The influence of folklore in the development of speech of children of primary preschool age. The unity of education and science A child learns not conditional sounds

“Not only does the child learn not conditional sounds by studying his native language, but he drinks spiritual life and strength from the birthmark of his native word.It explains nature to him, just as no natural scientist could explain it; it acquaints him with the character of the people around him, with the society among whom he lives, with his history and aspirations, as no historian could have acquainted; it introduces him into popular beliefs, into folk poetry, as no aesthetic could introduce; finally, it gives such logical concepts and philosophical views that, of course, not a single philosopher could tell a child to. ”

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 all of humanity, the world as a whole. The educational, philosophical, moral, cultural priorities laid down in preschool childhood determine the life course of generations, affect the development and condition of the entire civilization. It is necessary to pay as much attention as possible to the formation of the inner world of the child. Invaluable help in this is provided by communication with the book.

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

Modern children spend more and more time on computer games, TV. Sociological studies in our country and abroad have revealed negative trends: interest in reading among younger preschoolers and adolescents has been markedly reduced; sharply reduced the proportion of reading in the structure of children's free time.

To date, the relevance of solving this problem is obvious. In order to educate the reader in a child, an adult must himself be interested in the book, understand its role in human life, know the books recommended for preschool children, be able to talk interestingly with kids

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

Reading develops a person’s soul, teaches him to be compassionate, to be merciful, to feel someone else’s pain and enjoy someone else’s success.

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

A reading person knows how to use information and explore it.

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

The child is a preschool child 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 to book events and heroes.

A preschool child has a non-contextual perception of art. In his ideas about what is happening in the work, he goes far beyond the limits of the text itself: he animates the inanimate, does not correlate the described events with real time and place, changes the work in his own way, making it heroes of himself, his friends and acquaintances, characters of previously read books. A child’s book that the child liked, takes him captive so much that he does not separate himself from what is happening in it, plunging into it, presenting events and the process of his participation in the picture to the smallest detail. Such qualities are characteristic of children of preschool age.

Works of fiction open up the world of human feelings to children, arousing interest in the personality, in the inner world of the hero. Having learned to empathize with the heroes of fiction, children begin to notice the mood of loved ones and those around him. They begin to awaken humane feelings - the ability to participate, kindness, protest against injustice. This is the basis on which integrity, honesty, true citizenship are brought up. “Feeling precedes knowledge; he who did not feel the truth did not understand and did not recognize it, ”wrote V. G. Belinsky.

The child’s feelings develop in the process of mastering the language of those works with which the teacher introduces him. An artistic word helps a child understand the beauty of the sound of native speech, it teaches his 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 to folk tales. Deep humanity, extremely accurate moral orientation, lively humor, figurative language are the features of these folklore miniatures. Finally, the author’s tales, poems, and stories are read to the baby, accessible to him. The people are an unsurpassed teacher of children's speech. In no other works, except for folk ones, you will not find such an ideal arrangement of unpronounceable sounds, such surprisingly thought-out information by a number of words that hardly differ from each other in sound. For example: “There was a bull blunt bull, a blunt bull bull, the bull had a white lip was blunt”; “The cap is not sewn in a Kolpak-like manner, it is necessary to repack it; whoever repacks it, that half-cap is peas.” Benevolent teasing, subtle humor of nursery rhymes, teasers, and counters are an effective means of pedagogical influence, a good “cure” against laziness, cowardice, stubbornness, whims, and selfishness. Traveling into the world of a fairy tale develops imagination, fantasy of children, encourages them to write. Brought up on the best literary samples in the spirit of humanity, children, in their stories and tales, prove themselves just, protecting the offended and weak, and punishing the evil. Thus, helping children master the language of a given work of art, the teacher also fulfills the tasks of upbringing. And children must make aesthetic, and especially moral (ethical) representations precisely from works of art, and not from instructive reasoning of educators about read works, prepared interrogations on questions. The teacher should remember: excessive moralizing about what is read brings great, often irreparable harm; “Disassembled” with the help of many small questions, the work immediately loses all its charm in the eyes of children; interest in him disappears. One must completely trust the educational possibilities of the literary text.

Fiction plays an 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, describe the trials and tribulations that fall in their lot, and the character children’s aspirations to regain their homes and parents are very emotionally presented.

A lot of works written for preschool children form their right attitude to nature, the ability to handle living creatures with care; form a positive attitude to work, form knowledge about adult work, about the organization of work. All this contributes to educational opportunities for teaching children labor skills. Mastering skills raises labor activity to a higher level of development, allows the child to set and achieve a goal; provides a more complete and successful use of labor activity as a means of moral education.

The reader in the child will grow up when the literature, the book corresponds to his worldview, his needs, his spiritual impulses, when the book contains the answer to a question that is 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 circle of preschoolers is changing especially fast. Here, virtually every year a child’s life corresponds to his works. And what sounded for the baby of the second year of life and understood by him, the five-year-old will not be interested or will be rethought by him. For children 6-7 years old, more voluminous books are required, requiring reading with a sequel, having a multi-pass storyline, a large number of characters, and complex artistic techniques.

Thus, the selection of literature for children's reading depends on the age of the child, on his preferences 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 reader-child lives. When choosing a book for reading to a baby today, we must definitely think about its focus on the formation of positive emotions of the child, positive activity. The nature of art is such that it inspires a person, including a small one, for some accomplishments, deeds, actions.

For children of preschool age, it is necessary to choose literature with vivid illustrations.

You should also remember the thematic variety of works. In children's reading should be presented all topics: the theme of children's games and toys; theme of nature, wildlife; the topic of relationships between children and adults, relationships in the children's team; theme of family, duty to parents, relatives; childhood theme; theme of honor and duty; war theme; historical theme and many others. It is desirable to present all these topics to the child both as eternal and as urgent.

It is also necessary to remember the variety of copyright names, which will show the child a variety of approaches to the image of something, or, conversely, the same approach, which will be perceived as the only true in relation to the image.

The 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 must read completely different literature. This means that an adult, who selects literature for reading to children, is obliged to take into account that girls need to read more books that talk about women's virtues, about housekeeping, about women's destiny. Boys will be interested in literature about strong, courageous people, about traveling, 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 season it is inappropriate to read about how “white fluffy snow falls-whirls”.

The circle of children's reading should include works imbued with humanistic ideas, bearing the eternal values \u200b\u200bof goodness, justice, equality, labor, health and happiness, peace and quiet for everyone. The works are moral, but not moralizing. Literature for children should not set itself the task of correcting morals. It is intended to initially speak with 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 \u200b\u200band what are false. Her task is to teach the child to think about what is happening around, 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 large. Reading, telling and retelling fiction to a preschool child has a huge impact on the 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, attitude to nature, thereby developing the social experience and work of the preschooler.

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 opens and explains to the child the life of nature and society, the complex world of human relations, contributes to the speech development of the child, giving him samples of the correct literary language. For successful subsequent schooling, a six-year-old child should have a certain interest and love for the book, the ability to perceive and understand the text he has read, answer questions on content, independently retell simple works, give an elementary assessment of the characters and their actions, determine their attitude towards them . These qualities and skills in preschool age are acquired by the child and improved in the process of familiarization with works of art. Through a special organization, intonation coloring, the use of specific linguistic means of expression (comparisons, epithets, metaphors), literary works convey the attitude of the people to a particular subject or phenomenon. The visual means of the language in them are labels, emotional, they enliven speech, develop thinking, improve the vocabulary of children.

Among the factors affecting the effectiveness of solving problems of familiarizing children with art, 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.

In the section "Introduction to the book" it is suggested that children read children's literature works daily (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 justifies the need for children to read works of different genres (fairy tales - folk and author’s, small forms of folklore, humorous works, play and lyric poems, etc.), certain pedagogical and philological tasks are posed. Pedagogical: to extract information from children's literature, to develop children's cognitive activity with its help; when reading poems, in dramatizations - to improve children's art and speech skills (intonation, gesture, facial expressions). Philological: to develop children's interest in children's literature; to improve the aesthetic perception of works of art; teach compassion towards the characters, arouse joy in children from meeting with the good and beautiful world of a children's book: develop children's ability to pay attention to graphic and expressive means, to the beauty of the language; to learn to notice the differences between genres (fairy tale, story, poem). Particular attention in the program is paid to the organization of the book corner. It is proposed to attract children to select books, to call them to talk about the contents of the book corner, to organize exhibitions, etc. The compilers of the program recommend different forms of organization to introduce the child to the book: classes; daily reading dramatization games and performances based on works. For older preschoolers, themes have been developed for daily reading. Also summaries of classes on introducing children to fiction are given, where you can see conversations about poetry “Why do people write poetry?”, And examining illustrations, and talking 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. An analysis of the content of speech tasks in the Rainbow educational program makes it possible to note a special concentration of attention on the development of a sign system of speech by a child, as well as the development of dialogic speech as a means of communication, while at the same time, there is a lack of detailing of specific knowledge and skills of children in the field of their native language .

A child of the sixth year of life is ready for all types of education. The universal way of teaching life, the way of discovering and comprehending the world with the help of a book. At the age of six, the child is able to listen to 30-40 minutes and within half an hour to independently examine the book. In the older group, work continues on introducing children to the treasury of world fiction.

Goal:

educating preschoolers in the need for communication with the book.

Continue to develop children's interest in fiction:

- improve the aesthetic perception of works of art;

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

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

- to improve the artistic and speech performing skills of children when reading poems, in the dramatization of works;

- educate the child the need to consider the book, talk about its contents;

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

Forms and methods of work:

literary lounge;

literary evenings;

themed weeks.

trivia

conversations and classes;

book exhibitions and thematic exhibitions of drawings and crafts;

reader contests;

literary games and holidays;

excursions;

viewing filmstrips, cartoons, presentations;

K.D. Ushinsky:

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“Not only does the child learn not conditional sounds by studying his native language, but he drinks spiritual life and strength from the birthmark of his native word. It explains nature to him, just as no natural scientist could explain it; it acquaints him with the character of the people around him, with the society among whom he lives, with his history and aspirations, as no historian could have acquainted; it introduces him into popular beliefs, into folk poetry, as no aesthetic could introduce; finally, it gives such logical concepts and philosophical views that, of course, not a single philosopher could tell a child to. ”

K.D. Ushinsky:

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

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

Reading develops a person’s soul, teaches him to be compassionate, to be merciful, to feel someone else’s pain and enjoy someone else’s success.

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

A reading person knows how to use information and explore it.

The child’s feelings develop in the process of mastering the language of those works with which the teacher introduces him. An artistic word helps the child understand the beauty of the sound of 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 to folk tales. Deep humanity, extremely accurate moral orientation, lively humor, figurative language are the features of these folklore miniatures. Finally, the author’s tales, poems, and stories accessible to him are read to the baby.
The people are an unsurpassed teacher of children's speech. In no other works, except for folk ones, you will not find such an ideal arrangement of unpronounceable sounds, such surprisingly thought-out information by a number of words that hardly differ from each other in sound. For example: “There was a bull blunt bull, a blunt bull bull, the bull had a white lip was blunt”; “The cap is not sewn in a Kolpak-like manner, it is necessary to repack it; whoever repacks it, that half-cap is peas.” Benevolent teasing, subtle humor of nursery rhymes, teasers, and counters are an effective means of pedagogical influence, a good “cure” against laziness, cowardice, stubbornness, whims, selfishness.
A journey into the world of a fairy tale develops the imagination, imagination of children, and encourages them to write. Brought up on the best literary samples in the spirit of humanity, children, in their stories and tales, prove themselves just, protecting the offended and weak, and punishing the evil. Thus, helping children master the language of a given work of art, the teacher also fulfills the tasks of upbringing.
And children must make aesthetic, and especially moral (ethical) representations precisely from works of art, and not from instructive reasoning of educators about read works, prepared interrogations on questions. The teacher should remember: excessive moralizing about what is read brings great, often irreparable harm; “Disassembled” with the help of many small questions, the work immediately loses any charm in the eyes of children; interest in him disappears. One must completely trust the educational possibilities of the literary text.

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

The reader in a child will grow up when literature, a book correspond to his worldview, his needs, his spiritual impulses, when the book contains an answer to a question that is still ripening in consciousness, 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.

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

For children of preschool age, it is necessary to choose literature with vivid illustrations.

It is also necessary to remember the variety of copyright names, which will show the child the variety of approaches to the image of something, or, conversely, the same approach, which will be perceived as the only true in relation to the image.

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 opens and explains to the child the life of nature and society, the complex world of human relations, contributes to the speech development of the child, giving him samples of the correct literary language.
For successful subsequent schooling, a six-year-old child should have a certain interest and love for the book, the ability to perceive and understand the text he has read, answer questions on content, independently retell simple works, give an elementary assessment of the characters and their actions, determine their attitude towards them . These qualities and skills in preschool age are acquired by the child and improved in the process of familiarization with works of art.
Through a special organization, intonation coloring, the use of specific linguistic means of expression (comparisons, epithets, metaphors), literary works convey the attitude of the people to a particular subject or phenomenon. The visual means of the language in them are labels, emotional, they enliven speech, develop thinking, improve the vocabulary of children.

Among the factors affecting the effectiveness of solving problems of familiarizing children with art, 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 section "Introduction to the book" it is suggested that children read children's literature works daily (except for classes). One of the criteria for selecting works for such a reading is that the characters in their manifestations should be close and understandable to children.
The program substantiates the need for children to read works of different genres (fairy tales - folk and author’s, small forms of folklore, humorous works, play and lyric poems, etc.), and certain pedagogical and philological tasks are set.
Pedagogical:
to extract information from children's literature, to develop with its help the cognitive activity of children;
when reading poems, in dramatizations - to improve children's art and speech skills (intonation, gesture, facial expressions).
Philological:
to develop children's interest in children's literature;
to improve the aesthetic perception of works of art;
teach compassion towards the characters, arouse joy in children from meeting with the good and beautiful world of a children's book:
develop children's ability to pay attention to visual and expressive means, to the beauty of the language;
learn to notice the differences between genres (fairy tale, story, poem).
Particular attention is paid to the organization of the book corner. It is proposed to attract children to select books, call them to talk about the contents of the book corner, organize exhibitions, etc.
The compilers of the program recommend different forms of organization to familiarize the child with the book:
classes;
daily reading
dramatization games and performances based on works.
For older preschoolers, topics for daily reading have been developed. Summaries of classes on introducing children to fiction are also given, where you can see conversations about poetry “Why do people write poetry?”, And examining illustrations, and conversations about some of the compositional elements of fairy tales.
There are many advantages to the Rainbow program (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.
An analysis of the content of speech tasks in the Rainbow educational program makes it possible to note a special concentration of attention on the development of a child’s sign system of speech, as well as the development of dialogic speech as a means of communication, at the same time, there is a lack of detailing of specific knowledge and skills of children in their native language .

Goal:

educating preschoolers in the need for communication with the book.

Tasks

Continue to develop children's interest infiction:

- improve the aesthetic perception of works of art;

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

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

- to improve the artistic and speech performing skills of children when reading poems, in the dramatization of works;

- educate the child the need to consider the book, talk about its contents;

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

Forms and methods of work:

literary lounge;
literary evenings;
themed weeks.
trivia
conversations and classes;
book exhibitions and thematic exhibitions of drawings and crafts;
reader contests;
literary games and holidays;
excursions;
viewing filmstrips, cartoons, presentations;
stocks.

Organization: MDOU DSKV No. 22

City: Krasnodar Territory, Yeysk

Type of project

According to the activity dominating in the project:creative - search.

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

By time: long term.

By the nature of the contacts: in the framework of the DOW.

Project Justification

“A child learns not conditional sounds, studying his native language, he drinks spiritual life and strength from the birthmark of his native word.

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

it acquaints him with the character of the people around him, with the society among which he lives, with his history and aspirations, as no historian could introduce;

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

finally, it gives such logical concepts and philosophical views that, of course, not a single philosopher could tell a child to. ”

K.D.Ushinsky

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

The main task of the teacher in the field of development of speech of children of primary preschool age is to help them in the development of colloquial speech, to master their native language.

The most important source for the development of expressiveness of children's speech is the work of oral folklore, including small folklore forms (riddles, nursery rhymes, reading rooms, 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 feel the art form, melody and rhythm of the native language.

Based on this, I chose the methodological theme “The role of folklore in the speech development of children of primary preschool age” as the basic basis for the development of speech in children of the second younger group.

RELEVANCE

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

The possibility of using folklore in a preschool institution for the development of preschoolers is determined by the specifics of the content and forms of the verbal works of the Russian people, the nature of meeting them and the speech development of preschoolers.

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

Oral folk art is an invaluable wealth of every nation, a centuries-old view of life, society, nature, an indicator of its abilities and talent. Through oral folklore, the child not only masters his native language, but, mastering its beauty, laconicism joins the culture of his people, receives first impressions of it.

PROBLEM:

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

folklore has an amazing ability to arouse a good start in people. The use of oral folklore for working with children creates unique conditions for the development of speech, children's thinking, motivation of behavior, and the accumulation of positive moral experience in interpersonal relationships.

The absence of epithets, comparisons, figurative expressions impoverishes, simplifies speech, turns it into a rather expressive, boring, monotonous and unpleasant. without brightness and brilliance, speech fades, fades.

Project hypothesis:

If you use folklore along with modern teaching methods, the child’s speech will improve and the level of cognitive and communicative ability of children's abilities will increase.

Objective of the project:

development of creative, cognitive, communicative abilities of children on the basis of folklore.

Project Objectives:

To acquaint children with the outside world - nature (plants, animals, birds); with the lifestyle of the Russian people.

Improve dialogue and monologue.

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

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

Project methods and forms:

FORMS:

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

(individual work using didactic materials).

Methods:

Observation, story, games, display.

Project implementation strategy

This project is carried out within the framework of the pedagogical system of MDOU DS KV No. 22 of Yeysk, Yeysk district of the Krasnodar Territory. Development of a long-term plan for the organization was carried out the development of creative, cognitive, communicative abilities of children based on folklore. ;

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

conducting a series of thematic classes on various types of activities with the aim of enriching pedagogical influences aimed at mastering a certain speech content by a child through the effective use of small folklore forms;
didactic games, role-playing games, dramatization games, riddles, observations ;
outdoor games ;
special game tasks ;
psycho-gymnastics.

with parents - through psychological and pedagogical work, involving parents in a single educational space “family - kindergarten”:
- conducting activities to improve the psychological and pedagogical culture of parents;
- conducting joint leisure activities with parents and children.

Expected Result

To introduce children to the outside world - nature (plants, animals, birds); with the lifestyle of the Russian people.
enrich the social life of preschool children, their horizons will expand;
in children, to increase interest in oral folk art; Improve dialogue and monologue.

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

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

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

Stages and terms of implementation:

Stage I - preparatory,

Stage II - practical,

Stage III - final.

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

2) proper research (core): implementation of the main activities provided for by the project;

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

III stage - final

PERFORMANCE:

Familiarization of children with oral folk art and its everyday use both in regime moments and in game activity develops the child’s oral speech, his imagination and imagination, affects spiritual development, and teaches certain moral standards.

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

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

Children are introduced to lullabies at an early age, which allows kids to memorize words and forms of words, phrases, learn the lexical and grammatical aspects of speech.

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

Riddles enrich children's vocabulary due to the ambiguity of words, help to see secondary meanings of words, 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 puzzles develops the ability of preschoolers to analyze, generalize.

To solve all these problems of children's speech development, I have selected and compiled a game card based on children's folklore.

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

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

On the basis of folklore, I made up a complex of tempering gymnastics after a day's sleep for children of preschool age, which is used every day to strengthen and maintain the health of children, maintain interest in physical exercises.

I consider various leisure and entertainment activities as one of the effective forms of working with children in speech development. in accordance with this, she developed a cycle of entertainment of the artistic and aesthetic cycle.

She prepared consultations on this topic for parents and teachers, reflecting current issues of the development of the child's speech in the doc and family.

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

She compiled a file cabinet for Russian folk games: “Cucumber-Cucumber”, “Lark”, “Sea Figure”, “Duck and Drake”, “Bear Bear in the Forest”, “Bridge”

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

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

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

In the section “development of the dictionary”, the positive dynamics amounted to 9.4%, in the section “development of connected speech” - by 9.5%, there are no children with a low level.

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

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

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

Support for project activities

Methodical:

1. Baburina G.I., Kuzina T.F. Folk pedagogy in the education of a preschooler. M., 1995.

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

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

4. Larks: Songs, sentences, nursery rhymes, jokes, counters / Comp. G. Naumenko. M., 1998.

5. Knyazeva O. L., Makhaneva M. D. Introduction of children to the origins of Russian culture: Textbook.-method. The allowance 2nd ed., Revised. and additional SPb. 2008.

6. Kozyreva L.M. I speak beautifully and correctly. The development of speech 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! The development of speech of children 1.5-3 years old. M., 2009.

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 all of humanity, the world as a whole. The educational, worldview, moral, cultural priorities laid down in preschool childhood determine the life path of generations, affect the development and condition of the entire civilization. It is necessary to pay as much attention as possible to the formation of the inner world of the child. Invaluable help in this is provided by communication with the book.

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

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

Reading develops a person’s soul, teaches him to be compassionate, to be merciful, to feel someone else’s pain and enjoy someone else’s success.

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

A reading person knows how to use information and explore it.

A preschool child has a non-contextual perception of art. In his ideas about what is happening in the work, he goes far beyond the limits of the text itself: he animates the inanimate, does not correlate the described events with real time and place, changes the work in his own way, making it heroes of himself, his friends and acquaintances, characters of previously read books. A child’s book that the child liked, takes him captive so much that he does not separate himself from what is happening in it, plunging into it, detailing the events and the process of his participation in the picture. Such qualities are characteristic of children of preschool age.

Works of fiction reveal to the children the world of human feelings, causing interest in the personality, in the inner world of the hero.
Learning to empathize with the heroes of works of art, children begin to notice the mood of loved ones and those around him. They begin to awaken humane feelings - the ability to participate, kindness, protest against injustice. This is the basis on which integrity, honesty, true citizenship are brought up. “Feeling precedes knowledge; he who did not feel the truth did not understand and did not recognize it, ”wrote V. G. Belinsky.
The child’s feelings develop in the process of mastering the language of those works with which the teacher introduces him. An artistic word helps the child understand the beauty of the sound of 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 to folk tales. Deep humanity, extremely accurate moral orientation, lively humor, figurative language are the features of these folklore miniatures. Finally, the author’s tales, poems, and stories accessible to him are read to the baby.
The people are an unsurpassed teacher of children's speech. In no other works, except for folk ones, you will not find such an ideal arrangement of unpronounceable sounds, such surprisingly thought-out information by a number of words that hardly differ from each other in sound. For example: “There was a bull blunt bull, a blunt bull bull, the bull had a white lip was blunt”; “The cap is not sewn in a Kolpak-like manner, it is necessary to repack it; whoever repacks it, that half-cap is peas.” Benevolent teasing, subtle humor of nursery rhymes, teasers, and counters are an effective means of pedagogical influence, a good “cure” against laziness, cowardice, stubbornness, whims, selfishness.
A journey into the world of a fairy tale develops the imagination, imagination of children, and encourages them to write. Brought up on the best literary samples in the spirit of humanity, children, in their stories and tales, prove themselves just, protecting the offended and weak, and punishing the evil. Thus, helping children master the language of a given work of art, the teacher also fulfills the tasks of upbringing.
And children must make aesthetic, and especially moral (ethical) representations precisely from works of art, and not from instructive reasoning of educators about read works, prepared interrogations on questions. The teacher should remember: excessive moralizing about what is read brings great, often irreparable harm; “Disassembled” with the help of many small questions, the work immediately loses any charm in the eyes of children; interest in him disappears. One must completely trust the educational possibilities of the literary text.
Fiction plays an 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 preferences and preferences, but not only ...

For children of preschool age, it is necessary to choose literature with vivid illustrations.

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 opens and explains to the child the life of nature and society, the complex world of human relations, contributes to the speech development of the child, giving him samples of the correct literary language.
For successful subsequent schooling, a six-year-old child should have a certain interest and love for the book, the ability to perceive and understand the text he has read, answer questions on content, independently retell simple works, give an elementary assessment of the characters and their actions, determine their attitude towards them . These qualities and skills in preschool age are acquired by the child and improved in the process of familiarization with works of art.
Through a special organization, intonation coloring, the use of specific linguistic means of expression (comparisons, epithets, metaphors), literary works convey the attitude of the people to a particular subject or phenomenon. The visual means of the language in them are labels, emotional, they enliven speech, develop thinking, improve the vocabulary of children.

Rainbow Program

(authors T.N. Doronova, V.V. Gerbova, T.I. Grisik, etc.).

In the section "Introduction to the book" it is suggested that children read children's literature works daily (except for classes). One of the criteria for selecting works for such a reading is that the characters in their manifestations should be close and understandable to children.
The program substantiates the need for children to read works of different genres (fairy tales - folk and author’s, small forms of folklore, humorous works, play and lyric poems, etc.), and certain pedagogical and philological tasks are set.
Pedagogical:
to extract information from children's literature, to develop with its help the cognitive activity of children;
when reading poems, in dramatizations - to improve children's art and speech skills (intonation, gesture, facial expressions).
Philological:
to develop children's interest in children's literature;
to improve the aesthetic perception of works of art;
teach compassion towards the characters, arouse joy in children from meeting with the good and beautiful world of a children's book:
develop children's ability to pay attention to visual and expressive means, to the beauty of the language;
learn to notice the differences between genres (fairy tale, story, poem).
Particular attention is paid to the organization of the book corner. It is proposed to attract children to select books, call them to talk about the contents of the book corner, organize exhibitions, etc.
The compilers of the program recommend different forms of organization to familiarize the child with the book:
classes;
daily reading
dramatization games and performances based on works.
For older preschoolers, topics for daily reading have been developed. Summaries of classes on introducing children to fiction are also given, where you can see conversations about poetry “Why do people write poetry?”, And examining illustrations, and conversations about some of the compositional elements of fairy tales.
There are many advantages to the Rainbow program (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.
An analysis of the content of speech tasks in the Rainbow educational program makes it possible to note a special concentration of attention on the development of a child’s sign system of speech, as well as the development of dialogic speech as a means of communication, at the same time, there is a lack of detailing of specific knowledge and skills of children in their native language .

Goal:

educating preschoolers in the need for communication with the book.

Tasks

Continue to develop children's interest infiction:

– to improve the aesthetic perception of works of art;

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

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

– to improve the artistic and speech performing skills of children when reading poems, in the dramatization of works;

– educate the child in the need to review the book, talk about its contents;

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

Forms and methods of work:

literary lounge;
literary evenings;
themed weeks.
trivia
conversations and classes;
book exhibitions and thematic exhibitions of drawings and crafts;
reader contests;
literary games and holidays;
excursions;
viewing filmstrips, cartoons, presentations;
stocks.

Galina Ivanovna Andriyanova
The introduction of preschool children to folklore

« The introduction of preschool children to folklore»

From the experience of the educator MBDOU kindergarten number 4

"Swallow" general developmental species with priority

the implementation of artistic and aesthetic

and socially - personal areas of development

pupils of the city of Red Hill, Tver region

Andriyanova Galina Ivanovna

1. Introduction S. 3 - 4

2. Features of familiarization preschoolers folklore C. 5 - 9

3. The system of work on introducing children to folklore C. 10- 17

4. Conclusion S. 18

5. Literature S. 19

6. Appendices C. 20

“A child learns not conditional sounds,

learning native language, but drinks spiritual life and strength

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

as no natural scientist could explain it,

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

with the society among whom he lives, with his story

and aspirations, no matter how I might introduce, not one historian: it introduces him into folk beliefs, into folk poetry,

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

no philosopher could tell the child. "

K. D. Ushinsky

Introduction

Speech is a great gift of nature, thanks to which people get wide opportunities for communication with each other. Speech unites people in their activities, helps to understand, forms views and beliefs. Speech provides a person a huge service in the knowledge of the world.

However, nature devotes very little time to the appearance and formation of speech - early and preschool age. It is during this period that favorable conditions are created for the development of oral speech, the foundation for written forms of speech is laid (readings and letters) and subsequent speech and language development of the child. Any delay, any violation during the development of the child’s speech is reflected in his activities and behavior. Poor-speaking children, starting to realize their lack, become silent, shy, indecisive, their communication with other people is difficult (adults and peers).

In system preschool education, the development of speech, teaching the mother tongue takes a leading place. The purpose of teaching the mother tongue is the development of speech abilities and skills, the culture of verbal communication preschool children, the formation of the prerequisites for reading and writing. The relevance of this work is determined by the unique role that the mother tongue plays in the formation of the child’s personality - preschooler. Being the most important means of human communication, knowledge of reality, language serves as the main channel communion to the values \u200b\u200bof spiritual culture from generation to generation, as well as a necessary condition for education and training. The development of oral monologue in preschool childhood lays the foundation for successful learning at school.

Preschool age - This is a period of active child learning of the spoken language, the formation and development of all parties speech: phonetic, lexical, grammatical. Full knowledge of the mother tongue in preschool childhood is a prerequisite for solving problems of mental, aesthetic and moral education children in the most sensitive period of development. The sooner the teaching of the mother tongue begins, the freer the child will use it in the future.

The main tasks of speech development children: education of the sound culture of speech, enrichment and activation of the dictionary, the formation of the grammatical structure of speech, learning 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 is a school of development of feelings children. A world of colors and sounds surrounds the child. As experience has shown, expressive stories, conversations about the heroes of fairy tales, about feelings that

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

Nowadays, when the issues of moral and aesthetic education are particularly acute, it is necessary to develop an emotional perception of works of art from childhood, this will arouse the creative principle in the child, the independence of thought, and form the aesthetic perception of the world.

Relevance of use folklore in modern pedagogy of early childhood, important points are confirmed.

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 a plurality of degrees of pedagogical impact on children according to their age possibilities of assimilation of the text.

Third: Children of the first years of life are characterized by a special perception and special attitude towards folklore textsdue to the specifics age and the intensity of socialization.

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

To do this, decide the following tasks:

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

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

3. To acquaint with the works of Russian folklore using visual material.

4. To form a love for the beauty of an artistic word.

5. Learn finger games.

6. Conduct conversations with children about the respect for the book.

7. Encourage children to dramatization of fairy tales.

8. Hold literary holidays "Birthday books", "Mother's Tale Evening".

9. Conduct excursions to the museum and library.

10. Meet with parents on introducing children to the book.

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

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

Oral folklore includes works of all sorts and genres. These are songs about heroes, various fairy tales, lyrics, drama. Through oral folklore, the child not only masters the native language, but also, understanding its beauty, conciseness, joins to the culture of their people. D. S. Likhachev noted: « Folklore created by everyone for everyone and within the framework of centuries-old traditions. In all that the people did, there are unified ideas about beauty. There are no disagreements. The unity of ideas about beauty created the unity of style, and both, like armor, protected folk art from bad taste. ”

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

Lullabies - people call them tales. The ancient meaning of this word is to whisper, to speak. In the modern lullabies, the hero cat appears, it is soft, fluffy, brings peace, sleep, he was put in the cradle of the child and the cat was promised a reward, a jug of milk. “Vanya will sleep, the cat will shake Vanya”.

Petals are to nurture, to nurse, to raise, to go after someone, to educate, to carry the awakened child in his arms, when he stretches, to stroke. In the petals is the image of a small child, “Carriers, carders! Crossed the fat cannon, and into the legs of the walker, and into the grips of the grabber, and into the mouth of the tongue, and into the head of the umpires, ”the cheerful, intricate song evokes a joyful mood in the child.

Nursery Rhymes - songs that accompany the child’s games with fingers, arms and legs ( "Okay" and "Magpie") In these games there are already often "Pedagogical" instruction "lesson". IN Forty the generous white-sided fed porridge to all but one, although the smallest (pinky, but lazy.

Jokes - songs of a more complex content, not related to the game. They resemble little fairy tales in verses. This is a joke about a rooster, a golden scallop, which flew for oats on Kulikovo field; about the chicken - pockmarked; about the bunny - short legs. The plot is peculiar to jokes. Movement is the basis of the figurative system of jokes; a sharp change is made of one picture, another from line to line. The rhythms of jokes are diverse and vibrant. Bell ringing: Tili Bom, Tili Bom.

The smallest children First of all, they acquaint with the works of oral folk art. The ingenious creator of the language and the greatest teacher - the people created such works of literary word that lead the child through all the stages of his emotional and moral development. Infant, the child learns from them the sounds of their native language, their melodics, then masters the ability to understand their meaning; as a teenager begins to capture the accuracy, expressiveness and beauty of the tongue, and finally joins the folk experience, folk morality, folk wisdom.

Acquaintance of the kid with oral folk art begins with songs, nursery rhymes. To the sounds of their affectionate melodious words, the baby wakes up easier, will allow himself to wash ( "Vodichka, vodichka"feed ( "Grass is ants") The moments of care for him that are not always pleasant for the child to the sound of songs turn into that emotional contact, into those forms of verbal communication that are so necessary for its development.

Communication between an adult and a child of the first year of life is particularly emotional. Turning to the baby with a gentle conversation, adults cause him to respond reaction: smile, brisk action and first vocal reactions. This is not a speech, for the time being, humming, babble. Later, in the second half of the first year of life, communication acquires the nature of emotional-motor games, accompanied by a gentle, melodic rhythmic speech of an adult. Most often these are short poetic lines, couplets, repeats, four verses - folklore for the little ones.

There is a long tradition - to accompany all actions for caring for a baby with songs, nursery rhymes, and sayings. The rhythmically constructed melody of the song, the rhythmically organized sounds of speech create the conditions for perception by even the smallest child of adult mood, give rise to a sense of security and comfort. Moreover, the very actions that a person carries out while caring for a child — all these swaying, stroking, and fluttering — are also rhythmic and are therefore very necessary for the baby.

In the second year of life, the kid's acquaintance with art material expands. If before the child they read the shortened text of the nursery rhyme, for example "Okay", "Magpie", then now at the beginning of the second year of life, you can continue by adding movement. Games with movements of pens, fingers, walking are held with new texts Finger Boy.

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

Along with the petals and nursery rhymes, children read poems of somewhat more complex content that are not related to the game - the movements of the child himself. In them, as a rule, there is a character with whom the action unfolds. In one poem, it is very simple, and in another it is a chain of interconnected actions of the character, i.e. the plot. In a joke "Cockerel" - just one character and a very simple action. Here is a figurative image. The cockerel is very bright, picturesque, and he sings “Vocally”. The main intonation of this verse is affectionate, its sound is melodious and melodious.

Especially a lot of joy gives children games with adults. The people created many game songs. Accompanying the 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 their meaning.

Introducing kids to nursery rhymes "Chicken - ryabushek", "Our ducks", "Squishy - Mrysysenka", “Give me milk, Burenushka” with a poem “Who's howl” A. Barto, the educator draws them to imitate the cry of birds and animals.

A better understanding of fairy tales and poems is helped by staging them with the help of toys, table theater. Before staging, children should be given the opportunity to consider toys, planar figures, so that then the kids focus more on auditory impressions. Well-staged Russian folk tales "Turnip", "Teremok", "Gingerbread Man", works of Z. Alexandrova "Topotushki", E. Ilyina Top-Top. Poems "Sledging" O. Vysotsky and "Big doll" V. Berestov can be combined in one dramatization and end with a song addressed to a sick doll.

So throughout the early age in children They bring up an understanding of the content of literary texts, a love of the word of art, of a book.

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

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

The foundation of the child’s psychophysical well-being is determined by the success of his overall development in preschool childhoodlaid in early age. In my opinion, it is necessary revive the best examples of folk pedagogy. Folklore - One of the most effective and vivid means, concealing huge didactic opportunities.

My many years of experience allows to affirm: traits of independence and arbitrary behavior are formed in children only with targeted pedagogical work. All that i bought a child in his second year of life, in particular, the ability to communicate using speech, to move freely in space, creates only the prerequisites for the transition to a qualitatively new stage of development. Children are able to master high for a given age skills of mental activity, discovering the phenomenon of accelerated development.

Analysis folklore lyrics showsthat folk works addressed to babies provide a systematic approach to getting to know others through priority orientation on the person and types of his activity. It is this discovery of inner wealth folklore texts for little ones leads to the conclusion how significant are folk works, especially fairy tales, as an effective method of humanizing the educational process.

Folklore makes it possible 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"Good" and "Evil", resist the bad, actively defend the weak, show concern, generosity to nature. Through a fairy tale, nursery rhymes, songs, kids develop deeper ideas about the fruitful work of man.

First tales "Chicken Ryaba", "Turnip", "Teremok", "Gingerbread Man" understandable to the child because their characters - animals - talk and act like people: perform labor activities (plants are planted, watered, harvested, etc.).

Already in junior preschool age the foundation of cognitive activity is being laid upon which further comprehension of the secrets of nature and the greatness of the human spirit will be built. This is only the beginning of a life journey. And even at the very beginning this path will be lit by the sun of folk poetry.

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

It is difficult for children to learn the general meaning of the phrase, which does not depend on the specific meaning of the words that make up it ( "on the seventh sky" etc.). Therefore, the teacher should include in his speech expressions, the meaning of which will be clear to children in a particular situation or with an appropriate explanation, eg: “Here you have it again”, "a drop in the sea", "handyman", "You will not spill water", "Keep yourself in control" etc.

Proverbs and sayings - a special kind of oral poetry, polished for centuries and absorbed the experience of many generations. Through a special organization, intonation coloring, the use of specific linguistic means of expression (comparisons, epithets) they convey the attitude of the people to a particular subject or phenomenon. Proverbs and sayings, as well as another genre of oral folk art, in the artistic images recorded the experience of a life lived in all its diversity and inconsistency.

The language created by the people abounds in figurative colloquial forms, expressive vocabulary. This wealth of the mother tongue can be conveyed to children and with the help of folk games. Contained in them folklore material contributes to the mastery of native speech. For example, the game is fun “Fuckers are crackers”, where the adult asks questions, and the child answers, accompanying his answers with imitative movements. In the process of games - fun, not only speech develops, but also fine motor skills, which prepares the child’s hand for writing.

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

Guessing and inventing puzzles also affects the versatile development of speech children. The use of various means of expressiveness to create a metaphorical image in a riddle (personification, the use of the ambiguity of a word, definitions, epithets, comparisons, a 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 the word. They help to learn the sound and grammatical structure of Russian speech, forcing you to focus on the linguistic form and analyze it. Solving puzzles develops the ability to analyze, generalize, forms the ability to independently draw conclusions, conclusions, the ability to clearly identify the most characteristic, expressive signs of an object or phenomenon, the ability to clearly and concisely convey images of objects, develops children"Poetic view of reality".

2. The system of work on introducing children to folklore

Folklore in educational work with children goes through everything forms: in the classroom, in the process of independent activities (game, leisure, walk, individual regimen moments). If systematic work is organized preschoolerssmall forms folklore accessible to their understanding and awareness. Use of 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 justifies itself.

Reading Learning Lessons Speech Sports

analysis of Russian proverbs on the development of leisure activities

folk tales sayings of speech

Childcare system

introducing children to folklore

Using Inventing the Article- Fingering Games

nursery rhymes and guessing

jigsaw puzzles gymnastics

Drama- Under- Layer-

movable spring

Setting the task to introduce children with true folk art, some types of 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 is for years, therefore, the basis of the system of education of their pupils is familiarity with Russian folklore.

Already the first steps in this direction showed how great interest children to folk culture. They were interested in hearing about the spinning wheel, shaking the doll Masha in a shaky place, crushing the grain in a mortar.

In the classes for familiarizing with folk art, it was old to create an atmosphere, add elements that were discussed during the lesson. For example, in class "At the samovar, my mother and I" children invited mothers, sat down at tables covered with painted tablecloths, a samovar on the table, honor the holiday loaf. Be sure to come that day favorite beloved fairy-tale heroes. Here, and daring, and scope, funny outdoor games, dancing, round dances. Children led to the understanding that the Russian holiday is always a hospitable table. Everyone with interest recognized the arrangement at the guest table and at the family table, learned the traditions of the Russian table, kitchen utensils. Dishes of Russian cuisine were familiar. Children are very fond of pies, buns, cheesecakes prepared by our chefs for this holiday. But most importantly, the children have learned the rules of hospitality, which is famous for Russian people: “The hut is not red with corners - it is red with pies”, “The more wealthy we are, the more glad we are”, "What is the mistress - such is the table". To study folk art, she created an album and named it "Little needlewoman".IN Svetelka samples of Gorodets, Khokhloma, Dymkovo, Zhostovo paintings, folk toys, different types of folk embroidery are collected.

Then there was a huge work on the study of Russian genres folklore, folk theater, applied arts, compiling abstracts of classes, scripts of ritual holidays - all that gradually develops into a system.

I try to apply Russian folk traditions in everyday life children of all ages. I picked up a series of nurseries, petals, jokes and used them in speech by children in younger groups age. How many of these seemingly uncomplicated poems of tenderness, tact, they satisfied the child's early need for artistic word, for rhythmic movements. The younger children acquainted with lullabies. The kids not only listened to the songs, but also sang to the dolls - and about the cat - a grumble, and about the ghoul, accustoming the ear to the intonational system of native speech.

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

A special place is occupied by classes on compiling riddles with children about objects of ancient Russian life. I try to uncover the meaning of riddles. Term "Riddle" very ancient. It comes from the word "Guessing"what it means to think, reason; from here "divination" - opinion, inference, disclosure of something hidden, and "Riddle" - a word with a hidden meaning. Each folk mystery 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 the riddle - replace its metaphorical images with real ones. Making a riddle can be quite difficult. Firstly, for this you need to have a well-developed figurative-associative poetic thinking, and secondly, to be very smart, able to overcome the difficulties created by the riddle of a logical nature. Therefore, it was important to show children how to create puzzles, their types and forms. And the result is riddles compiled by children.

Older children acquainted with the Russian lyric song, demonstrating how in this, one of the types of verbal and musical art, reflected the life of a Russian person, her sorrow and joy.

The perception of a ditty - a short rhymed song, which in most cases consists of four lines and is performed by a half-verse in a characteristic sonorous manner, is accessible to children of the second younger group. But the basic information about the ditty, collecting and composing ditties - for older children.

Studying a calendar for children folklore carried out through participation children in calendar holidays. There was not a single national holiday in which children would not take part. At Christmas time they walked with "Star" - praised Christ, met and escorted Shrovetide, invoked Spring.

Folk ritual holidays are always associated with the game. But folk games almost disappeared today from childhood. Apparently, we must remember that folk games as a genre of oral folk art are national wealth, and we must make them our property. children. Games are a kind of child's school. They develop dexterity, speed, strength, accuracy, accustom to quick wit, attention. The jokes, counters, tongue twisters learned with children made the game more interesting, enriched its content.

Not one ritual holiday is complete, of course, without playing Russian folk instruments. These simple instruments in the hands of babies become magical, come to life and gain their voice. I begin to introduce folk instruments in the younger group. I show the children a drum, a tambourine, a rattle, a bell, spoons, then we play these instruments. Children learn about their story.

Older children familiar with other folk protozoa noise instruments: rattles, ruble, box, poles, spoons with bells, beeps, whistles. Acquaintance children with new instruments, performing songs and dances on them promotes musical development children.

In Russian folklore dramatic actions include not only rituals, games, round dances, but also dramatic scenes, plays, and also theater. The main difference between folk dramatic acts is the combination of words, chorus, and performance. The synthetics of dramatic actions include costumes and the use of scenery, and often dance. Performing requires the use of gestures and facial expressions. For acquaintance children with the Russian folk theater, I gathered everything I needed to dramatize Russian folk tales, for a puppet theater. What a joy it brought children to be characters in fairy tales, "Cook porridge in a cast iron", "Bake pies in the oven", "Sit behind the spinning wheel", "Chop cabbage with slices", forge nails, choose a bride or groom, and even play a wedding together!

Familiarizing children with, I began the work of Russian craftsmen before meeting Russian folklore. A great deal of experience has already been accumulated with Dymkovo, Gorodets, Khokhloma painting, and folk embroidery. Manuals, class notes, long-term plans have been created for each of the listed types of murals. I made an album with nursery rhymes, sentences “A craftsman and a craftsman bring joy to themselves and people”. Children got acquainted with ancient objects painted with Khokhloma painting, their names: ladle, bowl, vendor, barrel, glasses, wooden spoons, plates, vases, mugs. On them they considered an intricate pattern.

They bring great joy to the children of all ages Russian folk toys and games with them. Of particular interest to my pupils were bright nesting dolls. I told the kids about the beauty, brightness, features of the toy, gradually leading to the understanding of the concept "Folk toy". Older children got acquainted with its masters, the history of origin, tried to make small stories with the character - a nested doll, favorite didactic and round dance games with the participation of a nested doll.

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

Miracle craft - Dymkovo clay toy. Children are attracted to bright, funny toys made by craftsmen. These products are pleasing to the eye, cheer up, reveal the world of a merry holiday. I begin my acquaintance with the Dymkovo toy with the younger group. Mastering the individual elements of the Dymkovo ornament is a feasible task for the younger ones. In the older group, we master the Dymkovo painting and modeling of toys. In the preparatory group - modeling and painting of Dymkovo toys. Children are happy to paint silhouettes, sculpt and paint beads for dolls.

Embroidery has always been and remains one of the favorite types of folk art. Each nation has its own embroidery. It is distinguished by patterns, ways of embroidery and certain combinations of colors. I introduce children with“Sacral line” and Vladimir's smooth surface.

Children try to embroider themselves. Someone succeeds well and neatly, but someone is upset, but still goes to the goal.

Nowadays, on the shelves of shops you can see many beautiful, but sometimes useless and sometimes harmful from the point of view of educational toys. They are made in a factory and do not carry the warmth of the soul of their creators. And so I thought 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 DIY toys. Each doll made by the little hands of a child is individual in its own way. She has her own story and her own unique image. Gifts for grandmothers made by their grandchildren brought great joy, smiles and even tears of joy. Grandmothers remembered their youth and began to exchange memories.

This summer I scored the first junior group in from two years old. The adaptation period is the most difficult in a child’s life. To fulfill the tasks of speech development, I used in my work the familiar to me folklore forms.

Based on my experience, I first of all created the conditions for a developing environment so that children feel comfortable and cozy at home. In the reception room, she arranged beautiful bright toys that attract attention, painted a large red cat on the wall. He's fun "Winks" with your eye and "Holds out" his foot to the kids, rejoicing in meeting them. The group was separated by multi-colored ribbons with doves smoothly flying in the air, symbols of peace, kindness and love. Made beautiful corners: theater zone, relaxation corner, music corner, barbecue corner. In the middle of the group is a train on which the children could go to "journey" to mom, to your favorite toy, or just ride in blue trailers. Such an environment helped children to feel confident, emotionally inclined, psychologically balanced.

In the second stage of adaptation, I used folklore in working with kidsusing me "Corners". The favorite toys were a cat, a dog and a bear. For example, a cat with us played different roles from morning to evening. At first I introduced them to the toy, affectionately sentencing: "Cat, kitten, cat"and then read nursery rhyme: "Like our cat". The children gently pressed him to themselves, stroked, looked into his eyes. Bored child, I'm a new nursery rhyme i read: "The cat went to Torzhok". The cat brought pies to everyone, and the first pie, of course, to the one who is sad. Kids undress to sleep, cat again "Helps"singing a song "Gray cat". Children not only calm down, but also sing along. Sometimes it is difficult for children to fall asleep, they recall their mother, who, of course, sings lullabies. I take my own again "Fluffy" and singing a lullaby a little song:

Cat - cat, cat,

The cat is a gray tail!

Come, cat, sleep,

Download our Mashenka.

And so with the help of a toy, stroking a child and singing a song, I euthanize or pay attention to pigeons, who also want a quiet sleep for children. Such melody and melody folklore helps the child relax, calm down.

Not all children love to dress. In this case, the dolls help out, as the personification of the child himself, ("Our Masha is small, she has a fur coat on her, the edge is beaver, and Masha is black-browed"). The children immediately enter into dialogue, and I also have a fur coat, see which one I have ... etc. They are happy to start dressing to show their things.

Little children are amazing people! They are tricky and naive and very funny. Read the nursery rhyme “Forty-forty, cooked porridge ...”, porridge immediately becomes tasty, and sparkles glow in the eyes. Every time I use different nursery rhymes.

Water is a child's element. If you don’t wash, then kids love to spray themselves with water, so they have to learn how to wash and use them correctly and accurately nursery rhymes: "Vodichka, vodichka", "Bunny began to wash" etc.

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

Steam locomotive

Little shiny

He drove the cars

Like a real one.

Children climb into a steam locomotive and make the sounds of a traveling steam locomotive "Tu-tu"! During the trip, I do articulation gymnastics “Who's howl”. Children arrived in a clearing, and there the berries grow with mushrooms. Using attributes from the theater corner, I "Turn" all children in bunnies: “Bunnies ran across the forest lawn”, I put on a hat of a fox. Thanks to the expressiveness of Russian folklore, children quickly memorize movements, improvise. Each toy, musical instruments, dolls are also played with the help of nursery rhymes, jokes, bookmarks, songs. What epithets and adjectives are not endowed with the sun, but at the same time the beauty of the word is given to the nursery rhyme, a cry.

Sun out

Red - show yourself!

Come out from behind the clouds

Ladies heap nuts.

Children look out the window, but the sun does not come out, hid behind a cloud.

I suggest the guys to sing a song “The sun is shining through the window”. Children start jumping, clapping in palms. I suggest playing with the sun, because it plays with the guys. I spend the game: "Fingers in the house".

Finger game - one of the forms of Russian folklore, she became so close to her, beloved, interesting to children. Children know many finger games. it: "Fingers greeted", "Our family", “We chop cabbage”, "This finger is a grandmother ...". This game was especially perceived by children. Children seem to meet with their loved ones, fingering their little fingers. Watching the game somehow children, I heard how Glory K., laying out pictures, talking with fingers: “This finger is grandmother, what is grandmother doing here?” It was so interesting and funny.

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

“Ay, dudu, dudu, dudu!

A raven is sitting on an oak tree

He plays the pipe

The chiseled, gilded pipe. ”

Through the artistic word you can convey the beauty of native nature. On a walk, I suggest that children catch a snowflake, see how beautiful, fluffy it is. So that children see and feel, I read a poem "White fluffy snow". And who is sleeping under a hill? Recall a poem “Like snow and snow on a hill”. Through folklore I instill a love for nature, for my native land, for Russian folk traditions.

Russian folk help morality, kindness, imagination and thinking fairy tales: "Gingerbread Man", "Turnip", "Teremok", "Cat, rooster and fox", "Chicken Ryaba". Introducing fairy tales, I show the characters, imitating their actions, and always with my expressive speech I show children an example, that is, an example of reading, telling, showing a puppet theater.

My children can improvise nursery rhymes, poems, staging fairy tales. The result was an interaction with parents.

My parents reacted very responsibly to my instructions, began to bring handmade toys and manuals. 14 families from my group took part in the homemade toy contest. Many parents made more than one toy. Now these toys are used in working with children.

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

For the role-playing game sewed white robes, bought the game "Hospital. For playing in the family sewed bed linen and clothes for dolls. Now we continue to replenish the puppet theater, together with our parents we are preparing to hold a literary living room on the topic "The child and the book". This event will be held in April in the framework of the laboratory of innovative development "Interaction with parents - 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 conducting it for several years. I remember how I started the same with small groups, brought up responsiveness in kids, in older groups folklore forms complicated, and with them emotional qualities developed children. These were no longer nursery rhymes or little verses, 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 the tales of A. S. Pushkin: "The Tale of the Fisherman and the Fish", "The Tale of the Dead Princess". Spent with children folklore holidaysKuzminki, "Cover", "Honey and apple saved". In the middle group, not all children showed a desire to speak. To engage children, my parents sewed costumes for the puppet theater, and I helped the guys to establish themselves, to believe in themselves. Working individually with each child, I taught children love theater, folklore works.

In order to broaden the horizons of children in folklore I lead a circle: "Magpie-white-sided"on which I help children to reveal their creative abilities. My children took part in competitions, holidays, and district events. Many dance, sing and read poetry expressively. I believe that my work was not in vain. Now my graduates attend a theater club "Dreamers" at the House of Children's Creativity, play in the ensemble of spoons, study at the art school.

Conclusion

To evaluate the results childrenI carry out diagnostics in three levels: high, medium, low. (Annex 1).

Children of the graduation group showed good results.

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

In the process of their work with children on introduction to folklore at the time of their transition to school, I received the following result:

Children:

Know and distinguish folklore forms;

They are able to tell tales, poems;

They are able to dramatize fairy tales, to play roles;

They know how to carefully treat the book.

In the process of collaboration with children increased interest in oral folklore. They began to use proverbs, sayings, in story-role games - nursery rhymes, independently organized folk games-fun with the help of counters.

One cannot but appreciate the positive interaction with parents. They were an example to their children, lived the life of the garden. It is impossible to list all the events, but I will dwell on the most memorable moments. it "Evening of a fairy tale" in the middle group. Parents set a fairy tale: "Three pigs"showed a fairy tale: "About the granddaughter Masha and the Bug". Using folkloreheld an event on the topic “We are a reading family”where children showed their knowledge of proverbs, sayings. Parents in turn showed a dramatization fairy tales: "Teremok" and "Gingerbread Man" with children, made up fairy tales from split pictures, explained phraseological units to children, drew drawings for fairy tales. Holiday "Cabbage Party" and Kuzminki was fully associated with folklore. Holidays traditionally held "Maslenitsa", "Christmas".

I noticed an increased interest in using small forms in my parents folklore in the speech development of children at home. We were happy to learn with children and select proverbs and sayings, explain their meaning to children.

In the kids I’m working with, I noted that the use of small forms folklore in the classroom and in the regimen moments, it was ensured that their speech became more intelligible, understandable, children can make simple sentences, memorize quatrains and even small roles.

Literature

1. T. N. Doronova Program “From childhood to adolescence” 2000 year

2. L. Streltsova "Literature and fantasy" 2005 year

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

4. Magazine "Educator preschool educational institution "No. 7, 2011

5. O. Knyazev « Communicating children to the origins of Russian folk culture " 2006 year

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The influence of folklore in the development of speech of children of primary preschool age. The unity of education and science A child learns not conditional sounds

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