
Russian staging folk tales -"Kolobok, "Teremok" etc.
In the physical parenting- awakening gymnastics “Kwa-kva-kva-kva-kvakushki, Frogs in the reeds! We opened our eyes, We rubbed our ears - Po-ta-gush-ki. Go-goo-ki. Po-ta-gush-ki. ”
I use in regime moments folk games: "At the bear in the forest", "Cat and
mice", "Loaf", "Carousel", "Sun and Rain".
18 slide:
Created in the group an artistic and speech corner with elements oral folk
creativity: card file of nursery rhymes, tongue twisters, riddles, desktop-printed
19 slide:
In my work, I use a variety of forms of work with children:
Reading works of art;
Finger games;
Didactic games;
Board - printed games;
Dramatization games;
The use of multimedia technologies in the process of organized
activities;
Excursions;
Target walks.
Work in kindergarten should be continued in the family, so I use the following forms of work with parents:
parent meetings;
Questioning of parents;
Consultations;
Visual types of work: card index of nursery rhymes, exhibitions creative work on
Joint preparations for the holidays;
Joint learning work oral folk art(numbers,
lullabies);
Help parents kindergarten in the manufacture of attributes.
21 slide:
Thank you for your attention!
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Slides captions:
"Oral folk art" "Small genres of oral folk art"
Folklore Folklore - this word means the creativity of any people, which is passed down from generation to generation. Folklore is proverbs, songs, fairy tales, ditties, riddles, nursery rhymes, fables, sayings, jokes, pestles.
Lullabies Bye-bye, my kitten Sleep, sleep, my child... Here you have a soft feather bed under your back On top of the feather bed - a clean sheet. Here you have white pillows under your ears, A downy blanket and a handkerchief upstairs... Bye-bye, my kitten, Sleep-sleep, my child!
Nursery rhymes There is a horned goat, There is a butted goat, Legs - top-top, Eyes - clap, clap. - Who does not eat porridge, does not drink milk - Gore, gore, gore. This finger is grandma, This finger is grandfather, This finger is mom This finger is dad This finger is me That's the whole family!
Jokes And frets, frets, frets, Let's go to the backside. Sold a carrot, Bought a cow. And a cow with a cat - They milk a little! Whether in the garden, in the garden, there is a dog running. The legs are thin, The sides are ringing, And the tail is a squiggle, Her name is Bug.
Cockerels Cockerel, cockerel, Golden scallop, Butter head, Silk beard, Why do you get up early, Don't let the kids sleep? - You legs, legs! Where are you running? - I'll run along the forest I'll pick berries for you: I'll blacken blueberries, Alu strawberries.
Calls Ladybug, Fly to the sky, There your children Eat sweets. One for everyone, and none for you. Ladybug, you fly to heaven, bring us black and white bread, but not burnt. The sun-bucket, Come out from behind the cloud. Sit on a stump, walk all day.
Fables A hare sits on a birch, He reads a book aloud. A bear flew to him, Listens, sighs. A goat has two frogs in its beard, A bear sits on its back, Holds on to its ears.
Sayings Moth-vitilek, Bring us a breeze: From the gate to the turn To drive the boat into the stream. The sun warmed, Summer commanded: To plunge three times, Dive to go, Get out from under the water.
Rhymes One, two, three, four, five, We will play hide and seek. Sky, stars, meadow, flowers - You go, lead! A squirrel rode on a cart, Handing out nuts to everyone: Who are two, who are three - Get out of the circle you!
Draw Rose or Mimosa Heads or Tails
Riddles Knock, knock - do not order to be bored. They go, they go, and everything is right there. (Clock) I come with gifts, I shine with bright lights. Elegant, funny, I'm the main one for the New Year. (Christmas tree)
Descriptive riddles Tail with a fluffy arc, do you know such an animal? Answer: A cat jumps across the field - hides its ears, Stands up like a pillar - ears upright. Answer: Hare.
Proverbs For friendship there is no distance. Alphabet - the wisdom of the step. You can't buy mind with money. The strong will conquer one, the one who knows a thousand.
Sayings The word is not a sparrow: it will fly out, you will not catch it. For a mother, a child up to a hundred years old is a baby. Happiness and work live side by side. Seven times measure cut once.
Russian folk tale A fairy tale is a genre of oral folk art with a fantastic content and based on a solid realistic foundation. Types of fairy tales: about animals, magical, household.
Animal Tales "The Fox and the Crane" "The Winter Cabin of the Animals" "The Cat, the Rooster and the Fox", etc.
Fairy tales "Flying ship" "Geese swans" "Sivka Burka"
Household fairy tales "Porridge from an ax" "Husband and wife" "How a man dined with a master"
Epics Bylinas - Russian folk epic songs about the exploits of heroes. The main plot of the epic is some heroic event, or a remarkable episode of Russian history. Russian folk epics: "Dobrynya and Alyosha", "Dobrynya and the Serpent", "Ilya Muromets and Kalin Tsar", "Ilya Muromets and Nightingale the Robber", etc.
On the topic: methodological developments, presentations and notes
The theoretical part of the pedagogical project "Development of children's creativity in the process of creating illustrations for the works of Russian folk art" hereinafter referred to as "Knizhkin-artist".
Acquaintance of children with book illustration develops aesthetic feelings, forms an artistic taste, gives scope to the imagination and children's own creativity. ...
"The role of oral folk art in the speech development of preschool children".
Relevance of the project One of the most effective means of educating a person and his full development is oral folk art. Possibility to use...
Introducing preschool children to Russian folk art through a folk toy. (Consultation for parents within the framework of the project "Country of Folk Craftsmen").
Consultation for parents of children of primary preschool age on the educational role of folk toys....
Acquaintance of children with Russian folk art, in the context of introducing preschoolers to the musical creativity of the Belgorod region.
Acquaintance of children with Russian folk art, in the context of introducing preschoolers to the musical creativity of the Belgorod region ....
Russian
folk
poetic
creation
St. Petersburg, 2010
Russian
folk
poetic
creation
- What is folklore?
- Proverbs Sayings Riddles Invocations Fiction Rhymes Rhymes
- Proverbs
- sayings
- Puzzles
- invocations
- Fables
- Rhymes
- Pestushki
Folklore
A special kind of art folklore.
Oral - means the transmission by word of mouth, that is, without writing down the text. A feature of folklore is collective authorship, therefore it is called folk art.
Proverbs
A short saying containing folk wisdom. Proverbs usually consist of two parts. In proverbs there are signs of poetic speech: rhythm, rhyme.
B without proverbs and speech is not spoken. To drink from the stream, you have to bend over. The elbow is close, but you won’t bite. On a strange side, I am glad of my little funnel. Where someone is born, there they will come in handy. Ch uzhbina - viburnum, homeland - raspberries.
sayings
Figurative expression. Usually it is part of a proverb or a stable combination of words. Unlike a proverb, it is not a complete judgment.
P chasing two hares. R work slipshod. T pour water in a mortar. At beat two birds with one stone. P Ravda pricks the eyes.
A clever description of an object or phenomenon. The name comes from the word guess - to think, to reason. There is an artistic image in the riddle that helps to find the correct answer.
To the rushed yoke hung across the river.
He ate a lanky, In the cheese of the earth got bogged down.
invocations
Children's songs - appeals to the sun, rainbow, rain and other natural phenomena, to animals and birds.
R arc-arc, don't let it rain. Come on, sunshine, little bell.
Rain, more rain, To make it more fun, My geese are at home, They are not afraid of thunder.
Fables
Funny folk rhymes for children, in which there is nonsense, absurdity, nonsense.
There was a village passing by a peasant, Suddenly a gate barks from under a dog. A club runs out with a boy in his hands, And behind him is a sheepskin coat with a woman on his shoulders. The village shouted: "The men are on fire!" Sundresses in broads are in a hurry to the fire.
Rhymes
A rhyme is a small rhyme, with the help of which they determine who drives in the game.
Tara-bara It's time to go home. To milk the cows for you to drive.
To zealous, long-maned, Rides the field, rides the cornfield. Whoever catches that horse plays tag with us.
Pestushki
Funny folk songs for the entertainment and amusement of young children.
L darlings, darlings. Where were you? "At Grandma's" What did you eat? "Cash". What did they drink? "Brazhka", Grandmother is kind, Kashka is sweet.
E hali, we went To the city for nuts, Over bumps, over bumps. Yes, boom in the hole! They crushed forty flies!
- Russian folk tales
- Russian folk tales
- About Animals Fairy Fiction Household
- About animals
- magical fantasy
- household
An oral story about fictional, unprecedented events.
Folk tales were performed by special storytellers - storytellers.
The story consists of 3 main parts:
- beginnings (Once upon a time, in a certain kingdom ...)
- fairy tale content
(main events of the tale)
- ending (they live, they live, they make good, and I was there………..…)
magical
- The protagonist overcomes unusual trials.
- There are various miracles.
- Wonderful helpers (Grey wolf, Sivka-Burka,)
- Magic objects with unusual properties (“living” water, self-collected tablecloth, flying carpet, walking boots)
- Dark forces, terrible monsters (Koshchei the Immortal, Baba Yaga, famously one-eyed, Serpent Gorynych).
- Mysterious mood.
- Marya morevna.
- Morozko.
- Princess Frog.
- Ivan Tsarevich and the Grey Wolf.
about animals
- Heroes are animals
- Magic condition (animals talk, do human things)
- The strong protect the weak
- Fun mood
- Chanterelle - sister and gray wolf.
- Cat and fox.
- The man and the bear.
- Crane and heron.
- Zayushkin's hut.
- Heroes are ordinary people (soldier, man, worker, wife).
- The action takes place in an ordinary life situation (in everyday life): at home, on arable land, at a construction site, at work.
- There are various funny situations.
- Bad character traits are ridiculed.
- Admire the mind, resourcefulness of the main characters.
- Fun mood.
- Porridge from an ax.
- Lutonyushka.
- Barin and man.
- The arguing wife.
- Ivan the Fool.
- Lazy wife.
- check yourself
1. The words "Once upon a time there were ..." in a fairy tale are:
- ending main content of beginnings
- ending
- main content
- beginning
2. In what fairy tales are ordinary people the main characters?
- in magical household about animals
- in magical
- household
- about animals
3. Ivan Tsarevich and the gray wolf is a fairy tale
- about animals magical household
- about animals
- magical
- household
- Russian folk songs
- Calendar and ceremonial New Year's Shrovetide spring Semitsko-Trinity stubble
- Calendar - ceremonial
- New Year's
- Maslenitsa
- spring
- Semitsko-Trinity
- stubble
Calendar-ritual songs are associated with traditional rituals, peasant labor and seasons.
They accompanied the first plowing and harvesting of the last sheaf in the field, youth festivities and Christmas or Trinity rites, christenings and weddings.
- Kolyadovye
- spring
- Shrovetide
- Semitsko-Troitsky
- stubble
New Year's
Winter (New Year's) songs - carols. Caroling - festive rounds of houses on the eve of Christmas with the singing of carols, in which the owners of the house were famous and contained wishes for happiness, wealth, and harvest.
Came Kolyada
Christmas Eve
And God forbid that
Who is in this house.
God would give you
And life and being
And wealth!
Maslenitsa
The song is an invocation of a wide and generous Maslenitsa.
Shrovetide is praised in songs, called to return, called by comic human names: Avdotyushka, Izotievna, Akulina Savvishna.
Oh, yes, here's Maslenitsa,
Oh, he's moving into the yard. Yes, wide, it enters the yard.
Yes, Maslenitsa, go quickly. Yes, broad, go quickly.
Dear our carnival,
Avdotyushka Izotievna!
Dunya is white, Dunya is ruddy,
The braid is long, the ribbon is scarlet!
spring
In stoneflies they called for spring, warmth and parted with winter. They reminded that the time for field work was approaching, birds were flying and “bringing spring”.
They were not sung, but called, climbing the hillocks and roofs.
F avoronushki On a straw, Fly to us, Bring us a warm Summer, Plow, a harrow. Take the cold winter away from us, We are tired of winter: I ate all the bread.
Semitsko-Troitsk
Summer songs were performed during summer festivities, during the festive week (on Semik and Trinity).
In the Semitsko-Trinity songs, the central place is given to the birch - the main tree of the Slavs, a symbol of warmth and life.
Curly-haired birch, Curly, youthful, Under you, birch tree, Everything is not poppy blooming, Under you, birch tree, Not a fire burns ... Red girls Stand in a round dance, About you, birch tree, All songs are sung.
Autumn songs associated with the beginning, progress and completion of the harvest. In these songs, they glorified the harvest, thanked the women who went out into the field and harvested.
Zhivny songs were sung on vacation, when returning from the field, during work.
Oh, and thank God
They reaped the zhito, They reaped the zhito, And they put it in heaps, On the threshing floor in haystacks, In the crate with bins, And in the oven with pies.
- check yourself
1. Carols are songs:
- spring christmas stubble
- spring
- christmas
- stubble
2. What tree is sung in Semitsko-Trinity songs?
- linden aspen birch
- aspen
- birch
3. Life songs refer to
- new year autumn spring
- new year
- autumn
- spring
3. What songs did they sing and click while climbing the hills?
- stonefly carols Semitsko-Troitsk
- carols
- stoneflies
- Semitsko-Troitsk
- epics
- epics
- What are epics? Heroes of epics Features of the language (stylistics) "Bogatyr" dictionary Obsolete words (archaisms) Art gallery
- What are epics?
- Heroes of epics
- Features of the language (stylistics)
- "Bogatyrsky" dictionary
- Obsolete words (archaisms)
- Art Gallery
Songs - legends about heroes - defenders of their homeland, folk heroes, composed in the 9th-13th centuries in Ancient Rus'. They were told by storytellers-guslars who went from city to city. Epics were performed solemnly, slowly, in a singsong voice.
The epic can be divided into three parts:
- chant
- beginning
- ending
The main characters of epics are Russian heroes. The main feature of epic heroes is love for their native land. Heroes of epics are distinguished by incredible strength, nobility, courage, military prowess, wisdom.
- Ancient epics
hero Svyatogor
- Kyiv epics -
heroes Dobrynya Nikitich
and Alyosha Popovich.
- Vladimir-Suzdal epics
hero Ilya Muromets.
- Novgorod epics
heroes Sadko and Vasily Buslaevich
style
- Repeats (far, far, long ago, fight, fight)
- Hyperbole - exaggerations (... "put them up to a thousand" ...)
- Epithets - colorful definitions (a glorious hero, a violent head, combustible tears, a filthy monster, a good horse).
- Diminutive - affectionate suffixes (little head, little thought, Aleshenka, Vasenka Buslaevich, Dobrynushka)
- Derogatory suffixes
- Metaphors, comparisons (... "old age flew to me from a blank field" ...)
- Quiver - a case for arrows.
- Chain mail is an ancient military armor in the form of a shirt made of steel rings.
- Mace - an ancient weapon, a heavy club with a thickened end.
- Scabbard - a case for a sword or dagger.
- Helmet - military armor that protects the head.
- Harness - accessory
for harness.
- Shield - a rounded metal board that protects against arrows in battle.
archaisms
- Capital city - metropolitan city
- straight road - straight road
- Road blocked - a road littered with dry trees (decks)
- Azure - blue, beautiful
- To glorify - to name or glorify
- In person - separately
- sing - glorify in song
- Saffiano - made from fine and soft sheepskin, specially dressed and dyed in a bright color
Vasnetsov
Victor Mikhailovich Vasnetsov (1848 - 1926)
"Heroes"
Vasily Dmitrievich Polenov (1844 - 1927)
Epic storyteller Nikita Bogdanov
Ilya Efimovich Repin (1844 - 1930)
Sadko in the underwater kingdom
- check yourself
1. Epics belong to the genre
- folklore author's work
- folklore
- author's work
2. How do epics begin
- the beginning of the song
- beginning
- chant
3. Type of heroic weapon - a stick with a thickening at the end
- club quiver
- quiver
- mace
3. Where is Sadko from?
- Novgorod Kyiv
- Novgorod
4. Obsolete words
- archaisms epithets
- archaisms
- epithets
4. Hero of the epics of the Kyiv cycle
- Ilya Muromets Svyatogor
- Ilya Muromets
- Svyatogor
The term "folklore" (translated as "folk wisdom") was first introduced by the English scientist W.J. Toms at first, this term covered the entire spiritual (beliefs, dances, music, woodcarving, etc.), and sometimes material (housing, clothing) culture of the people. In modern science there is no unity in the interpretation of the concept of "folklore". Sometimes it is used in its original meaning: an integral part of folk life, closely intertwined with its other elements. From the beginning of the 20th century the term is also used in a narrower, more specific sense: verbal folk art. M. Gorky said: ... The beginning of the art of the word is in folklore. MAKSIM GORKY
Lazareva Lidia Andreevna, primary school teacher, Riga Primary School “PARDAUGAVA”, Riga, Latvia, 2014 A fairy tale that we all know from childhood is one of the main genres of folklore. From a scientific point of view, any fairy tale is an epic, prose (most often) work with an everyday, adventurous or magical bias, built on the basis of a fictional plot. Obviously, the fairy tale grew out of a myth. But, if the heroes of myths are all kinds of gods, then the heroes of fairy tales can be ordinary people and animals. Another characteristic feature of any fairy tale is a happy ending.
Lazareva Lidia Andreevna, primary school teacher, Riga Primary School “PARDAUGAVA”, Riga, Latvia, 2014 A fairy tale is a fictional story with a happy ending and the obligatory victory of good over evil. Most often in fairy tales there is magic and various incredible adventures in ordinary life. The inaccessible becomes accessible, the unreal becomes real. That is why fairy tales are loved by both children and adults. Each nation has its own fairy tales with their peculiarities - national heroes, way of life. My favorite collection of fairy tales is The Thousand and One Nights. Fairy tales were and are being composed by writers of all countries. For example, Pushkin's fairy tales are already treasures of world literature.
Lazareva Lidia Andreevna, primary school teacher, Riga Primary School “PARDAUGAVA”, Riga, Latvia, 2014 FOLK SONG is a song whose author is unknown; the author of a folk song is the people themselves. A FOLK SONG is a song that everyone sings, but no one knows the author. Passing on such a song from generation to generation, representatives of the people can change words in it, insert new ones, compose a sequel, as a result, the song becomes truly the brainchild of the people in the literal sense.
Lazareva Lidiya Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, 2014 FUCKING ROYLE - a genre of oral folk art. The nursery rhyme is performed in the process of actions performed by a small child together with an adult. The nursery rhyme, first of all, teaches a small child to understand human speech and teaches him to perform various gestures, movements that are guided by the word. The word in the nursery rhyme, although inextricably linked with the gesture, is the main one, leading the gesture (unlike the rhyme, where the gesture is more important than the word). Such tasks make the nursery rhyme an applied rather than an independent literary genre.
Lazareva Lidiya Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, 2014 RUSSIAN FOLK ROLLS Cockerel, cockerel, Golden comb, Butter head, Silk beard, Why do you get up early, Sing loudly, Do not let children sleep? Like our cat The fur coat is very good, Like a cat's mustache Of amazing beauty, Bold eyes, White teeth.
Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, 2014 A SAYING is a short figurative expression, a speech turnover. A saying defines a phenomenon and without context is not a logically complete statement. An example of a saying: "a mosquito will not undermine your nose."
Lazareva Lidia Andreevna, primary school teacher, Riga Basic School "PARDAUGAVA", Riga, Latvia, 2014 Russian folk sayings Russian folk sayings (A-B) Russian folk sayings (G-Z) Russian folk sayings (I-M) Russian folk sayings (N-O) Russian folk sayings (PS) Russian folk sayings (T-Y) Sayings of the peoples of the Caucasus Sayings of the peoples of Transcaucasia Sayings of the peoples of Central Asia Sayings of the peoples of the Volga and Southern Urals Sayings of the peoples of China and Mongolia Sayings of the peoples of the Middle East Sayings of the peoples of India and Nepal Sayings of the peoples of Southeast Asia and the Far East Sayings
Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, 2014 What are counting rhymes and what are they for? First of all, the READER is a short rhyming rhyme that determines the leader in the game. It is interesting that the roots of counting rhymes go back to distant pagan times, when hunters believed that counting the killed game would bring failure in future hunting. Therefore, the direct account was replaced by allegorical forms. Hence the basics, dvase, trise, chasuble... or ena-ben-slave... Of course, now the role of counting rhymes is completely different, but something magical still remains in them: whoever gets the choice will be lucky.
Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, 2014 PROVERB is a genre of folklore. It is a logically complete phrase or a figurative aphoristic saying. A proverb always carries an instructive meaning and in most cases has a rhythmic organization. An example of a proverb: "Chickens are counted in the fall." PROVERB - a genre of folklore. In a proverb there is a certain complete meaning, unlike a saying.
Lazareva Lidia Andreevna, primary school teacher, Riga Primary School “PARDAUGAVA”, Riga, Latvia, 2014 Where the tail rules everything, there is no goodness. The stupid one is looking for a big place, but the smart one is known even in the corner. Fools are only lucky in fairy tales. If there is no mind, then it will not give a godfather. Beauty will take a closer look, and the mind will come in handy. The people are rich in smart people. Not the one who knows a lot who lives a lot, but the one who sees a lot. A wise man will not judge, and a fool will not judge.
Lazareva Lidia Andreevna, primary school teacher, Riga Primary School “PARDAUGAVA”, Riga, Latvia, 2014 CHALLENGES are small songs meant to be sung by a group of people. Many of them are accompanied by game actions that imitate the process of peasant labor.
Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, 2014 Ladybug, You fly to the sky, Bring us black and white bread, But not burnt. Rain, rain, pour, pour On me and on people! And on Babu Yaga At least a thousand buckets!
Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, 2014 Invocations and sentences Sunshine, look out! Red, light up! To cold water, To silk grass, To a scarlet flower, To a round meadow!
Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, 2014 MYSTERY is a genre of folk poetic creativity among all peoples of the world; a poetic, often allegorical description of an object or phenomenon. In ancient times, it had a cult significance, was associated with beliefs and rituals that forbade naming objects by their proper names. Later, the riddle acquires mostly aesthetic and cognitive significance. Serves to test ingenuity. Riddles are distinguished by a variety of topics and a wealth of artistic techniques; they are characterized by compositional clarity, rhyme, rhythm, and sound writing. In riddles, there are comic elements that have a social meaning: "The priest stands low, there are a hundred rizaks on him" (cabbage). The riddle has found its way into other genres of folklore as well as literature.
Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, 2014 MYSTERY is a metaphorical expression in which one object is depicted through another that has at least a remote resemblance to it. In ancient times, riddles were a means of testing wisdom, and now they are folk fun. RIDDLE is a tricky question. The main purpose of the riddle is that it develops a person's ingenuity, ingenuity.
Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, Riddles - descriptions of properties, attributes of an object. 2. Riddles - oppositions. 3. Riddles - comparisons. 4. Riddles - descriptions of the actions of the subject. 5. Riddles - questions.
Examples for each type of riddle found in various literature: 1. Painted rocker Hanging across the river. 2. Not a rider, but with spurs, Not a watchman, but everyone will be. 3. What is sweeter and what is bitterer? 4. The caftan on me is green, And the heart is like a kumach, It tastes like sugar, sweet, It looks like a ball. 5. Which of the animals has a tail that is fluffier and longer? WORD
Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, August - Assumption of the Blessed Virgin Mary Scenes - Village gatherings
"Developing Literature" - Conditions that reduce the developing potential of fiction. “Literature gives us a colossal, vast and profound experience of life. Developing functions of fiction. A regulated set of literary texts is the same for everyone; Classes organized in the educational form to familiarize with fiction; The isolation of program reading from other forms of the educational process.
"Styles and genres of the text" - Purpose: For several hours I could not find my way to school. For Easter, an elderly couple decided to bake not a cake, not a pie, but some kind of bun. Topic: Information processing of texts of various styles and genres (practical work). Dear kids! Lesson 18/17. Be carefull! Don't be like Kolobok!
"Genres of literature" - Theater in Russian culture and literature. It does not have a complex, tense and complete plot knot. Stories. Story. A.N. Ostrovsky "Thunderstorm". The story depicts a series of events. The genre of the play. The purpose of the fable: to name a vice, to educate on a negative example. Oh yeah. Genre. The search for truth.
"Epic" - Kyiv. Vladimir Monomakh. Novgorod. The Tale of Peter and Fevronia of Murom. Epic "Volga and Mikula Selyaninovich" Glorification of peaceful peasant labor. Alyosha Popovich is merciless towards the enemies of the Russian Land. Sadko visiting the sea king. Life is one of the main epic genres of church literature.
"Genres of folklore" - Jokes. Song. Turnover. Wedding song. Over the bumps, over the bumps In the hole buuuh. Forty forty for their own forty, Forty shirts without quarreling scribbling. A wedding song is a song associated with the traditions of wedding ceremonies. Pestushki. Calls are a genre of children's folklore, a naive poetic appeal to the forces of nature.
"Fantasy" - A kind helper-wizard. Why do we read fantasy? (Survey of students in grades 5-7.). Fantasy types. Magic item. Supernatural fantasy worlds. Gnomes guarding treasures. 12-14 years old - epic. Fantasy coryphaeus. "High". Istrian fantasy goes back to ancient myths and chivalric romances. The Dragon. Cinematography painting role playing fanfiction.
There are 18 presentations in total in the topic
Introduction.
1. The development of children's speech in the research of psychologists and teachers.
2. Speech. Types of speech.
3. Features of the use of elements of folk art in the development of speech of preschoolers.
4. The role of oral folk art in the upbringing of children.
4.1. The value of oral folk art.
4.2. Features of folklore works.
5. Types of oral folk art that contribute to the development of the child's speech.
5.1. Types of oral folk art.
5.2. Familiarization with the types of oral folk art in different age groups.
6. Methods of acquaintance with oral folk art.
6.1. Methods of acquaintance with folklore in the classroom.
6.2. Methods of working with folklore in the organization of various activities.
7. Analysis of the work on familiarization with the oral folk art of young children.
8. Pedagogical conclusions.
Bibliography.
Introduction.
Russian folk art never ceases to amaze and amaze with its deep content and perfect form. It is constantly being studied, and the eyes of historians, art historians, and teachers are turned to it. Another great Russian teacher K.D. Ushinsky characterized Russian folk art as a manifestation of the pedagogical genius of the people. He emphasized that literature, which the child encounters for the first time, should introduce him "to the world of folk thought, folk feeling, folk life, to the realm of the folk spirit." Such literature, introducing the child to the spiritual life of his people, first of all, are the works of oral folk art in all its genre diversity.
Folklore - folk art, most often it is oral; artistic collective creative activity of the people, reflecting their life, views, ideals, principles; poetry created by the people and existing among the masses of the people (tradition, songs, ditties, anecdotes, fairy tales, epic), folk music (songs, instrumental tunes and plays), theater (dramas, satirical plays, puppet theater), dance, architecture, visual and arts and crafts. Folklore works, by their content and form, best meet the tasks of the upbringing and development of the child, adapted to children's needs. Gradually, imperceptibly, they introduce the baby into the element of the folk word, reveal its wealth and beauty. They are a sample of speech. But also K.D. Ushinsky noted that fewer rituals are known in families, songs are forgotten, including lullabies (16, p. 26). “Folk tales contribute to the assimilation of all forms of language, which make it possible for children to develop their own speech skills when telling,” wrote K.D. Ushinsky. (17).
Today, this problem is becoming even more relevant.
The absence or lack of time for parents to develop communication with children, as well as not paying attention to the content of the baby’s speech, the lack of its activation on the part of parents, leads to problems in the development of children’s speech.
Unfortunately, the child spends more time at the computer than in a live environment. As a result, works of folk art are practically not used even at a younger age. Preschool age is a period of active assimilation of the spoken language by the child, the formation and development of all aspects of speech: phonetic, lexical, grammatical. Full knowledge of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic, moral education of children. The sooner the teaching of the native language is started, the freer the child will use it in the future.
A kindergarten teacher has more opportunities to educate children in the spirit of their native culture than a school teacher, because he lives with children, and folklore can become not a subject of study, but a part of this natural everyday life, decorating and spiritualizing it. But life in line with folk culture cannot be imposed on a teacher. It can only be the result of the natural choice of a free person who sees this as a blessing for children and feels the pulse of his native culture in himself. (13, p.12)
That's why the purpose of our work: to reveal the influence of Russian oral folk art on the development of the speech of preschool children, to study the ways and methods of introducing children to folk art.
1. The development of children's speech in the studies of psychologists and educators
The direction of work on the development of special means of literary and speech activity by preschoolers involves familiarizing children with the means of artistic expression, mastering grammatical culture, and developing dialogic and monologue coherent speech.
The problem of language proficiency has long attracted the attention of well-known researchers of various specialties.
A. M. Gorky wrote that in folklore, as in language, “the collective creativity of the whole people, and not the personal thinking of one person” is reflected, that “it is possible to explain the unsurpassed deep beauty of myth and epic to this day by the gigantic power of the collective based on the perfect harmony of idea with form.
Folklore expresses the tastes, inclinations, interests of the people. It reflects both those folk traits that were formed under the influence of a working way of life, and those that accompanied the conditions of forced labor in a class society.
The results of research by psychologists, teachers, linguists have created the prerequisites for an integrated approach to solving the problems of children's speech development. (L. S. Vygodsky, A. N. Leontiev, S. L. Rubinshtein, D. B. Elkonin, A. V. Zaporozhets, A. A. Leontiev, L. V. Shcherba, A. A. Peshkovsky, V (V. Vinogradov, K. D. Ushinsky, E. I. Tikheeva, E. A. Flerina, F. A. Sokhin.)
The works of representatives of different areas of science clearly prove how important the role of properly organized communication is in speech development.
Therefore, an integrated approach is important when solving the issue of the development of speech and speech communication in kindergarten (adults with children and children with each other, both in the classroom and outside the classroom). Adults should provide for a significant increase and enrichment of the opportunities for participation in speech communication of each child, while the full mastery of the native language in the most sensitive period for this should be of paramount importance.
2. Speech. Types of speech.
The development of speech is most closely connected with the development of consciousness, knowledge of the world around us, and the development of the personality as a whole. At preschool age, a process of initiation and mastery of the language of their people, amazing in its significance for the development of the child, takes place. The child learns his native language, first of all, by imitating the lively colloquial speech of others. The treasury of the richest Russian language opens before him in the brilliant works of oral folk art. His perfect examples - proverbs, riddles, fairy tales - he not only hears, but also repeats and assimilates. They enter his language, of course, in a content accessible to him. Spoken language and works of oral folk art are closely intertwined in their influence on the child. It is necessary that these precious grains sound in the living word that children hear from adults every day. Only under these conditions the language of the child will be alive and bright.
A great place is given to the development of dialogic speech through the communication of the educator with children, children with each other in all areas of joint activities and in special classes. Dialogue is considered as a type of verbal communication in which interpersonal relationships are manifested and exist. It is through him that people enter into communication with other people. The core of the dialogue is dialogic relations, manifested in readiness to meet with a partner, in accepting him as a person, in setting for the interlocutor's answer, in anticipation of mutual understanding, consent, sympathy, empathy, assistance.
The content basis of dialogue in preschool childhood is verbal creativity, a joint composition of an adult and a child, a joint story of peers. Of great importance in the speech development of the speech of preschoolers is the dialogue of peers. It is here that children feel truly equal, free, uninhibited; learn self-organization, self-activity and self-control. In dialogue, content is born that none of the partners has separately, it is born only in interaction.
In dialogue with peers, to a greater extent, one has to focus on one's own partner, taking into account his (often limited) capabilities, therefore, arbitrarily constructing his statement using contextual speech.
Dialogue with a peer is a new fascinating area of pedagogy of cooperation, pedagogy of self-development. Dialogue must be taught, language games taught, verbal creativity taught (A. V. Zaporozhets, N. A. Vetlugina, F. A. Sokhin, E. A. Flerina, M. M. Konina).
Types of speech: dialogue and monologue -two main varieties of speech, differing in the number of participants in the act of communication.
For many centuries, folk pedagogy has created and collected wonderful "pearls" - ditties, nursery rhymes, jokes, songs and fairy tales, in which the real world of objects and actions is presented brightly, artistically and, which is very important, understandable even for the smallest. A gratifying phenomenon: in recent years, interest in folklore has been growing. Society seemed to feel the life-giving power of renewal, it can be gleaned from the inexhaustible sources of nationality. Nationality is the priority of the folklore genre. The main feature of folklore forms is familiarization with the eternally young categories of motherhood and childhood. It is no coincidence that the word "folklore", being of English origin, is translated literally as folk wisdom.
Folklore for children is a kind of folklore and a section of fiction for children. Its peculiarity is that it combines poems, songs, playing techniques, dance.
The value of folklore lies in the fact that with its help an adult easily establishes emotional contact with a child.
Thus: oral folk art is fraught with inexhaustible opportunities for the development of speech skills, allows you to encourage speech activity from early childhood.
3. Features of the use of elements of folk art in the development of speech of preschoolers.
How to build the pedagogical process of a preschool institution in order to maximize the diversity of the spiritual wealth of the Russian people and peoples of other nationalities. The pedagogical process should include the following areas of work:
1. Familiarization of children with life, traditions, rituals, cuisine, acquaintance with the poetic and musical folklore of the Russian people, including the folk culture of the region in which we live (Nizhny Novgorod region), as well as with the culture of other peoples.
2. The development of elements of folk crafts by children, primarily local ones (Khokhloma, Gorodets, Semenov painting).
It must be remembered that the selection of folklore and ethnographic material must be subject to the need to solve a dual task: firstly, to show the originality and unique originality of folk culture in its specific phenomena and teach to understand the artistic language through which the meaning of folk rituals, fairy tales, round dances is expressed, costumes, utensils, etc.; secondly, to prepare the child for the further development of different types of culture as components of the world cultural and historical process.
The folklore and ethnographic material used must meet a number of requirements:
1. Accessibility for children's perception, compliance with the interests of the child.
2. The social relevance of the material, its positive impact on the formation of children's social feelings.
3. The unity of the content and means of artistic expression, that is, the form of the work. It is necessary to acquaint preschoolers with the richness of the cultural heritage of the people in the forms closest to them, enlivening the pedagogical process.
4. The possibility of using the child's personality for humanization: perceiving humane relations on folklore material, he will try to transfer their character into his own relations with the outside world.
5. Great potential for the development of children's speech.
Efficiency implementation of these areas depends on a number of things:
1. Creation in a preschool institution of an environment ethnographically corresponding to folklore material.
2. Acquaintance with the history of Russia, the Nizhny Novgorod region, the city in which we live.
3. Organization of full-fledged meaningful practical activities for children, which creates a natural environment for introducing children to the national culture and culture of other peoples, developing a sense of love for their land, for the people inhabiting it, sympathy and friendly attitude towards people of other nationalities.
4. Organization of non-standard, relaxed, meaningful communication of children, parents, teachers.
5. Acquaintance with Nizhny Novgorod folklore by teachers and parents.
Updating the content of the educational process of a preschool institution requires the use of non-traditional forms of its organization, such as family hours, circle work, joint holidays, etc.
The active immersion of the child in the world of folk culture is facilitated by the widespread use of productive methods of working with children: setting creative tasks, creating problem-game situations, organizing children's experimentation with folklore works. (2, pp. 12-14)
Thus, the consistent direct acquaintance of the child with the spiritual heritage of the people provides for the organic interconnection of all components of the national culture, which have their own specific everyday meaning, their own form of influence on the child.
4. The role of oral folk art in the upbringing of children.
4.1. The value of oral folk art.
The role of oral folk art in the upbringing and development of a young child cannot be overestimated.
Small forms of folklore are the first works of art that the child hears: listening to the words of nursery rhymes, their rhythm, the baby plays patty, stamps, dances, moves to the beat of the spoken text. This not only amuses, pleases the child, but also organizes his behavior. Especially effective is the use of small folklore forms during the period of adaptation of the child to the new conditions of the kindergarten. During a “difficult” parting with a parent, you can switch his attention to a bright colorful toy (cat, rooster, dog), accompanying its movements with reading nursery rhymes. The correct selection of nursery rhymes helps to establish contact with the baby, arouse in him a feeling of sympathy for a still unfamiliar person - the educator. With the help of folk songs, nursery rhymes, you can educate children in a positive attitude towards routine moments: washing, combing, eating, dressing, going to bed. Acquaintance with folk amusement expands the horizons of children, enriches their speech, forms an attitude to the world around them. The task of the educator is to help the kids in this (11, p. 15). E.N. Vodovozova qualified the use of oral folk art as the most interesting way for all participants in the pedagogical process to organize speech classes with children (6, p. 119)
For raising children preschool age folklore does not lose its educational impact. It is during the preschool age that the most intensive development of the personality takes place. During this period, those feelings and character traits begin to develop that invisibly connect the child with his people. The roots of this connection are in the language of the people, their songs, music, games, in the impressions received by a small person from the nature of his native land, in the details of everyday life, mores and customs of the people among whom he lives. Folk art is an inexhaustible source of pedagogical material, one of the foundations of speech, moral, aesthetic, patriotic education. The use of the cultural heritage of the Russian people in work with preschoolers and their development creates interest in it, enlivens the pedagogical process, has a special effect on the emotional and moral aspects of the personality(2, p. 4).
The poetic material of small folklore forms, created over the centuries, in combination with reality, being in an ordinary state, gradually transforms it, and as a result, the poeticization of ordinary objects and phenomena emphasizes their authenticity and at the same time elevates the ordinary, enriches the speech of the child.
The educational possibility of folk culture, as A.A. Danilov, lies in the fact that it helps to understand the general meaning of the most important categories and concepts of morality: good-evil, generosity-greed, honor, modesty, duty, etc. The primacy here is given to folklore material, its moral essence. An appeal to the vast and rich world of Russian culture is also especially necessary because it has a life-giving and purifying effect on a small person. Having drunk from this pure spring, he gets to know his native people with his heart, becomes the spiritual heir to its traditions, which means he grows up to be a real person (2, p. 7).
Fairy tales play a special role in the moral education of a child. They help to show children: how friendship helps to defeat evil ("Zimovie"); how kind and peaceful people win ("The Wolf and the Seven Kids"); that evil is punishable ("Cat, rooster and fox", "Zayushkina's hut"). Moral values are more concrete in fairy tales than in animal tales. Positive heroes, as a rule, are endowed with courage, courage, perseverance in achieving the goal, beauty, captivating directness, honesty and other physical and moral qualities that have the highest value in the eyes of the people. For girls, this is a red girl (clever, needlewoman ...), and for boys - a good fellow (brave, strong, honest, kind, hardworking, loving Motherland). The ideal for the child is a distant prospect, to which he will strive, comparing his deeds and actions with the ideal. The ideal acquired in childhood will largely determine him as a person. The fairy tale does not give direct instructions to children (such as "Listen to your parents", "Respect your elders", "Do not leave home without permission"), but its content always contains a lesson that they gradually perceive, repeatedly returning to the text of the fairy tale. Moral education is possible through all kinds of folk tales, because morality is inherent in their stories (8, p. 31).
Practice shows that fairy tales can also be used as a means of teaching children the basics of life safety. Reflecting on a fairy tale, children learn to identify positive and negative characters, to correctly evaluate their actions. They know which of the heroes is bad, how to help the deceived and offended, how to protect him. Children have a fragile and vulnerable psyche, and fairy tales are the universal tool that allows them to tell them about the negative in life and draw parallels with modern reality without moral and emotional damage (14, p. 124).
One of the goals of moral education is education of love for the Motherland. The works of folk art contain a special educational value that influences the formation of patriotic feelings. Folk art carries specific images, colors that are accessible and interesting to the child. Folk art works can serve as an effective means of forming a positive, emotionally colored attitude to different aspects of public life, fostering love for the native land under the following conditions: if familiarization with folk art is an integral part of the general system of familiarizing preschoolers with the phenomena of public life; if the selection of works of folk art is carried out, which are most conducive to the education of the principles of patriotic feelings; if children have developed the ability to distinguish between some specific and common features in the work of different peoples.
Of particular importance is the introduction of children to magical and heroic tales. The ideological content of these tales - the exploits of heroes in the name of liberating their native land, their people from evil, violence, from enemies and foreign invaders - contributes to the disclosure of the ideas of patriotism.
The emergence of children's interest in various examples of folk art can be considered as an indicator of the emerging feeling of love for the native land, its history, nature, people's work (21, p. 13, 16,17).
The circle of children's reading includes Russian folklore, as well as the folklore of the peoples of the world. They have great potential national, folk cultures, make the child the owner of universal human spiritual values. In his literary development, the child must go from the literature of his people to the children's world literature (16, p. 27). Comparison of folklore works of different peoples makes it possible not only to form certain ideas about the characteristic national features of oral art, but also fosters a deep interest in the analysis of these features, an understanding of the value of the folklore of each people, which is determined by the presence of common experiences, aspirations, common moral positions (21, p. .16).
Volkov G.N. notes cognitive role of folklore:“Fairy tales, depending on the topic and content, make listeners think, suggest reflections. Often the child concludes: “It doesn’t happen like that in life.” The question involuntarily arises: “What happens in life?” Already the conversation of the narrator with the child, containing the answer to this question, has a cognitive value. But fairy tales contain cognitive material directly. It should be noted that the cognitive significance of fairy tales extends, in particular, to individual details of folk customs and traditions, and even to household trifles” (3, p. 122).
Listening to works of folk art give children the opportunity to understand the ethno-psychological characteristics of people, to learn the traditions and customs of peoples, to get acquainted with their way of life and way of life. So, using the example of the well-known and beloved fairy tale "Gingerbread Man" you can introduce children not only to the traditional food of the Russian people (kolobok) and the recipe for its preparation, but also to expand their understanding of the life of the Russian people, explain the concepts of "barn", "barn", "spin". The knowledge acquired by children through acquaintance with the etymology of words, the purpose of objects, helps them to make generalizations and conclusions, to expand their horizons. With the help of folklore works, children can be introduced to one of the leading features of a people that distinguishes it from all other peoples, namely the language (it can be demonstrated that languages, like their speakers, i.e. peoples, can be similar, related, and may differ from each other). (15, pp. 24,26)
In folklore, the idea of a harmonious relationship between man and nature is clearly visible, which arose from the harmony of nature itself and the understanding of the need to adapt to it and transform it. Many Russian proverbs reflect subtle observations of nature, the understanding that nature is a force to be reckoned with. Round dance is one of the folk festive events, which is entirely connected with nature, since this action always took place in nature. Thus, environmental education, fostering love for nature can also rely on folk pedagogy (12, pp. 42-44).
Oral folk art is not only the most important source and means of development all aspects of children's speech, but also plays a huge role in the education of preschoolers interest in native speech. It helps to feel the beauty of the native language, develops the figurativeness of speech. K. I. Chukovsky in the book "From Two to Five" said that "all kinds of folk songs, fairy tales, proverbs, sayings, riddles, which make up the favorite mental food of preschoolers, best introduce the child to the basics of folk speech." In addition, he noted that “the fairy tale improves, enriches and humanizes the child's psyche, since the child listening to the fairy tale feels like an active participant in it and always identifies himself with the pace of her characters who fight for justice, goodness and freedom. It is in this active sympathy of small children with the noble and courageous heroes of literary fiction that the main educational significance of the tale lies" (22).
Folklore texts reveal to the child the beauty and accuracy of the Russian language and, according to K.D. Ushinsky "awakens to life the seeds of the native word, which are always rooted, albeit unconsciously, in the soul of the child", thereby enriching the child's speech (20, p. 298).
4.2. Features of folklore works.
E.I. Tiheeva, E.A. Flerina also believed that folklore provides excellent examples of the Russian language, imitating which the child successfully learns his native language. Riddles, proverbs, sayings, they wrote, are figurative, poetic, endowed with comparisons, vivid epithets, metaphors, they have many definitions, personifications. The poetic language of small folklore forms is simple, precise, expressive, contains synonyms, antonyms, comparisons, hyperbole. Many proverbs are based on metaphor. It serves as a means of achieving the greatest expression and picturesqueness. No less rich is the language of riddles. A wide range of figurative and expressive means is used here to encode images of objects and phenomena (4, p. 16). These features attract children to small folklore genres.
There is a lot of humor, jokes, competitive enthusiasm in folk games; the movements are precise and figurative, often accompanied by unexpected funny moments, tempting and beloved by children, counting rhymes, draws, and nursery rhymes. They retain their artistic charm, aesthetic value and constitute the most valuable, unique game folklore. Folk games are figurative, so they mainly captivate children of preschool age. (5, pp. 5,8).
G.N. Volkov singles out the most characteristic features of fairy tales: nationality (tales reflect the life of the people, the features of their worldview, and also cultivate their formation in children); optimism (tales inspire confidence in the triumph of truth, in the victory of good over evil); the fascination of the plot (the complexity of the scheme of events, external clashes and struggle); imagery (the main character usually reflects the main features of the national character: courage, diligence, wit, etc.); funnyness (subtle and cheerful humor); didacticism (tales of all peoples are instructive and edifying) (3, pp. 125,126) These features of fairy tales make it possible to use them in solving pedagogical problems, in the system of educating preschoolers.
Thus it is possible to do conclusion that different types of oral folk art are an important means of developing speech and all aspects of the child's personality. But the effectiveness of their use will depend not only on whether the educator understands the role of folklore, but also on how well he knows about the means of folk pedagogy, about the methods and techniques of their use.
5. Types of oral folk art that contribute to the development of the speech of preschool children.
5.1. Types of oral folk art.
In children's folklore, it is necessary to distinguish between the works of adults for children, the works of adults that have become children's over time, and children's creativity in the proper sense of the word.
The children's folklore of the Russian people is unusually rich and varied. It is represented by heroic epic, fairy tales, numerous works of small genres.
Acquaintance with the best examples of oral folk art should be carried out as early as possible. It begins with songs, nursery rhymes, pestles.
Lullabies soothe, set the child to rest; affectionate, gentle, quiet. People call them bikes. This name comes from the verb "buy, bay" - to speak. The ancient meaning of this word is “whisper, speak”. Lullabies got this name not by chance: the most ancient of them are directly related to the charm song. Over time, these songs lost their ritual character, and their plots were chosen as their “hero” by a cat, since it was believed that the peaceful purring of a cat brings sleep and peace to a child.
Pestushki- small songs for the first games of a child with fingers, arms, legs, accompanying the first children's conscious movements (“A horned goat is coming ...”, etc.) According to the rules of folk pedagogy, in order to educate a physically healthy, cheerful and inquisitive person, in the child it is necessary to maintain joyful emotions during waking hours. Thanks to the simplicity and melodiousness of the sound of pestles, children, when playing, easily memorize them, acquiring a taste for a figurative, well-aimed word, learning to use it in their speech. Some pestles, becoming more complicated, developing a game beginning, pass into the genre of nursery rhymes.
Nursery rhymes. Their main purpose is to prepare the child for the knowledge of the world around them in the process of playing. They begin to be used in the second year of a child's life, when he already has a primary dictionary. In most cases, nursery rhymes are associated with movements, dancing and are distinguished by a vigorous and cheerful rhythm. The role of nursery rhymes is that they teach to perceive a short plot embodied in the artistic word, and this is, as it were, a preparatory stage for the perception of a fairy tale in the future. In addition, nursery rhymes develop children's imagination, arouse interest in new word formations.
Change the jokes jokes. These are rhyming expressions, most often of comic content, used to decorate speech, in order to cheer, amuse, make yourself and your interlocutors laugh. Their content is reminiscent of little fairy tales in verse. As a rule, in a joke, a picture of some bright event, swift action is given. This corresponds to the active nature of the child, his active perception of reality.
Fables- a special kind of songs with humorous lyrics, in which real connections and relationships are deliberately displaced. They are based on improbability, fiction. However, in this way they help the child to establish in his thinking the true interconnections of living activity, strengthen in him a sense of reality. Humor becomes pedagogy.
teasers- a form of manifestation of children's satire and humor. Teasers are a form of creativity almost entirely developed by children. It cannot be said that he did not have his "ancestor" in the work of adults. Discord, clashes, enmity, fisticuffs, real fights, when one "end" of the village went to the other, were a constant phenomenon of the old way of life. Adults gave each other nicknames, nicknames that marked imaginary and real shortcomings.
Each teaser contains a charge of exceptional emotional power. Often teasers condemn snitching, gluttony, laziness and theft. However, in the children's environment itself, the custom of teasing caused a protest - they said about lovers of teasing: "Teased - a dog's snout."
Tongue Twisters learn to speak clearly, quickly and correctly, but at the same time remain a simple game. This is what attracts children. Tongue twisters combine single-root or consonant words: In the yard - grass, on the grass - firewood; The cap is not sewn in the style of a cap, it must be recapped and recapped. It is difficult to decide who is the creator of these tongue twisters - children or adults. Some of them are hardly created by children.
Amazingly poetic Russian riddles, simply and colorfully telling about specific natural phenomena, about animals and birds, economy and life. They contain a rich invention, wit, poetry, figurative structure of live colloquial speech. Riddles are a useful exercise for the mind. The riddle introduces the child to thinking about the connections between phenomena and objects and about the features of each of them, helps him discover the poetry of the world around him. The bolder the fiction, the more difficult the riddle to guess. The improbability gives the images of the riddle a clearly perceived contradiction of reality, and the answer brings order to the confusion: everything falls into place in accordance with the real qualities of the object being thought of.
Proverbs and sayings are concise, expressive folk interpretations, the result of long observations, the embodiment of worldly wisdom. A proverb is a short, poetically figurative, rhythmically organized work of folk art, summarizing the historical social and everyday experience, vividly and in depth characterizing different aspects of human life and activity, as well as the phenomena of the surrounding world. A proverb is a general judgment, expressed in the form of a grammatically complete sentence, which has a figurative meaning, contains morality developed by many generations. A proverb is a short, figurative saying (or comparison), which is characterized by the incompleteness of the statement. Unlike a proverb, a saying is devoid of a generalized instructive meaning and is limited to a figurative, often allegorical definition of a phenomenon. Proverbs and sayings addressed to children can reveal to them some rules of conduct, moral norms. A short saying, full of wisdom and humor, is remembered by children and affects them much more than any moralizing and persuasion.
Russian folk outdoor games have a long history, they have been preserved and have come down to our days from ancient times, passed down from generation to generation, incorporating the best national traditions. In all folk games, the love of fun, daring, honor, competitive enthusiasm, the desire to possess strength, dexterity, endurance, speed and beauty of movements, as well as ingenuity, endurance, resourcefulness, invention and willpower are manifested in all folk games.
Rhythm closely related to the folk game. The task of the rhyme is to help prepare and organize the game, to divide the roles, to establish a queue for the start of the game. A rhyme is a rhyming rhyme, consisting mostly of invented words and consonances with emphasized strict observance of rhythm.
round dances. It has long been a favorite pastime of young people in Rus'. They began to dance in the spring, when it became warm and the ground was covered with the first grass. The round dance intertwined dance, game, singing. The dance songs clearly reveal the moral and aesthetic ideals of young people - our ancestors (well done looking for a "friendly bride", "and a spinner, and a weaver, and a housekeeper").
Russian folk song offers the child a wide range of poetic associations. White birch rustling in the wind, spilled spring water, white swan ... All these images become the basis of a poetic view of the world, imbued with love for native nature, native speech, and the Motherland.
Fairy tales. It is difficult to imagine a child's world without fairy tales: "childhood" and "fairy tale" are inseparable concepts ... A fairy tale is a special folklore form based on a paradoxical combination of the real and the fantastic. It has long been an element of folk pedagogy. In the fairy tale epic, the following genre varieties are distinguished: fairy tales about animals, fairy tales on everyday topics, fairy tales.
All fairy tales affirm the child in the right relationship to the world. Each fairy tale contains a moral that a child needs: he must determine his place in life, learn the moral and ethical norms of behavior in society. The plot of fairy tales unfolds rapidly, and the happy ending of the fairy tale corresponds to the cheerful attitude of the child. An important feature of fairy tales is that their characters always, under any circumstances, remain true to their characters. Thus, the fairy tale contains that necessary simplicity of human relations, which must be mastered by the child before he learns to understand the complexity of other deeds and actions.
Learning the language of one's people, mastering all the wealth of folklore is one of the most important, main ways of the spiritual revival of Russia (2, pp. 47-63).
But besides this, preschoolers need to be introduced to the work of other peoples (fairy tales, songs, proverbs, games, etc.). Folklore works should reflect both the specific features of national art and those common to the work of other peoples. To do this, it is necessary to select fairy tales, proverbs, sayings that most clearly reflect the features of the content (everyday life, customs, moral principles, traditions) and forms (composition, expressive means, etc.). Thus, children will become familiar with the culture of not only their people, but also to the culture of other peoples. (21, pp. 15,16)
Very early, children learn on the street from their peers in different ways. invocations(from the word to call out - “call, ask, invite, contact”). These are appeals to the sun, rainbow, rain, birds.
Oral sentences. These are short, usually poetic appeals to animals and birds, ladybugs, bees; to the mouse with a request to replace the old, fallen tooth with a new, strong one; to the hawk, so as not to circle over the house, not to look out for chickens. This is the question of the cuckoo: “How long shall I live?” The cuckoo calls and the children count.
No less ancient than the calendar children's folklore, game choruses and game sentences. They either start the game, or connect parts of the game action. They can also play the role of endings in the game. Game sentences may also contain the "conditions" of the game, determine the consequences if these conditions are violated.
5.2. Familiarization with the types of oral folk art in different age groups.
In work with kids the teacher widely uses small folklore forms. Appropriately read nursery rhymes, riddles, counting rhymes improve the mood of children, cause a smile, develop interest in cultural and hygienic skills. The teacher also conducts special classes that introduce the children to the works of folklore. Kids are very fond of folk games to the song accompaniment of Karavay, Geese-Swans, White-sided Magpie, etc.). Children are also introduced to the first fairy tales (“Ryaba Hen”, “Turnip”, “Gingerbread Man”, etc.).
In the middle group the educator continues to acquaint children with the works of Russian folk art, and above all with fairy tales (Russian folk: “The Chanterelle with a Rolling Pin”, “Zhikharka”, “Geese-Swans”, etc., the Ukrainian fairy tale “Mitten”, etc.). They introduce children to folk art in the classroom, where they explain why a fairy tale is called folk, at leisure evenings, at special holiday matinees, where the main participants are older preschoolers, but children of the fifth year of life can also read nursery rhymes, dance, sing songs.
In the senior group the educator plans classes specifically dedicated to Russian folk art. In addition, it is advisable to get acquainted with folklore outside of class: in the evening, on a walk in the forest or on the lawn, the children sit around the teacher, and he tells them a fairy tale, riddles, and sings folk songs with the children. Free dramatizations of folk songs are very interesting. In the older group, the guys first get acquainted with proverbs and sayings. The teacher says that the people have created well-aimed short expressions that ridicule laziness, praise courage, modesty, hard work; explains when it is appropriate to use saying and proverb. Familiarization of children with proverbs can be part of a class on familiarization with others or the development of speech. In the senior group, children begin to get acquainted with the oral folk art of not only Russian, but also other peoples. Children will learn that the well-known fairy tale “Mitten” is Ukrainian, “Light Bread” is Belarusian, and the cheerful song “Where does the sun sleep?” created in Armenia.
With works of folklore children of the preparatory group meet mostly outside of class. A special place is given to acquaintance with sayings and proverbs. The teacher not only explains their content, hidden meaning, possible use cases, but also teaches them to use this or that saying correctly and appropriately. In the preparatory group, children continue to be introduced to folk songs, to more serious, deep in content works of the national epic (legends, epics, tales) not only of the Russian people, but also of peoples of other nationalities. A special role is played by the teacher's conversation, which precedes reading or storytelling - it leads preschoolers to understand the ideological meaning of the work (17, pp. 115-124).
Thus, the use of various types of oral folk art in combination with other educational means contributes to the enrichment of the vocabulary, the development of speech activity of preschool children, as well as the formation of a harmoniously developed, active personality that combines spiritual wealth and moral purity. When working with children, the teacher must remember that the impressions of childhood are deep and indelible in the memory of an adult. They form the foundation for the development of his moral feelings, consciousness and their further manifestation in socially useful and creative activities.
6. Methods of acquaintance with oral folk art.
Traditionally, it is customary to single out two forms of organizing work with folklore in kindergarten:
1. Reading and storytelling in class:
One work;
Several works united by a single theme or unity of images (two fairy tales about a fox);
Combining works belonging to different types of art;
Reading and storytelling using visual material (with toys, different types of theater, filmstrips, movies);
Reading as part of a speech development or familiarization lesson.
2. Use outside of class, in various activities (storytelling outside class, book corner, fairy tale evenings, folklore holidays, mini-museums of fairy tales, etc.).
6.1. Methods of acquaintance with folklore in the classroom.
The main thing that the educator should take into account when introducing children to various folklore genres is the need to introduce elements of artistry and individuality in the performance of folk works. Then the classes will take place as a vivid communication with the child, in whose eyes a colorful action is played out.
Upon acquaintance with small folklore genres The teacher should pay attention to the following:
1. You can use objects of folk art and Russian folk musical instruments.
2. Use of nursery rhymes, sayings, etc. only then provides a systematic approach to familiarization with the outside world when their content is focused on a person, his activities and specific actions (washing, dressing, dancing, etc.). They should sound as often as possible in the speech of the teacher.
3. It is necessary to widely use visual material (the younger the child, the more often it is used: toys, pictures, manuals, etc.), with the help of which a detailed picture of actions and their results is created. The display can be fragmentary or complete. Dramatization of a work with the help of visual aids helps to achieve a better understanding of the content. During the reading of the work, a dynamic emphasis is placed on fragments of the text (“oil head” - this particular part of the toy is set in motion, etc.).
4. In the course of staging and listening to the text, the effective participation of the child should be encouraged and stimulated: call the cockerel, etc.
5. The emotional presentation of the work should encourage children to cognitive activity: the surprise of the appearance, the intonational expressiveness of speech. It is necessary to draw the attention of the child to the fact that the same character can be different in different works.
6. It is important to ensure that the child does not lose the thread of understanding the work as a whole.
7. Mandatory rule - repeated full reading of the work. Each repetition should be no less exciting process than the first acquaintance.
8. Repetition of the work in a slightly modified form. The teacher should pay less attention to the introductory part and more to the opportunity to master, remember and reproduce the text (2, pp. 64-66).
The method of familiarization with proverbs and sayings. The teacher must monitor the skill and correctness of the use of proverbs and sayings both in his speech and in the speech of children. In order to achieve a correct understanding by children of the generalized meaning of these types of small folklore forms, it is necessary to carry out all the work in two stages:
1. Initially, a proverb or saying is given out of context - in order to find out whether the child understands its content and meaning, whether he knows when to use it.
2. Then the proverb or saying is offered in the context of a short story. You can check the understanding of the generalized meaning of proverbs and sayings by offering the children a task: come up with a fairy tale, story, speech situation where one of the characters could appropriately use this proverb or saying. When children have accumulated a certain stock of proverbs and sayings, you can invite them to choose proverbs that correspond to the content and idea of a particular fairy tale (2, pp. 66-67).
Fairy tales method:
1. A fairy tale should be told to a child, not read. And tell it over and over. It is necessary to artistically, artistically recreate the images of the characters, to convey both the moral orientation and the acuteness of the situation, and one's attitude to the events.
2. In order for children to listen to the tale carefully, they must be prepared for this. You can use the following tricks:
Show a fairy tale with the help of toys (table theater);
Use a saying, and it is better to start a new fairy tale with a familiar saying, and an already heard fairy tale with a new, interesting saying. (2, pp. 67-68).
3. Alekseeva M. M., Yashina V. I. suggest using verbal methodological techniques in combination with visual ones:
Conversations after acquaintance with the fairy tale, helping to determine the genre, main content, means of artistic expression;
Selective reading at the request of children;
Examination of illustrations, books;
Viewing filmstrips, movies after reading the text;
Listening to a recording of the performance of a fairy tale by masters of the artistic word (1, pp. 347-357);
4. When telling a fairy tale, it is recommended to use simulation. Heroes of fairy tales, as well as objects with which they act, become objects that are replaced. A set of substitutes (different circles) is made and offered to the child by an adult. The child is required to choose mugs so that it is immediately clear which circle, for example, a crocodile, and which one is the sun. When the process of choosing deputies is mastered, you can move on to playing simple plots. Depending on how much the child has mastered modeling, the completeness of the plot being played out changes (9, p. 28).
5. You can end the fairy tale with well-known endings: “Here the fairy tale ends, and whoever listened is well done,” the purpose of using them is to let the child understand that the fairy tale is over and distract him from the fantastic. Proverbs suitable for the content of the tale can also serve as endings, this will consolidate the impression of what they heard and teach the child to use figurative folk expressions to the place (2, p. 68).
6. R. Khalikova revealed the originality of the methods that affect the moral, patriotic, international education of preschoolers in the process of familiarization with folklore:
The figurative perception of proverbs and fairy tales deepens if at the same time children are introduced to decorative items of folk life, the national costume of the Russian people and people of other nationalities.
Inclusion in the conversation about fairy tales of questions, the answers to which require an emphasis on the moral qualities of the hero.
Using the method of comparing national folklore works, which makes it possible not only to form certain ideas about the characteristic national features of oral art, but also to cultivate a deep interest in the analysis of these features, understanding the value of the folklore of each people; children should be led to understand that different peoples in fairy tales evaluate the actions of characters in the same way.
Using the method of comparing modern life with that depicted in fairy tales.
7. After classes, it is necessary to create conditions for a variety of creative activities for children, reflecting the impressions received from the perception of folklore works: inventing fairy tales, riddles, drawing on the themes of favorite fairy tales, their dramatization (21, pp. 16-17).
Riddles method:
1. At the initial stage, to teach children to perceive the figurative content of riddles, to explain them.
2. Then pay attention to the juicy, colorful language of the riddle, to form the ability to understand the expediency of using expressive and visual means. To do this, you can offer children two riddles for comparison, ask which of the two they liked best and why. Offer to choose a definition for the word that means a guess.
3. Later, when the children learn the genre features of metaphorical riddles, the teacher invites them to invent riddles about objects, phenomena of reality (4, p. 18).
6.2. Methods of working with folklore in the organization of various activities.
In preschool childhood, as you know, the leading type of activity is a game in which all cognitive processes develop. Folklore is widely used in drama games. Dramatizing a song, a nursery rhyme, and later a fairy tale, the child uses their language. What he originally only heard becomes his own property. It is here that the child is imbued with the “harmony of the Russian word”, as Belinsky spoke about. The child associates the word with the action, with the image. That is why it is necessary to encourage the dramatization of works of oral folk art by children, make it a common occurrence in the life of a kindergarten, and encourage all children to do this. (18, p. 83.).
The technology of using fairy tales in dramatization games :
Stage 1 - acquaintance with a fairy tale (telling, conversations, viewing filmstrips, videos, looking at pictures and illustrations);
Stage 2 - knowledge must be emotionally perceived by the child, therefore, emotional feedback is required (retelling, table theater, outdoor and didactic games with characters from fairy tales, etc.);
stage 3 - reflection of the child's emotional attitude to the object under study in artistic activity;
Stage 4 - preparation for independent acting out of the plot, preparation of the necessary environment for a creative game, playing out the plot of a fairy tale (6, p. 21)
Oral folk art can be used in all forms of work in physical education :
motor-creative classes based on one of the types of oral folk art; plot physical education classes with "interspersing", "interweaving" elements of a fairy tale (conducted in the form of a "motor" story);
theatrical physical education classes using imitation, mimic and pantomimic exercises, dramatizations and dramatization games; musical and rhythmic classes based on folk dances and dances, games and round dances, using folk songs and melodies;
gaming physical education classes (folk games and games with fairy-tale characters are used);
integrated physical education classes combining folklore and physical exercises (7, p. 29).
When organizing the motor activity of children, it is necessary to use folk games that affect not only the physical development of children, but also, according to E.A. Pokrovsky: "...children's outdoor games, taken from the treasury of folk games, meet national characteristics, fulfill the task of national education" (19, p. 210).
The main condition for the successful introduction of folk outdoor games into the life of preschoolers has always been and remains a deep knowledge and fluency in an extensive game repertoire, as well as the methodology of pedagogical guidance. Basically, it does not differ from the methodology of other outdoor games, but some features characteristic of the organization and conduct of a folk game can be distinguished:
When explaining a new folk game, in which there is a beginning (counting, singling, toss), an adult should not first learn the text with the children, it is advisable to introduce it into the course of the game unexpectedly. Such a technique will give children great pleasure and save them from boring stereotyped acquaintance with the game element. The guys, listening to the rhythmic combination of words, when repeated, easily remember the beginnings.
When explaining the plot folk game, the educator first talks about the life of the people whose game they are to play, shows illustrations, household items and art, interests them in national customs, folklore (5, pp. 8,9).
A special role in introducing the child to folk culture is played by folklore holidays as a means of expressing the national character, a vivid form of recreation for adults (teachers and parents) and children, united by joint actions, a common experience. Folk holidays are always associated with the game, therefore, a variety of folk outdoor games are included in the content of holidays in kindergarten, and jokes, counting rhymes, and tongue twisters learned with children make the game process more interesting and meaningful. Children of senior preschool age sing Russian folk lyrical songs and ditties, demonstrating how a person's life, his sorrows and joys are reflected in these types of verbal and musical art. Not a single folklore holiday is complete, of course, without playing Russian folk musical instruments, performing songs and dances to their accompaniment. Skits, puppet theater based on folk songs, nursery rhymes, fairy tales are also widely used. The main difference between folk dramatic performances (games, round dances, skits) is the combination of words, melody, performance, which is accompanied by appropriate gestures and facial expressions. Great attention should be paid to costumes, the use of scenery (9, pp. 6-8).
Thus, the use of folklore in the process of organizing various types of children's activities, the use of various methods of familiarization with the oral folk art of the Russian and other peoples arouses a steady interest in folklore, and contributes to the development of speech activity in preschool children.
7. Analysis of the work on familiarization with the oral folk art of young children.
The work was carried out with children of the first junior group in the MDOU kindergarten No. 5 of the city of Vorsma, Pavlovsky district.
The circle of reading at this age is mainly made up of works of Russian folklore: ditties, nursery rhymes, songs, games, riddles, fairy tales. These works best suit the needs of the younger preschooler, as they combine the word, rhythm, intonation, melody and movement. The works of oral folk art are the first works of art that a child hears. Therefore, during the period of adaptation of children to the new conditions of the kindergarten, we introduce children mainly to them.
We are building the educational process in the preschool educational institution in accordance with the program "Childhood". The main task that we set when introducing children to folklore is to open the world of verbal art to the child, to instill interest and love for oral folk art, the ability to listen and understand, emotionally respond to imaginary events, “contribute” and empathize with the characters, i.e. lay the foundation for the literary development of children. The implementation of this task is associated with the education of children's abilities and skills to aesthetically perceive works of oral folk art, with the development of their artistic and speech activity.
Acquaintance of children with folklore, and then consolidation, occurs through various forms of organized activities of children, joint activities of children and adults outside of classes, and work with parents.
In the first junior group, 2 classes are planned daily in subgroups: the first in the morning, the second in the evening.
In the classroom "Children's Fiction" we introduce kids to the works of oral folk art. The main task is to form the ability to listen to an adult's storytelling or reading; memorize and recognize a familiar piece when listening again; recognize characters in illustrations, toys; memorize folklore texts.
In the classes on familiarization with the social and natural world, we also introduce the works of oral folk art or fix their content. The main task is to develop the speech of children with the help of folklore, to arouse interest, emotional responsiveness to objects and phenomena of the social and natural world; memorize and recall works of oral folk art.
In speech development classes, we reinforce familiar nursery rhymes, fairy tales, etc. The main task is to develop in children the ability to convey the content of works by word, action, gesture, picking up the words and lines of familiar works (1st quarter), and later (2nd and 3rd quarter) to read some of them by heart.
The consolidation of folklore material occurs in other classes, in cultural and leisure activities. Here the main task is to develop children's interest and desire to engage in visual, motor, musical activities with the help of folklore; to consolidate knowledge of familiar works of oral folk art.
When organizing physical education classes, we widely use the content of nursery rhymes, songs, and fairy tales familiar to children. Such plot lessons are very interesting for children, the motor activity of children increases. Kids are very fond of finger, mobile folk games with song accompaniment. We spend them during walks, in the evening and in the morning. Children not only move, but also try to pronounce familiar words that accompany games.
Already at this age, we try to use elements of staging fairy tales and nursery rhymes. Listening to the text spoken by the teacher, the children independently reproduce the corresponding game actions of a bunny, a cat, a bear, etc.
When planning, we try to harmonize the content of different sections of the program, to achieve their integration - interconnection and complementarity. Works of oral folk art help in this. In connection with the passion characteristic for kids for countless repetition, “working out” the same text, it becomes necessary to create daily conditions for children to meet familiar works in different everyday situations (washing, dressing, etc.), in the joint activities of adults and children outside of classes (observation; game, practical, problem situations; different types of games; looking at books, illustrations, albums, etc.). The coordination of this activity in kindergarten and family plays a special role.
With this approach, a single educational content, repeating itself in different forms and activities, is better comprehended and mastered by children.
Thematic planning of the content of the educational process also helps to integrate all forms and types of children's activities, the implementation of this approach. The topic is planned for 1 - 2 weeks, reflected in the content of classes, planned, educational and educational situations; in games; observations; music, communication of the educator with children, work with the family.
When introducing children to oral folk art, we used a variety of methods and techniques. At the initial acquaintance with the works: viewing toys, illustrations, pictures by content, reading based on clarity, game and problem situations, didactic games related to the content, repeated reading, questions.
When repeating, we use the same techniques and the same visual material as in the first reading; we read works without resorting to visualization; use additional visual material, imitations; insert the name of the child into the text. The repetition of two or three poetic texts in one lesson brings joy to children, creates a positive - emotional mood.
Conclusion - systematic and systematic familiarization with folklore in the first junior group is a prerequisite for the full mastery of the child's native language, creates the foundation for the formation at the next stage of the child's life - in preschool childhood - the aesthetic perception of fiction; the foundation of psychophysical well-being, which is determined by the success of the overall development and the foundation of cognitive activity. Folklore is one of the most effective and vivid means, fraught with huge didactic and educational opportunities. It is very important that the work begun be continued in the future.
8. Pedagogical conclusions.
In the process of doing the work, we examined the role of oral folk art in the development of the speech of preschoolers, in the upbringing of a person, his personality. The kindergarten has an exciting task - to plant in children the seeds of love and respect for folklore. When introducing a child to the wonderful world of folk art, we open for him the life of society and the nature around him. An important role is played by oral folk art in patriotic and international education, in the education of love for the Motherland, for its great people and interest in people of other nationalities. Folklore gives the child excellent examples of the Russian language: the expressive, well-aimed language of proverbs, sayings, folk tales about animals, the language of Russian folk fairy tales, saturated with fabulous “ritualism”. Oral folk art has an activating effect on:
Speech sound flow, the child distinguishes speech from all other signals, gives it preference, highlighting it from noise and musical sounds;
An activating sound effect with the help of repetitive phonemes and sound combinations, onomatopoeia, as if folklore forms programmed in the text itself.
The figurativeness of folklore makes it possible to convey to the minds of preschoolers in a concise form a great semantic content. This is the special value of the artistic word as a means of understanding the world around us, the speech development of children.
By means of oral folk art, children are brought up with an active attitude towards the world around them, a desire to apply different genres of folklore in everyday life.
The works of folk art have always been close to the nature of the child. The simplicity of these works, the repeated repetition of elements, the ease of memorization, the possibility of playing and independent participation attract children, and they are happy to use them in their activities. Therefore, teachers should introduce children in each age group to the works of oral folk art in accordance with the "Program", ensure that the child assimilates their content and correctly understands it. Listening to a nursery rhyme, a fairy tale or a song, the child must not only learn the content, but also experience the feelings, moods of the characters, pay attention to the semantic side of the word, its pronunciation.
What needs to be done in order for oral folk art to become an effective factor in the personal development of a child?
1. The effectiveness of teaching preschoolers on the ideas of folk pedagogy depends on the attention of the educator, preschool specialists, parents to folklore, on the ability of teachers to competently build a pedagogical process aimed at the full development of oral folk art by children. Starting from early age groups and up to school, children need to be introduced to folklore works in the process of organizing various types of children's activities using various methods and techniques.
2. It is very important that every teacher knows folk customs and rituals, national traditions, be an expert in folk games, songs, dances, fairy tales.
3. When planning work to introduce preschoolers to the origins of folk art, it is necessary:
Evenly distribute folklore material during the school year;
To foresee and consider in advance the methods and techniques that ensure the maximum activity of children in the classroom and in their free time, their creative self-realization;
Consolidate the material being studied in a timely manner, avoid haste, overloading children;
It is clearer to see the intended goal, which is set in accordance with the age of the children.
4. It is important that the lessons on familiarization with folklore be unusual, interesting for children, so that the spirit of the nationality reigns there.
5. In the process of getting acquainted with folklore, it is very important to implement educational tasks and maintain an emotional mood.
All this will help the child not only master the best examples of oral folk art, but also ensure his personal development from an early age. Early and preschool childhood is only the beginning of life's journey. And let this path be illuminated by the sun of folk art from the very beginning.
I consider the prospects for further work to continue the use of the accumulated material for the comprehensive development of preschool children.
Bibliography.
1. Alekseeva M. M., Yashina V. I. Methods of development of speech and teaching the native language of preschoolers: Proc. allowance for students. higher and avg. ped. textbook establishments. - M.: Publishing Center "Academy", 2000. - 400c.
2. Vikulina A.M. Elements of Russian folk culture in the pedagogical process of a preschool institution. - Nizhny Novgorod: Nizhny Novgorod Humanitarian Center, 1995. - 138 p.
3. Volkov G.N. Ethnopedagogy: Proc. for stud. avg. and higher ped. textbook establishments. - M.: Publishing Center "Academy", 1999. - 168s.
4. Gavrish N. The use of small folklore forms // Preschool education. - 1991. - No. 9. - P.16-20.
5. Children's outdoor games of the peoples of the USSR / Comp. A.V. Keneman; Ed. T.I. Osokina. – M.: Enlightenment, 1988. – 239 p.
6. Doronova T.N. The development of young children in conditions of variable preschool education. Hoop. Moscow, 2010 - P.119-127.
7. Zimina I. Folk tale in the system of education of preschoolers // Preschool education. - 2005. - No. 1. - P.18-28.
8. Zimina I. Folk tale in the system of education of preschoolers // Preschool education. - 2005. - No. 5. - P.28-35.
9. Zimina I. Folk tale in the system of education of preschoolers // Preschool education. - 2005. - No. 8. - P.26-31.
10. Acquaintance of children with Russian folk art / Ed.-comp. L.S. Kuprina, T.A. Budarina and others - St. Petersburg: Childhood-press, 2001. - 400 p.
11. Krinitsina N. Children love nursery rhymes // Preschool education. - 1991. - No. 11.
12. Nikolaeva S. On the possibilities of folk pedagogy in the environmental education of children // Preschool education. - 2009. - No. 4. - P.42-46.
13. Novitskaya M., Solovieva E. Welcome to the folklore school // Preschool education. - 1993. - No. 9. - P.11 - 18.
14. Pidruchnaya S. Fairy tales - for the safety of children // Preschool education. - 2008. - No. 2. - P.124-127.
15. Poshtareva T. The use of folk tales in the educational process // Preschool education. - 2009. - No. 5. - P.24-28.
16. Child and book: A guide for a kindergarten teacher / L.M. Gurovich, L.B. Coastal, V.I. Loginova, V.I. Piradova. - St. Petersburg: Publishing house "CHILDHOOD PRESS", 2000. - 128p.
17. Native land: A guide for educators children. garden / R.I. Zhukovskaya, N.F. Vinogradova, S.A. Kozlov; Ed. S.A. Kozlova. - M.: Enlightenment, 1985. - 238
18. Russian folk art and ritual holidays in kindergarten: class notes and holiday scenarios / Vladimir Regional Institute for the Improvement of Teachers. - Vladimir, 1995. - 184 p.
19. Stepanenkova E.Ya. "Theory and methods of physical education and development of the child." – M.: Academy, 2007. – 368 p.
20. Ushinsky K.D. Collected works. T.6. - M., 1948., p.298
21. Ushinsky K.D. native word. Collected works, M.: 1974.
22. Khalikova R. Folk art as a means of educating love for the native land // Preschool education. - 1988. - No. 5, S. 13-17
23. Chukovsky K.I. From two to five. http://www.gumer.info.
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. About 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.