The influence of oral folk art in the development of speech in children of primary preschool age. Unity of education and science A child learns non-conventional sounds

“A child does not only learn conventional sounds by studying his native language, but drinks spiritual life and strength from his native breast native word. It explains nature to him as no natural scientist could explain it, it introduces him to the character of the people around him, to the society among which he lives, to its history and aspirations, as no historian could introduce him; it introduces it into popular beliefs, into folk poetry, as no esthetician could introduce it;it finally gives such logical concepts and philosophical views that, of course, no philosopher could convey to a child.”

K.D. Ushinsky:

Preschool childhood as a period in human life plays an important role in shaping what not only each individual person will become, but also all of humanity and the world as a whole. The educational, ideological, moral, and cultural priorities laid down in preschool childhood determine the life path of generations and influence the development and state of the entire civilization. It is necessary to pay as much attention as possible to the development of the child’s inner world. Communication with a book provides invaluable assistance in this.

“Reading is the main skill,” wrote A.S. Pushkin. Through reading fiction, a child learns the past, present and future of the world, learns to analyze, and develops moral and cultural values.

Modern children spend more and more time playing computer games and watching TV. Sociological research in our country and abroad, negative trends have been revealed: interest in reading is noticeably reduced among younger preschoolers and teenagers; The share of reading in children's free time has been sharply reduced.

Today, the relevance of solving this problem is obvious. To raise a reader in a child, an adult must himself show interest in the book, understand its role in a person’s life, and know the books recommended for children preschool age, be able to have interesting conversations with kids

Reading develops a person’s speech, makes it correct, clear, understandable, imaginative, and beautiful.

Reading develops a person’s soul, teaches him to have compassion, to be merciful, to feel the pain of others and to rejoice in the success of others.

Reading is an impulse to creative insight, to the creation of a new artistic creation.

A person who reads knows how to use information and research it.

A special place in preschool institutions focuses on introducing children to fiction as an art and a means of developing intelligence, speech, a positive attitude towards the world, love and interest in books.

A preschooler is a kind of reader. He perceives literature by ear, and this process lasts until he himself learns to read. But, even having mastered the technique of reading, he still has a childish attitude towards book events and characters for a long time.

A preschool child is characterized by a non-contextual perception of art. In his ideas about what is happening in the work, he goes far beyond the boundaries of the text itself: he animates the inanimate, does not correlate the events described with real time and place, changes the work in his own way, making it the heroes of himself, his friends and acquaintances, characters of previously read books. A children's book that a child likes captivates him so much that he does not separate himself from what is happening in it, immersing himself in it, imagining to the smallest detail the events and the process of his participation in what is depicted. Such qualities are characteristic of children of older preschool age.

Works of fiction reveal to children the world of human feelings, arousing interest in the personality, in the inner world of the hero. Having learned to empathize with the heroes of works of fiction, children begin to notice the mood of those close to them and the people around them. Humane feelings begin to awaken in them - the ability to show participation, kindness, protest against injustice. This is the basis on which integrity, honesty, and true citizenship are fostered. “Feeling precedes knowledge; “Whoever did not feel the truth did not understand or recognize it,” wrote V. G. Belinsky.

The child’s feelings develop in the process of assimilating the language of those works with which the teacher introduces him. The literary word helps the child understand the beauty of the sounding native speech, it teaches him the aesthetic perception of the environment and at the same time forms his ethical (moral) ideas. The child’s acquaintance with fiction begins with miniatures of folk art - nursery rhymes, songs, then he listens folk tales. Deep humanity, extremely precise moral orientation, lively humor, figurative language are the features of these folklore miniature works. Finally, the child is read original fairy tales, poems, and stories that are accessible to him. The people are an unsurpassed teacher of children's speech. In no other works, except folk ones, will you find such an ideal arrangement of difficult-to-pronounce sounds, such an amazingly thoughtful combination of words that barely differ from each other in sound. For example: “There was a blunt-lipped bull, a blunt-lipped bull, the bull had a white lip and was blunt”; “The cap is not sewn in the Kolpakov style, you need to re-cap it, whoever re-caps it will get half a cap.” And the friendly banter, the subtle humor of nursery rhymes, teasers, rhymes - effective remedy pedagogical influence, a good “cure” against laziness, cowardice, stubbornness, whims, selfishness. Traveling into the world of fairy tales develops the imagination and fantasy of children, and encourages them to write. Children brought up on the best literary examples in the spirit of humanity show themselves to be fair in their stories and fairy tales, protecting the offended and weak and punishing the evil. Thus, by helping children master the language of a given work of art, the teacher also fulfills the tasks of education. Children should derive both aesthetic and especially moral (ethical) ideas from works of art, and not from the moralizing arguments of educators about the works they read, or prepared questions on questions. The teacher must remember: excessive moralizing about what is read brings great, often irreparable harm; a work “disassembled” with the help of many small questions immediately loses all its charm in the eyes of children; interest in him disappears. One must completely trust the educational capabilities of a literary text.

Fiction plays a very important role in the development of the social experience of a preschooler.

IN fiction, especially in fairy tales, there are plots in which children find themselves alone, without parents, the trials and tribulations that befall them in this regard are described, and the desires of the child characters to find home and parents again are very emotionally represented.

Many works that are written for preschool children shape their right attitude to nature, the ability to carefully handle living beings; form positive attitude to work, form knowledge about the work of adults, about the organization of work activities. All this contributes to educational opportunities for teaching children labor skills. Mastery of skills raises labor activity to a higher stage of development, allows the child to set and achieve goals; ensures a more complete and successful use of work as a means moral education.

The reader in a child will grow when literature and a book correspond to his worldview, his needs, his spiritual impulses, when the book contains the answer to a question still ripening in the mind, when emotions are anticipated. The circle of children's reading is the circle of those works that I read (or listen to reading) and are perceived by the children themselves.

The reading range of preschoolers is changing especially quickly. Here, in fact, each year of a child’s life corresponds to its own works. And what sounded and was understood to a child of the second year of life will be uninteresting to a five-year-old or will be rethought by him. For children 6-7 years old, longer books are needed that require continued reading, have a multi-pronged plot, a large number of characters, complex artistic techniques.

Thus, the selection of literature for children's reading depends on the age of the child, on his passions and preferences, but not only...

The selection of literature for children's reading is greatly influenced by the historical and moral time in which the child reader lives. When choosing a book to read to a child today, we must definitely think about its focus on developing the child’s positive emotions and positive activities. The nature of art is such that it inspires a person, including a small one, to some accomplishments, deeds, actions.

For preschool children, it is necessary to choose literature with bright illustrations.

You should also remember the thematic diversity of works. All topics should be represented in children's reading: the topic of children's games and toys; theme of nature, animal world; the topic of relationships between children and adults, relationships in children's groups; the theme of family, duty to parents, relatives; childhood theme; theme of honor and duty; theme of war; historical theme and many others. It is advisable to present all these topics to the child as both eternal and cutting-edge.

It is also necessary to remember about the variety of author's names, which will show the child a variety of approaches to depicting something or, conversely, the same approach, which will be perceived as the only correct one in relation to what is depicted.

Correct selection of literature for children's reading involves taking into account the gender differences of children. This does not mean that boys and girls should read completely different literature. This means that an adult who selects literature to read to children must take into account that girls mostly need to read those books that talk about female virtues, about running a home, and about women’s destiny. Boys will be interested in literature about strong, courageous people, travel, inventions, human behavior in emergency situations, and so on.

It is logical to remember the seasonal principle in the selection of literature for reading, because in the hot summer it is inappropriate to read about how “white fluffy snow falls and swirls.”

Children's reading should include works imbued with humanistic ideas that carry the eternal values of goodness, justice, equality, labor, health and happiness, peace and quiet for one and all. The works are moral, but not moralizing. Literature for children should not set itself the task of correcting morals. It is designed initially to talk to the child about what an ideal is and what are the ways to achieve it, what is eternal truth and how to follow it, what are true values and what are false. Its task is to teach the child to think about what is happening around him, analyze and draw conclusions. She must develop his mind and soul.

Thus, we can conclude that the role of reading in the development of a preschool child is very great. Reading, telling and retelling fiction to a preschool child has a huge impact on intellectual, mental, creative, psychological and psychophysiological development. Reading develops artistic and speech skills, forms the moral and cultural side of the child, conveys ideas about life, work, and attitude towards nature, thereby developing the social experience and work activity of the preschooler.

All these priorities, laid down in preschool age, harmoniously develop the child as a full-fledged personality.

Fiction is effective means mental, moral and aesthetic education, has a great influence on the overall development of the child and directly contributes to the formation of readiness for learning. In poetic images, fiction reveals and explains to the child the life of nature and society, the complex world of human relationships, promotes the child’s speech development, giving him examples of correct literary language. For a successful follow-up schooling A six-year-old child must have developed a certain interest and love for the book, the ability to perceive and understand the text read to him, answer questions about the content, independently retell simple works, give a basic assessment of the characters and their actions, and determine his attitude towards them. These qualities and skills are acquired by the child in preschool age and improved in the process of becoming familiar with works of art. Through a special organization, intonation coloring, and the use of specific linguistic means of expression (comparisons, epithets, metaphors), literary works convey the attitude of the people to a particular object or phenomenon. The visual means of language in them are meaningful, emotional, they enliven speech, develop thinking, and improve children’s vocabulary.

Among the factors influencing the effectiveness of solving problems in introducing children to the arts, an important role belongs to educational program. The educational objectives of the Rainbow program in the analyzed educational field are fully consistent with Federal state requirements.

In the “Introduction to the Book” section, it is suggested that children read works of children’s literature every day (except for classes). One of the criteria for selecting works for such reading is that the characters in their manifestations should be close and understandable to children. The program provides justification for the need to read works of different genres to children (fairy tales - folk and original, small forms of folklore, humorous works, gaming and lyrical poems, etc.), certain pedagogical and philological tasks are set. Pedagogical: extract information from children's literature, develop children's cognitive activity with its help; when reading poems, in dramatizations - to improve children's artistic and speech skills (intonation, gesture, facial expressions). Philological: to develop children's interest in children's literature; improve the aesthetic perception of works of art; teach compassion towards characters, evoke joy in children from meeting a kind and beautiful world children's books: develop in children the ability to pay attention to visual and expressive means, to the beauty of language; learn to notice differences between genres (fairy tale, short story, poem). Particular attention in the program is paid to organizing a book corner. It is proposed to involve children in selecting books, calling them to talk about the contents of the book corner, organizing exhibitions, etc. The program’s creators recommend different shapes organizations for introducing children to books: classes; daily reading; dramatization games and performances based on works. For older preschoolers, topics for daily reading have been developed. Notes are also given for classes on introducing children to fiction, where you can see conversations about poetry “Why do people write poetry?”, and examination of illustrations, and conversations about some compositional elements of fairy tales. The “Rainbow” program has many advantages (especially the presence of an anthology) , but there is not enough support for the family, for working with parents, which, unfortunately, is not provided for in the program. Analysis of the content of speech tasks in the educational program “Rainbow” allows us to note a special concentration of attention on the child’s mastery of the sign system of speech, as well as the development of dialogic speech as a method of communication, at the same time, it should be noted that there is a lack of detail in the specific knowledge, skills and abilities of children in the field of their native language .

A child of the sixth year of life is ready for all types of education. A universal way of learning life, a way of discovering and understanding the world with the help of a book. At the age of six, a child is able to listen for 30-40 minutes and look at a book independently for half an hour. In the senior group, work continues to introduce children to the treasury of world fiction.

Target:

nurturing in preschoolers the need to communicate with books.

Continue to develop children's interest in fiction:

– improve the aesthetic perception of works of art;

– draw children’s attention to figurative and expressive means (figurative words and expressions, epithets, comparisons);

– help the child feel the beauty and expressiveness of language and work, instilling sensitivity to the poetic word;

– improve children’s artistic and speech performing skills when reading poems and dramatizing works;

– to cultivate in the child the need to look at a book and talk about its contents;

– show children the main differences between a fairy tale, story, poem.

Forms and methods of work:

literary lounge;

literary evenings;

themed weeks.

quizzes;

conversations and activities;

book exhibitions and thematic exhibitions of drawings and crafts;

reading competitions;

literary games and holidays;

excursions;

viewing filmstrips, cartoons, presentations;

K.D. Ushinsky:

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“A child does not only learn conventional sounds when studying his native language, but drinks spiritual life and strength from the birthplace of his native word. It explains nature to him as no natural scientist could explain it, it introduces him to the character of the people around him, to the society among which he lives, to its history and aspirations, as no historian could introduce him; it introduces it into popular beliefs, into folk poetry, as no esthetician could introduce it; it finally gives such logical concepts and philosophical views that, of course, no philosopher could convey to a child.”

K.D. Ushinsky:

“Reading is the main skill,” wrote A.S. Pushkin. Through reading fiction, a child learns the past, present and future of the world, learns to analyze, and develops moral and cultural values.

Modern children spend more and more time playing computer games and watching TV. Sociological research in our country and abroad has revealed negative trends: interest in reading among younger preschoolers and adolescents is noticeably reduced; The share of reading in children's free time has been sharply reduced.

Today, the relevance of solving this problem is obvious. To raise a reader in a child, an adult must himself show an interest in the book, understand its role in a person’s life, know the books recommended for preschool children, and be able to have an interesting conversation with kids

Reading develops a person’s speech, makes it correct, clear, understandable, imaginative, and beautiful.

Reading develops a person’s soul, teaches him to have compassion, to be merciful, to feel the pain of others and to rejoice in the success of others.

Reading is an impulse to creative insight, to the creation of a new artistic creation.

A person who reads knows how to use information and research it.

A special place in preschool institutions is occupied by introducing children to fiction as an art and a means of developing intelligence, speech, a positive attitude towards the world, love and interest in books.

The child’s feelings develop in the process of assimilating the language of those works with which the teacher introduces him. The artistic word helps the child understand the beauty of his native speech, it teaches him an aesthetic perception of the environment and at the same time forms his ethical (moral) ideas.
A child’s acquaintance with fiction begins with miniatures of folk art - nursery rhymes, songs, then he listens to folk tales. Deep humanity, extremely precise moral orientation, lively humor, figurative language are the features of these folklore miniature works. Finally, the child is read original fairy tales, poems, and stories that are accessible to him.
The people are unsurpassed teachers of children's speech. In no other works, except folk ones, will you find such an ideal arrangement of difficult-to-pronounce sounds, such an amazingly thoughtful combination of words that barely differ from each other in sound. For example: “There was a blunt-lipped bull, a blunt-lipped bull, the bull had a white lip and was blunt”; “The cap is not sewn in the Kolpakov style, you need to re-cap it, whoever re-caps it will get half a cap.” And friendly banter, the subtle humor of nursery rhymes, teasers, and counting rhymes are an effective means of pedagogical influence, a good “cure” against laziness, cowardice, stubbornness, whims, and selfishness.
A journey into the world of a fairy tale develops the imagination of children, and encourages them to write. Children brought up on the best literary examples in the spirit of humanity show themselves to be fair in their stories and fairy tales, protecting the offended and weak and punishing the evil. Thus, by helping children master the language of a given work of art, the teacher also fulfills the tasks of education.
Children should derive both aesthetic and especially moral (ethical) ideas from works of art, and not from the moralizing arguments of educators about the works they read, or prepared questions on questions. The teacher must remember: excessive moralizing about what is read brings great, often irreparable harm; a work “disassembled” with the help of many small questions immediately loses all its charm in the eyes of children; interest in him disappears. One must completely trust the educational capabilities of a literary text.

Fiction plays a very important role in the development of the social experience of a preschooler.

In fiction, especially fairy tales, there are plots in which children find themselves alone, without parents, the trials and tribulations that befall them in this regard are described, and the desires of the child characters to regain their home and parents are very emotionally represented.

Many works that are written for preschool children form in them a correct attitude towards nature, the ability to carefully handle living beings; form a positive attitude towards work, form knowledge about the work of adults, about the organization of work activities. All this contributes to educational opportunities for teaching children labor skills. Mastery of skills raises work activity to a higher level of development, allows the child to set and achieve goals; ensures a more complete and successful use of work activity as a means of moral education.

Thus, the selection of literature for children's reading depends on the age of the child, on his passions and preferences, but not only...

For preschool children, it is necessary to choose literature with bright illustrations.

It is logical to remember the seasonal principle in the selection of literature for reading, because in the hot summer it is inappropriate to read about how “white fluffy snow falls and swirls.”

All these priorities, laid down in preschool age, harmoniously develop the child as a full-fledged personality.

Fiction is an effective means of mental, moral and aesthetic education, has a great influence on the overall development of the child, and directly contributes to the formation of readiness for learning.
In poetic images, fiction reveals and explains to the child the life of nature and society, the complex world of human relationships, promotes the child’s speech development, giving him examples of correct literary language.
For successful subsequent schooling, a six-year-old child must develop a certain interest and love for books, the ability to perceive and understand the text read to him, answer questions about the content, independently retell simple works, give a basic assessment of the characters and their actions, and determine his attitude towards them. . These qualities and skills are acquired by the child in preschool age and improved in the process of becoming familiar with works of art.
Through a special organization, intonation coloring, and the use of specific linguistic means of expression (comparisons, epithets, metaphors), literary works convey the attitude of the people to a particular object or phenomenon. The visual means of language in them are meaningful, emotional, they enliven speech, develop thinking, and improve children’s vocabulary.

Among the factors influencing the effectiveness of solving problems in introducing children to the arts, an important role belongs to the educational program.The educational objectives of the Rainbow program in the analyzed educational field are fully consistent with Federal state requirements.

Rainbow program

In the “Introduction to the Book” section, it is suggested that children read works of children’s literature every day (except for classes). One of the criteria for selecting works for such reading is that the characters, in their manifestations, should be close and understandable to children.
The program provides a justification for the need to read works of different genres to children (fairy tales - folk and original, small forms of folklore, humorous works, playful and lyrical poems, etc.), and sets certain pedagogical and philological tasks.
Pedagogical:
extract information from children's literature, develop children's cognitive activity with its help;
when reading poems, in dramatizations - to improve the artistic and speech skills of children (intonation, gesture, facial expressions).
Philological:
develop children's interest in children's literature;
improve the aesthetic perception of works of art;
teach compassion towards the characters, evoke joy in children from meeting the kind and beautiful world of a children's book:
develop in children the ability to pay attention to visual and expressive means, to the beauty of language;
learn to notice differences between genres (fairy tale, story, poem).
Particular attention in the program is paid to organizing a book corner. It is proposed to involve children in selecting books, calling them to talk about the contents of the book corner, organizing exhibitions, etc.
The program's creators recommend different forms of organization for introducing a child to books:
classes;
daily reading;
dramatization games and performances based on works.
For older preschoolers, topics for daily reading have been developed. Notes are also given for classes on introducing children to fiction, where you can see conversations about poetry “Why do people write poetry?”, and examination of illustrations, and conversations about some compositional elements of fairy tales.
The Rainbow program has many advantages (especially the presence of a textbook), but it lacks support for the family, for working with parents, which, unfortunately, is not provided for in the program.
Analysis of the content of speech tasks in the educational program “Rainbow” allows us to note a special concentration of attention on the child’s mastery of the sign system of speech, as well as the development of dialogic speech as a method of communication, at the same time, it should be noted that there is a lack of detail in the specific knowledge, skills and abilities of children in the field of their native language .

Target:

nurturing in preschoolers the need to communicate with books.

Tasks

Continue to develop children's interest infiction:

– improve the aesthetic perception of works of art;

– draw children’s attention to figurative and expressive means (figurative words
and expressions, epithets, comparisons);

– help the child feel the beauty and expressiveness of language and work, instilling sensitivity to the poetic word;

– improve children’s artistic and speech performing skills when reading poems and dramatizing works;

– to cultivate in the child the need to look at a book and talk about its contents;

– show children the main differences between a fairy tale, story, poem.

Forms and methods of work:

literary lounge;
literary evenings;
themed weeks.
quizzes;
conversations and activities;
book exhibitions and thematic exhibitions of drawings and crafts;
reading competitions;
literary games and holidays;
excursions;
viewing filmstrips, cartoons, presentations;
stock.

Organization: MDOU DSKV No. 22

Locality: Krasnodar region, Yeysk

Project type

By dominant activity in the project: creative - exploratory.

Project participants: children of a general developmental group from 3 to 4 years old, group teacher, parents.

By time: long-term.

By the nature of contacts: within the preschool educational institution.

Project justification

“A child does not only learn conventional sounds; by studying his native language, he drinks spiritual life and strength from the birthplace of his native word.

It explains nature to him as no natural scientist could explain it;

it introduces him to the character of the people around him, to the society among which he lives, to its history and aspirations, as no historian could introduce him;

it introduces it into popular beliefs, into folk poetry, as no esthetician could introduce it;

it finally gives such logical concepts and philosophical views that, of course, no philosopher could convey to a child.”

K.D.Ushinsky

The age from 3 to 4 years is of particular importance for the child’s speech development.

The main task of a teacher in the field of speech development for children of primary preschool age is to help them master spoken language and master their native language.

The most important source for the development of expressiveness of children's speech are works of oral folk art, including small folklore forms(riddles, nursery rhymes, counting rhymes, lullabies).

The educational, cognitive and aesthetic significance of folklore is enormous, as it expands the child’s knowledge of the surrounding reality, develops the ability to subtly sense the artistic form, melody and rhythm of the native language.

Based on this, I chose methodological topic"The role of oral folk art in speech development children of primary preschool age."

RELEVANCE

One of the effective means of educating such a person and his full development is oral folk art.

The possibility of using oral folk art in a preschool institution for the development of speech of preschool children is determined by the specific content and forms of works of verbal creativity of the Russian people, the nature of familiarity with them and the speech development of preschool children.

Children perceive folklore works well thanks to their gentle humor, unobtrusive didacticism and familiar life situations.

Oral folk art is the invaluable wealth of every nation, a view on life, society, nature developed over centuries, an indicator of its abilities and talent. Through oral folk art, a child not only masters his native language, but also, mastering its beauty and brevity, becomes familiar with the culture of his people and gets his first impressions about it.

PROBLEM:

Why do our children speak poorly? maybe because we have forgotten how to talk to them. When communicating with their children, parents rarely use sayings and proverbs, but they are the essence of resolving any conflict.

oral folk art has an amazing ability to awaken a good beginning in people. The use of oral folk art in working with children creates unique conditions for the development of children’s speech, thinking, behavioral motivation, and accumulation of positive moral experience in interpersonal relationships.

The absence of epithets, comparisons, figurative expressions impoverishes, simplifies speech, turns it into little expressive, boring, monotonous and unpleasant. Without brightness and colorfulness, speech fades and becomes dull.

Project hypothesis:

If you use oral folk art along with modern techniques learning, the child’s speech will improve and the level of cognitive and communication abilities of children will increase.

Objective of the project:

development of creative, cognitive, communicative abilities of children based on oral folk art.

Project objectives:

Introduce children to the surrounding world - nature (plants, animals, birds); with the way of life and way of life of the Russian people.

Improve dialogic and monologue speech.

To cultivate aesthetic feelings when getting acquainted with examples of oral folk art.

To form the prerequisites for search activity, intellectual initiative, and a positive attitude towards organized educational activities.

Project methods and forms:

FORMS:

Activities, leisure, advisory work with teachers and parents, free-independent activities

(individual work using didactic materials).

Methods:

Observation, story, games, demonstration.

Project implementation strategy

This project is being carried out within the framework of the pedagogical system of MDOU DS KV No. 22 in Yeisk, Yeisk municipal district, Krasnodar region. The development of a long-term plan for the organization was carried out to develop the creative, cognitive, and communicative abilities of children on the basis of oral folk art. ;

with children - in specially organized activities, in joint activities of the teacher and children:

carrying out a cycle thematic classes By various types activities in order to enrich pedagogical influences aimed at the child’s mastery of certain speech content through the effective use of small folklore forms;
didactic games, role-playing games, dramatization games, asking riddles, observations ;
conducting outdoor games ;
special game tasks ;
psychogymnastics.

with parents – through psychological and pedagogical work, involving parents in a single general educational space “family - kindergarten»:
- carrying out activities to improve the psychological and pedagogical culture of parents;
- Carrying out joint leisure activities with parents and children.

Expected Result

Introduce children to the surrounding world - nature (plants, animals, birds); with the way of life and way of life of the Russian people.
enrich the social life of preschoolers, broaden their horizons;
increase children's interest in oral folk art; Improve dialogic and monologue speech.

To cultivate aesthetic feelings when getting acquainted with examples of oral folk art.

To form the prerequisites for search activity, intellectual initiative, and a positive attitude towards organized educational activities.

children will form ideas about moral and valuable norms and rules of behavior;
children’s communicative and social competence will be formed;
parents will form ideas about creating a favorable emotional and social psychological climate for the full development of the child;
parents will be involved single space“family - kindergarten”;

Implementation stages and deadlines:

Stage I – preparatory,

Stage II – practical,

Stage III is the final stage.

1) preparatory: preparation of goals and objectives, selection of literature on oral folk art;

2) actually – research (main): implementation of the main activities provided for by the project;

3) final: generalization of the results of the work, their analysis, formulation of conclusions.

IIIstage – final

PERFORMANCE:

Familiarizing children with oral folk art and using it every day both in routine moments and in play activity develops the child’s oral speech, his fantasy and imagination, influences spiritual development, teaches certain moral standards.

Children's folklore gives us the opportunity to introduce him to folk poetry at the early stages of a child's life.

With the help of small forms of folklore, it is possible to solve almost all problems in the methodology of speech development, therefore, along with the basic techniques and means of speech development of preschoolers, I use this rich material of the verbal creativity of the people.

Children begin to be introduced to lullabies at an early age, which allows children to memorize words and forms of words, phrases, and master the lexical and grammatical aspects of speech.

Nursery rhymes, rhymes, and chants are rich material for the development of sound culture of speech. By developing a sense of rhythm and rhyme, we prepare the child for further perception of poetic speech and form his intonation expressiveness.

Riddles enrich children's vocabulary due to the polysemy of words, help them see the secondary meanings of words, and form ideas about their figurative meaning. they help children learn the sound and grammatical structure of Russian speech, forcing them to focus on the linguistic form and analyze it. solving riddles develops preschoolers' ability to analyze and generalize.

To solve all the listed problems of children's speech development, I have selected and compiled a card index of games based on children's folklore.

Russian folk round dance games attracted my attention not only as a huge potential for physical development child, but also as a genre of oral folk art. The folklore material contained in the games contributes to emotionally positive mastery in native speech. Children play outdoor games with great pleasure, desire and interest.

I have noted that in the process of introducing children to mobile and finger games, not only speech is formed, but also the development of fine motor skills hands and fingers, which prepares the child’s hand for writing, makes it possible to improvise, to combine words with action. and most importantly, the level of development of children’s speech is directly dependent on the degree of formation of fine movements of the hands and fingers.

Based on folklore works, I compiled a complex of hardening gymnastics after naps for children of primary preschool age, which is used every day to strengthen and preserve the health of children and maintain interest in physical exercise.

I consider various leisure and entertainment activities to be one of the most effective forms of working with children on speech development. In accordance with this, she developed a cycle of entertainment of the artistic and aesthetic cycle.

I have prepared consultations on this topic for parents and teachers, reflecting current issues of child speech development in preschool and family.

She made tabletop theaters: “Masha and the Bear”, “Teremok”, “Geese-Swans”, “Kolobok” and theaters on flannelgraph: “Three Bears”, “Geese-Swans”, “Zayushkina’s Hut”, “Turnip”, “Chicken” pockmarked."

I compiled a card index of Russian folk games: “Cucumber-Cucumber”, “Lark”, “Sea Figure”, “Duck and Drake”, “At the Bear in the Forest”, “Bridge”

Together with parents, the group has compiled a children's library of Russian folk tales.

Diagnostics for the section of the program “from birth to school” showed the effectiveness of the work I was implementing to familiarize children with oral folk art.

There is an increase in the number of children with a level above average by 20%; the level of speech development corresponds to age norms is observed in 78% of children in the group.

In the section “development of vocabulary” the positive dynamics was 9.4%, in the section “development of coherent speech” - by 9.5%, there were no children with a low level.

I am sure that folklore effectively develops a child’s oral speech and influences his spiritual, aesthetic and emotional development.

Thus, introducing a child to folk culture should begin with early childhood. folklore is a unique means for transmitting folk wisdom and raising children in initial stage their development. children's creativity is based on imitation, which serves important factor development of the child, his speech. Gradually, children develop an internal readiness for a deeper perception of works of Russian folk literature, their vocabulary is enriched and expanded, and the ability to master their native speech.

In my future work, I will effectively use and introduce all types and forms of children's folklore, Russian folk games, reading and telling fairy tales.

Providing project activities

Methodical:

1. Baburina G.I., Kuzina T.F. Folk pedagogy in the upbringing of preschoolers. M., 1995.

2. Anthology of pedagogical thought of Rus' and the Russian state of the XII-XII centuries. M., 1985.

3. Dal V.I. Proverbs and sayings of the Russian people. M., 2009.

4. Larks: Songs, sayings, nursery rhymes, jokes, counting rhymes / Comp. G. Naumenko. M., 1998.

5. Knyazeva O.L., Makhaneva M.D. Introducing children to the origins of Russian culture: Educational method. Manual 2nd ed., revised. and additional St. Petersburg,. 2008.

6. Kozyreva L.M. I speak beautifully and correctly. Speech development in children from birth to 5 years. M., 2005.

7. Russian folklore / Comp. V. Anikin. M., 1985.

8. Yanushko E.A. Help your baby talk! Speech development in children 1.5-3 years old. M., 2009.

K.D. Ushinsky:

“Reading is the main skill,” wrote A.S. Pushkin. Through reading fiction, a child learns the past, present and future of the world, learns to analyze, and develops moral and cultural values.

Reading develops a person’s speech, makes it correct, clear, understandable, imaginative, and beautiful.

Reading develops a person’s soul, teaches him to have compassion, to be merciful, to feel the pain of others and to rejoice in the success of others.

Reading is an impulse to creative insight, to the creation of a new artistic creation.

A person who reads knows how to use information and research it.

Works of fiction reveal to children the world of human feelings, arousing interest in the personality, in the inner world of the hero.
Having learned to empathize with the characters of works of art, children begin to notice the mood of loved ones and people around them. Humane feelings begin to awaken in them - the ability to show participation, kindness, protest against injustice. This is the basis on which integrity, honesty, and true citizenship are fostered. “Feeling precedes knowledge; “Whoever did not feel the truth did not understand or recognize it,” wrote V. G. Belinsky.
The child’s feelings develop in the process of assimilating the language of those works with which the teacher introduces him. The artistic word helps the child understand the beauty of his native speech, it teaches him an aesthetic perception of the environment and at the same time forms his ethical (moral) ideas.
A child’s acquaintance with fiction begins with miniatures of folk art - nursery rhymes, songs, then he listens to folk tales. Deep humanity, extremely precise moral orientation, lively humor, figurative language are the features of these folklore miniature works. Finally, the child is read original fairy tales, poems, and stories that are accessible to him.
The people are unsurpassed teachers of children's speech. In no other works, except folk ones, will you find such an ideal arrangement of difficult-to-pronounce sounds, such an amazingly thoughtful combination of words that barely differ from each other in sound. For example: “There was a blunt-lipped bull, a blunt-lipped bull, the bull had a white lip and was blunt”; “The cap is not sewn in the Kolpakov style, you need to re-cap it, whoever re-caps it will get half a cap.” And friendly banter, the subtle humor of nursery rhymes, teasers, and counting rhymes are an effective means of pedagogical influence, a good “cure” against laziness, cowardice, stubbornness, whims, and selfishness.
A journey into the world of a fairy tale develops the imagination of children, and encourages them to write. Children brought up on the best literary examples in the spirit of humanity show themselves to be fair in their stories and fairy tales, protecting the offended and weak and punishing the evil. Thus, by helping children master the language of a given work of art, the teacher also fulfills the tasks of education.
Children should derive both aesthetic and especially moral (ethical) ideas from works of art, and not from the moralizing arguments of educators about the works they read, or prepared questions on questions. The teacher must remember: excessive moralizing about what is read brings great, often irreparable harm; a work “disassembled” with the help of many small questions immediately loses all its charm in the eyes of children; interest in him disappears. One must completely trust the educational capabilities of a literary text.
Fiction plays a very important role in the development of the social experience of a preschooler.

Thus, the selection of literature for children's reading depends on the age of the child, on his passions and preferences, but not only...

For preschool children, it is necessary to choose literature with bright illustrations.

It is logical to remember the seasonal principle in the selection of literature for reading, because in the hot summer it is inappropriate to read about how “white fluffy snow falls and swirls.”

All these priorities, laid down in preschool age, harmoniously develop the child as a full-fledged personality.

Among the factors influencing the effectiveness of solving problems in introducing children to the arts, an important role belongs to the educational program. The educational objectives of the Rainbow program in the analyzed educational field are fully consistent with Federal state requirements.

Rainbow program

(authors T. N. Doronova, V. V. Gerbova, T. I. Grizik and others).

In the “Introduction to the Book” section, it is suggested that children read works of children’s literature every day (except for classes). One of the criteria for selecting works for such reading is that the characters, in their manifestations, should be close and understandable to children.
The program provides a justification for the need to read works of different genres to children (fairy tales - folk and original, small forms of folklore, humorous works, playful and lyrical poems, etc.), and sets certain pedagogical and philological tasks.
Pedagogical:
extract information from children's literature, develop children's cognitive activity with its help;
when reading poems, in dramatizations - to improve the artistic and speech skills of children (intonation, gesture, facial expressions).
Philological:
develop children's interest in children's literature;
improve the aesthetic perception of works of art;
teach compassion towards the characters, evoke joy in children from meeting the kind and beautiful world of a children's book:
develop in children the ability to pay attention to visual and expressive means, to the beauty of language;
learn to notice differences between genres (fairy tale, story, poem).
Particular attention in the program is paid to organizing a book corner. It is proposed to involve children in selecting books, calling them to talk about the contents of the book corner, organizing exhibitions, etc.
The program's creators recommend different forms of organization for introducing a child to books:
classes;
daily reading;
dramatization games and performances based on works.
For older preschoolers, topics for daily reading have been developed. Notes are also given for classes on introducing children to fiction, where you can see conversations about poetry “Why do people write poetry?”, and examination of illustrations, and conversations about some compositional elements of fairy tales.
The Rainbow program has many advantages (especially the presence of a textbook), but it lacks support for the family, for working with parents, which, unfortunately, is not provided for in the program.
Analysis of the content of speech tasks in the educational program “Rainbow” allows us to note a special concentration of attention on the child’s mastery of the sign system of speech, as well as the development of dialogic speech as a method of communication, at the same time, it should be noted that there is a lack of detail in the specific knowledge, skills and abilities of children in the field of their native language .

Target:

nurturing in preschoolers the need to communicate with books.

Tasks

Continue to develop children's interest infiction:

– improve the aesthetic perception of works of art;

– draw children's attention to figurative and expressive means (figurative words
and expressions, epithets, comparisons);

– help the child feel the beauty and expressiveness of language and work, instilling sensitivity to the poetic word;

– improve children's artistic and speech performing skills when reading poems and dramatizing works;

– to cultivate in the child the need to look at a book and talk about its contents;

– show children the main differences between a fairy tale, story, poem.

Forms and methods of work:

literary lounge;
literary evenings;
themed weeks.
quizzes;
conversations and activities;
book exhibitions and thematic exhibitions of drawings and crafts;
reading competitions;
literary games and holidays;
excursions;
viewing filmstrips, cartoons, presentations;
stock.

Galina Ivanovna Andriyanova
Introducing preschool children to folklore

« Introducing preschool children to folklore»

From the experience of working as a teacher MBDOU children's garden No. 4

"Martin" general developmental type with priority

implementation of artistic and aesthetic

and social and personal areas of development

pupils of the city of Krasny Holm, Tver region

Andriyanova Galina Ivanovna

1. Introduction pp. 3 - 4

2. Features of familiarization preschoolers folklore. 5 - 9

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

4. Conclusion P. 18

5. Literature P. 19

6. Appendices P. 20

“A child only learns not conventional sounds,

learning his native language, but drinks spiritual life and strength

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

as no natural scientist could explain it,

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

with the society among which he lives, with its history

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

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

“No philosopher could tell a child.”

K. D. Ushinsky

Introduction

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

3. Introduce Russian works folklore using visual material.

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

5. Learn finger games.

6. Conduct conversations with children about caring for books.

7. Encourage children to dramatize fairy tales.

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

9. Conduct excursions to the museum and library.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2. Work system introducing children to folklore

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

Reading Learning Activities Speech Sports

analysis of Russian proverbs for the development of leisure leisure

folk tales sayings speech

System of working with children

introducing children to folklore

Using Article Inventing - Finger Games

nursery rhymes and guessing exercises

joke riddles gymnastics

Drama-Under-Slo-

tization vision springs

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

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

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

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

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

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

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

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

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

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

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

No one ritual holiday cannot do, of course, without playing Russian folk instruments. These simple instruments become magical in the hands of children, come to life and find their own voice. I begin to introduce folk instruments in the younger group. I show the children a drum, tambourine, rattle, bell, spoons, then we play these instruments. Children will learn about their history.

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

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

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

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

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

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

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

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

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

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

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

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

Kitty - cat, cat,

The cat has a gray tail!

Come, cat, spend the night,

Rock our Mashenka.

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

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

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

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

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

Steam locomotive, steam locomotive,

Little shiny

He drove the trailers

Like it's real.

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

Sunshine, get ready

Red - show yourself!

Come out from behind the clouds

I'll give you a bunch of nuts.

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

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

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

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

“Ay, dudu, dudu, dudu!

A raven sits on an oak tree,

He plays the trumpet

Chiseled pipe, gilded.”

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

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

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

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

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

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

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

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

Conclusion

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

Children graduation group showed good results.

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

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

Children:

Know and distinguish folklore forms;

They know how to tell fairy tales and poems;

They know how to dramatize fairy tales and play roles;

They know how to treat books with care.

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

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

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

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

Literature

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

2. L. Streltsova "Literature and Fantasy" 2005

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

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

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

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The influence of oral folk art in the development of speech in children of primary preschool age. Unity of education and science A child learns non-conventional sounds

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