The concept of children's folklore. Genres of folk art works available to preschool children

Folklore is essential in a child's life. It helps in the communication of parents with children, from early childhood to school. This material tells how to apply folklore at different preschool ages, for the development of children.

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Topic: "Folklore in the life of a child."

"Children's folklore is brought to life almost exclusively by the non-pedagogical needs of the people." - wrote the largest researcher and folklorist G. S. Vinogradov.

“It is known that the people-teacher showed a surprising understanding of the mental development of the child. Manifested in musical perception, love of rhythm, active assimilation of speech (cooing, babbling), craving for movement.

Children very early begin to respond to songs. They evoke an emotional response in them in the form of a smile, concentration of the gaze, listening, "complex of revival."

Children's folklore is a complex, multifaceted system of works that includes:

- “poetry of nurturing children” (lullabies, pestles, nursery rhymes, jokes);

Children's household folklore (songs, chants, teasers, fairy tales,

ritual works, horror stories)

Amusing folklore (word games, tongue twisters, fairy tales, riddles);

Game folklore (role-playing games with and without text, counting rhymes, improvisation games, etc.); Depending on the age of the child, you can use the entire folklore set.

It is necessary to start from infancy, using the "poetry of chanting." Small child(up to one year old) is already able to hear the gentle melodious voice of his mother when she sings a lullaby to him. If he babbled at the same time, he can shut up, peer into his mother’s face, stop moving, as if “freeze” for a moment, he can smile when he hears his native voice. Even though he still does not understand the words, the musicality, imagery and rhythm of the songs already fascinates him. Human speech causes auditory concentration in very young children if it is emotionally colored. This causes the child to communicate and even reproduce individual sounds. Scientists put forward the song of "psychological well-being", as a result of the rational organization of life and the upbringing of a child of 2 years of life in a family. If an adult knows the methods of approaching the baby, allowing him to establish two-way contact with him, then the emotional life small child, his joys, sorrows, his psychophysical well-being will be satisfied. We all know well how difficult it is for a baby to adapt for the first time to Kindergarten. One of the tasks of the adaptation period is to help the child to get used to the new situation as quickly and painlessly as possible, to feel more confident.

To form a sense of confidence it is necessary;

1. Acquaintance and rapprochement of children among themselves;
2. Acquaintance with the teacher and establishing a warm trusting relationship;
3. Acquaintance with the group, with others is organized with the help of games and nursery rhymes, but it is important that the child voluntarily takes part in the game, that an adult participates, that the games are repeated many times, that there is visual material.

Games that are aimed at bringing children closer to each other: “Inflate the bubble”, “Catch, catch” (children catch the end of the ribbon, which the teacher either raises or lowers), “Who called”.

For a good adaptation, it is important to first get to know the teacher and the children in a favorable environment saturated with positive emotions, which leads to a positive attitude of the children to attend kindergarten.

It is advisable to arrange a “dating holiday”, invite parents with children to the group, look at all the corners and toys, show “Petrushka” or another character who would “talk” to each of the children Here you can use rhyming words, for example: “This is a puppet corner, he invites Tanechka to visit.

To establish emotional contact with a child, it is very good to use nursery rhymes:

"Who are we good,

Who is handsome

Sasha is good

Sashenka is handsome.

Walk along the path

Stomp Sasha with your foot.

"Our Olya is small

She has a scarlet coat on.

downy hat,

Olya black-browed.

"In the garden, in the garden

The raspberry has grown.

And in a bright teremochka

Marina has grown up.

We loved her

Everyone pigeoned her

What a girl

Chorus girl."

At the same time, you need to stroke the child on the head, look into his eyes, hug him, show him to other children, etc.

The child grows up and the poetry of folklore continues to delight him. Here it is necessary to use songs and nursery rhymes more widely. Often children are afraid of water when washing, crying, so it’s good to read the words of the nursery rhyme “Water, water, wash my face,” “Clean water will wash Sasha’s face, Anya’s hands, Antoshka’s fingers.” Rhymes during feeding, nursery rhymes for sleep, nursery rhymes after sleep, play nursery rhymes, nursery rhymes for environmental theme, about love for the Motherland - all this material can be viewed in the journal "Preschool Education" No. 12 for 1998, p. 19.

In a child with developmental problems, adaptation to kindergarten is often difficult. New big room strangers, children, separation from their mother can create a stressful situation, which, without social organization, can lead to neurotic reactions, frequent illnesses, and even mental aggression. At this moment, it is important to take a toy, for example, a bi-ba-bo, go up to the child with it and read a nursery rhyme for the current moment, arrange it with the toy towards you. According to many experts, the most effective, and sometimes the only method of corrective work with children early age who have developmental problems is play therapy. This is playing nursery rhymes, songs, game situations. These classes can be held in group form and individually, using game techniques: playing around with different toys, objects, drawings, modeling objects, applications, designs. For kids, playing with each toy is a must. Through folklore, the baby understands the image of a cockerel, its appearance, actions (walks, looks for grains, rakes the ground). At the same time, children, according to the word of the teacher or by imitation in ml. the group does certain actions with the toy after the teacher. The content of the game actions the teacher comes up with himself. Some children in junior group able to perform movements with imaginary objects. (they put their palm under the rain, hide in a house made of palms, open an umbrella by spreading their palms). The teacher encourages children to play, imagine, fantasize while playing. the bunny jumps and says a nursery rhyme: “The bunny jumps along the jump-jump path; jump - jump. His legs were tired of jumping-jumping. What a long path, even the bunny is tired of running.”

When playing the nursery rhyme "Vanya, Vanya" .... a village, a forest, a stump, Vanya - a doll with a basket and mushrooms are attached to the flannelograph. A nursery rhyme is read and actions are shown, “Vanya, Vanya!

Where did you go?

In the woods!

What did you see?

Penechek

Under the stump, what?

Fungus!

Grab and in the box!

This nursery rhyme can then be played by roles: (for the author, the teacher, for Vanechka, the children). Also, the nursery rhyme “Cucumber, Cucumber”, “Ryabushka Hen” is played on the flannelograph. Children with developmental problems have a reduced level of verbal communication, even if they can speak, they often play silently. It is important that all speech development classes are based on the principle of children's verbal communication with each other and with an adult, as well as with the characters that are used in the classroom, whether it is a description of a picture, a toy, or playing songs and nursery rhymes. Children, with the help of a teacher, should conduct a small dialogue with the characters. For example: a teacher with an indirect question can encourage the child to ask something from the character of the nursery rhyme, encourage him to draw a conclusion (ask the cockerel why he hid from the fox? What is Vanya doing, what is Dunya doing?

Thus, the child develops speech activity, the understanding of addressed speech improves. If the children in the lesson become somewhat disinhibited, tired, you can simply sing a calm song to them as a relaxing moment, for example: “Gray cat”, while calling them to you, stroking them head, on the back, as if from the face of a cat. About which they had just listened to a song. With young children, it is necessary to imitate different movements “pour crumbs”, tap the fingers of one hand on the palm of the other “peck”, beckon with your hand (“come to us, to us”)

Rhymes are a prerequisite for understanding simple fairy tales, folk life, form a good attitude towards the world around. In order for the child’s vocabulary to develop better, it is necessary to repeat common epithets from fairy tales and nursery rhymes, for example: “Peter is a cockerel”, “Wolf clicks with teeth”, “Fox is a fox” and so on. If you correctly beat the nursery rhyme "Ladushki - patties, baked pancakes" with dressing up, with attributes, with the active participation of children, then they will get a lot of emotional pleasure, their movements will be activated.

At an older age, children should be taught to see fables, to feel humor: “Vanya, Vanya is simplicity, I bought a horse without a tail” ... .. For the development of fine motor skills of the hand, in a conversation about the seasons, you can involve incantations, sentences (“the sun is the bottom”; "Spring is red". Childhood years are very significant in a child's life and fly by very quickly. Therefore, it is very important to fill the child's world with kindness, wise instructions, the musicality of phrases in the Russian language. When working with children, especially with small children, one should not forget about folklore.

Inclusion of children preschool age to folklore

“A child only learns not to conditional sounds,

studying native language but drinks spiritual life and strength

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

as no natural scientist could explain it,

it acquaints him with the character of the people around him,

with the society in which he lives, with his history

and aspirations, as no historian could introduce him: it introduces him into folk beliefs, into folk poetry,

as no aesthetician could introduce: it finally gives such logical concepts and philosophical views, which, of course,

no philosopher could tell a child."

K. D. Ushinsky

Speech is a great gift of nature, thanks to which people get ample opportunities to communicate with each other. Speech unites people in their activities, helps to understand, forms views and beliefs. Speech renders a great service to man in the knowledge of the world.

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

In the system of preschool education, the development of speech, teaching the native language occupies a leading place. The purpose of teaching the native language is the development of speech abilities and skills, the culture of speech communication of preschool children, the formation of the prerequisites for reading and writing.

Preschool age is a period of active assimilation by the child spoken language, formation and development of all aspects of speech: phonetic, lexical, grammatical. Full knowledge of the native language in preschool childhood is necessary condition solving the problems of mental, aesthetic and moral education of children to the maximum sensitive period development. The sooner the teaching of the native language is started, the freer the child will use it in the future.

The main tasks of the development of children's speech: the education of a sound culture of speech, the enrichment and activation of the vocabulary, the formation of the grammatical structure of speech, the teaching of coherent speech - are solved throughout preschool childhood.

An essential role in the development of speech is played by the artistic word - children's literature and folklore.

Folk art works are a school for the development of children's feelings. The world of colors and sounds surrounds the child. As experience has shown, expressive stories, conversations about the heroes of fairy tales, about the feelings they experience, about the difficulties they have to overcome, looking at illustrations, playing fairy tales - all this significantly develops the emotional susceptibility of children.

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

The relevance of the use of folklore in modern pedagogy of early childhood is confirmed by important provisions.

First: enriching the pedagogical process with folklore is an effective method of humanizing education from the first years of a child's life.

Second: folklore contains a plurality of degrees of pedagogical influence on children, taking into account their age-related abilities to assimilate the text.

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

Starting to work on the development of the speech of preschool children, I set myself the goal: to acquaint children with Russian folklore, to form the interest and need of children in reading books.

For this it is necessary to solve the following tasks:

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

5. Learn finger games.

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

7. Encourage children to dramatize fairy tales.

8. To hold literary holidays "Birthday of the book", "Evening of mother's fairy tale".

9. Conduct excursions to the museum and library.

10. Hold meetings with parents to introduce children to the book.

Features of familiarization of preschoolers with various genres of Russian folklore

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

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

In children's folklore, there are works of adults for children, works of adults that have become children's over time. Children's art that the children composed themselves. Children's folklore of the Russian people is rich, diverse in fairy tales, works of small genres.

Lullabies - in the people they are called tales. The ancient meaning of this word is to whisper, to speak. In modern lullabies, the hero cat appears, he is soft, fluffy, brings peace, sleep, he was put in a cradle to the child and the cat was promised a reward, a jug of milk. "Vanya will sleep, the cat will pump Vanya."

Pestushki is to nurture, nurse, raise, follow someone, educate, carry an awakened child in her arms when he stretches, stroke. In the pestles lies the image of a small child, “Puffs, pulls! Across the fat cannon, and in the legs of a walker, and in the hands of a grabber, and in the mouth of a talker, and in the head of the mind, ”a cheerful, intricate song evokes a joyful mood in the child.

Nursery rhymes - songs that accompany the child's games with fingers, arms and legs ("Ladushki" and "Magpie"). In these games there is already often a "pedagogical" instruction, a "lesson". In Soroka, the generous white-sided woman fed everyone with porridge, except for one, albeit the smallest (little finger, but lazy.

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

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

Acquaintance of the kid with oral folk art begins with songs, nursery rhymes. To the sounds of their gentle melodious words, the baby will wake up easier, allow himself to be washed (“Vodichka, Vodichka”, feed (“Grass - Ant”). Moments of caring for him that are not always pleasant for the child to the sound of songs turn into that emotional contact, into those forms speech communication, which 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 an affectionate conversation, adults evoke a response in him: a smile, lively actions and the first vocal reactions. This is not yet a speech, yet cooing, babbling. Later, in the second half of the first year of life, communication takes on the character of emotional-motor games, accompanied by an affectionate, melodious rhythmic speech of an adult. Most often these are short poetic lines, couplets, repetitions, four lines - folklore for the smallest.

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

In the second year of life, the baby's acquaintance with artistic material expands. If before the child was read an abbreviated text of nursery rhymes, for example, "Ladushki", "Magpie", now at the beginning of the second year of life, you can continue by adding movements. Games with movements of handles, fingers, walking are carried out with new texts "Finger-boy".

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

Along with pestles and nursery rhymes, children are read poems of a slightly more complex content, 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 interrelated actions of the character, i.e. the plot. In the joke "Cockerel-cockerel" - only one character and a very simple action. Here is a figurative image. The cockerel is very bright, picturesque, and he sings “vociferously”. The main intonation of this verse is affectionate, its sound is melodious, melodious.

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

Introducing the kids to the nursery rhymes “Chicken - Ryabushka”, “Our Ducks”, “Kisonka - Murysenka”, “Give Milk, Burenushka” with the poem “Who Screams How” by A. Barto, the teacher attracts them to imitate the cry of birds, animals.

A better understanding of fairy tales and poems is helped by staging them with the help of toys, table theater. Before the performance, children should be given the opportunity to examine toys, flat figures, so that later the kids can focus more on auditory impressions. The Russian folk tales "Turnip", "Teremok", "Kolobok", the works of Z. Alexandrova "Topotushki", E. Ilyina "Top-top" are well staged. The poems “On the Sled” by O. Vysotskaya and “The Big Doll” by V. Berestov can be combined in one dramatization and ended with a song addressed to the sick doll.

So, at an early age, children are brought up with an understanding of the content of literary texts, love for the artistic word, for the book.

The artistic word is the most important means of educating a small child. Through artistic images, emotional relationships between adults and children are established, and acquaintance with the outside world takes place.

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

The foundation of a child's psychophysical well-being, determined by the success of his general development in the preschool period of childhood, is laid at an early age. In my opinion, it is necessary to revive the best examples of folk pedagogy. Folklore is one of the most effective and vivid means, fraught with huge didactic possibilities.

My many years of experience allows us to assert that the features of independence and arbitrariness of behavior are formed in children only with purposeful pedagogical work. Everything that a child has acquired in the second year of life, in particular, the ability to communicate through speech, to move freely in space, creates only the prerequisites for the transition to a qualitatively new stage of development. Children are able to master skills of mental activity that are high for a given age, revealing the phenomenon of accelerated development.

An analysis of folklore texts shows that folk works addressed to kids provide a systematic approach to getting to know the environment through a priority orientation towards a person and their activities. It is this discovery of the inner richness of folklore texts for little ones that leads to the conclusion how significant folk works, especially fairy tales, are as an effective method of humanizing the educational process.

Folklore makes it possible to introduce children to animals that they have seen 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 protect the weak, show care, generosity to nature. Through a fairy tale, nursery rhymes, songs, kids develop deeper ideas about the fruitful work of a person.

The first fairy tales “Ryaba the Hen”, “Turnip”, “Teremok”, “Gingerbread Man” are understandable to the child because their heroes - animals - talk and act like people: they perform labor actions (plant, water plants, harvest, etc.). ) .

Already at a young preschool age, the foundation is laid cognitive activity on which further comprehension of the mysteries of nature and the greatness of the human spirit will be built. This is just the beginning of life's journey. And let this path be illuminated by the sun of folk poetic creativity at the very beginning.

Preschool children, especially older ones, should be taught to perceive, that is, to hear, understand and partly memorize and use, separate, simple in content, expressions from folk colloquial phraseology (proverbs and sayings) that are accessible to them.

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 it up (“in the seventh heaven”, etc.). Therefore, the teacher should include expressions in his speech, the meaning of which will be clear to children in a certain situation or with an appropriate explanation, for example: “here’s one for you”, “a drop in the sea”, “jack of all trades”, “you won’t spill it with water”, "to control oneself", etc.

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

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

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

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

Kleshchukova I.M., teacher of the kindergarten "Solnyshko"
Krasnodar Territory, Vyselki station

Folklore in kindergarten

Sometimes we observe that the modern educational process is so overorganized that the child does not have enough time to play. And the child must play. And that teacher is right who is close to the statement ":" A child up to ten years of age requires fun, and his demand is biologically legitimate. He wants to play, he plays with everyone and learns the world around him, first of all - and most easily in the game. This suggests that he knows well and correctly organizes the educational process.

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

We all pay attention to the fact that the introduction of long-vanished designations and names into the child’s dictionary, memorization of texts that are not always clear in meaning with children, the organization of folklore holidays often look artificial, and are not claimed by children in independent activities. Therefore, teachers often have a question: does a child born in the twenty-first century need to go back to the "traditions of antiquity"?

After analyzing my work on the use of children's folklore, I decided that children's folklore is necessary in the work of an educator, as it reflects the life and activities of people of many generations in games, songs, fairy tales, toys. And this allows them to become, in fact, examples of norms of behavior, relationships, linguistic, artistic and musical culture.

In my work with children, I use the following types of folklore:

• Pestushki - songs that accompany child care.
• Nursery rhymes - adult games with a child (with his fingers, handles).
• Calls - appeals to natural phenomena (to the sun, wind, rain, snow, rainbow, trees).
• Sentences - appeals to insects, birds, animals.
• Rhyming rhymes are short rhymes that serve for a fair distribution of roles in games.
• Tongue twisters and frequent phrases - imperceptibly teaching children correct and pure speech.
• Teasers are funny, playful, briefly and aptly naming some funny aspects of the child's appearance, in the features of his behavior.
• Jokes, jokes, changelings are funny songs that amuse children with their unusualness.
• Boring tales that have no end and that can be beaten many times.

In my work, I use children's folklore in various activities:

In teaching correct pronunciation;

In introducing children to Russian national culture;

In direct educational activities;

In conversations;

In observations

In folk outdoor games;

In games for the development of fine motor skills;

In theatrical activities;

In dramatizations.

I would like to dwell on the use of children's folklore in games with children, since the game is the main activity of children. Games give me the opportunity to make the process of raising children interesting, joyful. Children in the game acquire a good mood, cheerfulness, joy from communicating with their peers, and this enhances their ability to enjoy life in the future, leads to better health and better spiritual development.

The most favorite games for children are outdoor games. Games, which are often based on the simplest songs, are folk outdoor games. Children in such games show speed of movement, dexterity, quick wits. So, for example, in the game "The Herd" we use the call:

Shepherd, shepherd,

Play the horn!

The grass is soft, the dew is smooth,

Drive the herd into the field

Walk freely!

Children really like games that require creativity, imagination, endurance (for example, the game "Silent" in which the children, having spoken the last word, should be silent, and the leader tries to amuse the players with movements, funny words and jokes). In the game we use the chant:

Firstborns, worms,

Pigeons flew

By the fresh dew

In a different lane

There are cups, nuts,

Honey, sugar -

Children love to play such games, as in them they fulfill themselves, show themselves. And for me, such games are also valuable because they allow children to develop speech.

The next type of games in which I use children's folklore are games for the development of fine motor skills. In such games, we perform the following movements:

• Self-massage.
• Finger wiggling.
• Alternately bending the fingers to the palm, first with the help, and then without the help of the other hand.
• Spreading fingers and their convergence.
• Claps.
• Clenching fingers into a fist and unclenching.
• Waving brushes - from top to bottom.
• Waving brushes towards and away from yourself.
• Rotation of brushes - "flashlights".

Together with the movements we pronounce the words:

Baba Frosya has grandchildren,

Baba Frosya has grandchildren,

(Show first one hand with spread fingers, then the other).

All porridges are asking

Everyone screams out:

(Shake hands, and then, clutching your head, shake it).

Shark - in the cradle,

Alenka - in a diaper,

Arinka - on a featherbed,

Stepan - on the stove,

Ivan is on the porch.

(Fingers are bent to the palm, starting with the little finger. You can alternately move your fingers, starting with the little finger, which will be more difficult).

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

I am a red fox

I am a master of running

I ran through the forest

I chased the bunny.

And into the hole - bang!

Children run like a fox, admiring their tail, sit down at the end.

I give a big place in my work to jokes and fun. To do this, I use boring fairy tales, teasers, playful dialogues. For example, this dialogue:

Where are you, brother Ivan?

In the mountain.

What are you doing?

I help Peter.

And what does Peter do?

Yes, it's on the stove.

When planning games, I select children's folklore that is diverse not only by genre, but also by subject. (these are the seasons, and birds, and animals, and labor processes).

I also use children's folklore to develop children's expressive speech skills. This is where phrases come to my rescue:

Forty mice walked

They carried forty pennies;

Two worse mice

They carried two pennies.

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

The cat is sitting at the gate

Waiting for a kitty

He plays the balalaika

Winks at silly mice.

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

My work would not have been so fruitful if it were not for the help of my parents. To keep them up to date, I started a folder “Teach with us”. In it, I wrote down nursery rhymes, sayings, counting rhymes, and parents at home could repeat this material with their child. Our group brought together children from different parts of Russia. And this is a variety of folklore material. To replenish the piggy bank of children's folklore, which I could use in games, I gave my parents creative tasks: "Go on a folklore" expedition "of the area where they were born, and replenish our piggy bank with new folk games, nursery rhymes, proverbs, sayings." Since almost all of our parents are young, and most of them do not know the customs of their ancestors, they had to call their relatives or bring them back from vacation. Thus, we have new games “Pereliza”, “Drake caught up with a duck”, as well as a rich material of nursery rhymes, proverbs and sayings from different parts of Russia. It is of great interest to children. They vied with each other to offer games, nursery rhymes of their grandfathers and grandmothers to beat. And the children are happy to take part in the games.

I would like to draw attention to the fact that children's folklore helps not only educators in their work. Speech therapists can use folklore in establishing contact with children, creating favorable conditions for teaching children pure and expressive speech.

Folk word games are needed and music directors, because they help to develop in children a sense of rhythm, expressiveness of movements, and creative abilities.

And the games of parents and children using nursery rhymes, jokes, sentences and other genres will bring them closer spiritually, which is extremely important for both children and their parents.

Use of folklore for purposes speech development preschool children: From work experience. - Tomsk: TOIPKRO, 2012. - 32C.

The manual presents the experience of Tatyana Ivanovna Cherchenko, a teacher at the Municipal Preschool Educational Institution Kindergarten of a General Developmental Kind No. 50 in Tomsk, on the use of folklore for the speech development of preschool children.

This manual is addressed to teachers of preschool educational institutions.

Tomsk Regional Institute for Advanced Studies and Retraining of Educational Workers, 2012

INTRODUCTION

Children should live in a world of beauty, games, fairy tales,

music, drawing, fantasy, creativity.

V.A. Sukhomlinsky

One of the most important tasks facing our society at the present time is its spiritual, moral revival, which cannot be carried out without assimilating the cultural and historical experience of the people, created over the centuries by a huge number of generations and enshrined in the works of folk art. More K.D. Ushinsky, putting forward the principle of nationality, said that “language is the most living, most abundant and strong bond that connects the obsolete, living and future generations of the people into one great, historically living whole” (article “Native Word”). Developing the ideas of K.D. Ushinsky, a prominent teacher V.N. Soroka-Rosinsky pointed out that a person who has lost his roots becomes lost to society.

Folk art in accordance with the idea of ​​social inheritance of the psyche and the cultural-historical theory of L.S. Vygotsky can be considered as a system, which is proved by N.N. Palagina. Oral folk art is a special kind of art, that is, a kind of spiritual assimilation of reality by a person with the aim of creatively transforming the surrounding world according to the laws of beauty. Folk art is rooted deep in antiquity. His works are created in accordance with the centuries-old traditions of a particular nation, which basically have a unity of views on the world. D.S. Likhachev says this about it: “Folk art (folklore) is created by everyone for everyone and within the framework of centuries-old traditions. In everything that the people do, there are common ideas about beauty. There are no contradictions here. The unity of ideas about beauty created a unity of style, and both, like armor, protected folk art from bad taste.

Therefore, working with children for several years, I decided to summarize the experience of work, the purpose of which was to develop the speech of children of primary preschool age through the use of small folklore forms.

Priority direction in the work: "Development of speech abilities of children by means of folklore."

Studying the literature on the topic, I identified the forms and methods of pedagogical guidance, determined the role of fairy tales, didactic games, round dance, mobile, speech games.

In this area, the experience of work has been summarized, a long-term plan for working with children of primary preschool age has been developed. Schemes of reflection on fairy tales, principles of working with a fairy tale have been developed.

Purpose: To open the world of verbal art to the child, to cultivate interest and love for folklore, the ability to listen and understand it.

Tasks:

1. To form an interest in the images of works of folk verbal art.

2. To create favorable conditions for the assimilation of folklore works by children.

3. Involve children in looking at picture books, telling short stories, reading nursery rhymes, poems.

4. Learn to tell familiar tales, folk songs, nursery rhymes, small entertaining scenes using toys and planar figures.

5. Contribute to the formation of the ability to use the works of oral folk art available to children in their own speech.

6. To develop a benevolent attitude of children towards loved ones, love for parents, sympathy for peers, respect and care for the older generation.

In my work I use the program "Childhood", developed by a team of teachers of the Department of Preschool Pedagogy of the Russian State Pedagogical University. A.I. Herzen.

The presented content of education and upbringing of preschool children is developed on the basis of the achievements of classical and modern preschool pedagogy. Based on the principles of harmonious education, for the organic entry of the child into modern world, we provide for a wide interaction of a preschooler with various areas of culture: with fine arts and music, children's literature and their native language, ecology, mathematics, play and work. Therefore, a special place in the work is given to natural activities for a preschooler: playing, communicating with adults and peers, experimenting, subject, visual, artistic and theatrical activities. The developing environment is created in a group taking into account the age capabilities of children, emerging sexual inclinations and interests, and is designed in such a way that the child can find an exciting activity for himself during the day.

In my work I mainly use visual and practical methods and ways of introducing children to folklore, reading fairy tales, guessing riddles, singing songs, chants, nursery rhymes.

For this work, the group created a folklore corner, a book corner for dressing up, a theatrical and musical corner, and a visual one.

Selection of didactic materials, card index of nursery rhymes, round dances, folk songs, riddles, visual material to enhance the speech communication of children, encouraging children to communicate with each other, sing songs, tell fairy tales. A cone theatre, a spoon, finger, and table theater was made (many of which were made and purchased together with their parents). Together with their parents, they assembled a folklore corner, which has all the necessary items to familiarize children with folk life (a cast-iron iron, a tong, a samovar, a rug, a mug, a towel, wooden spoons, birch bark tueski, embroidered napkins, etc.).

We replenished the book corner with Russian folk tales, nursery rhymes, riddles.

We try to fill the daily life of children with interesting things, problems, ideas, to include each child in meaningful activities, to promote the realization of children's interests and life activity.

Children are happy to study in circles organized on the basis of the group: "Rechetsvetik" (head Cherchenko T.I.) and "Tadpole" (head Solonin I.E.). The purpose of the circle "Rechetsvetik" is to enrich the idea of ​​\u200b\u200bthe others, to expand and activate the vocabulary of children. Activate in speech words denoting the names of objects of the immediate environment (their signs, actions, location in space). Choose the right pace of speech, intonation expressiveness. Learn to pronounce words and short phrases clearly. Develop dexterity, speed, flexibility, improve attention, memory.

The children take an active part in the productions of performances for the Day of the Theater, which are held in our kindergarten once a quarter: "Stubborn Goat", "Hare Hut", "Hare in the Garden", "Moroz Ivanovich", etc.

The pedagogical process also includes organized learning. In the behavior of classes, I use game motivation, surprise moments, artistically - speech material, games and exercises: for the development of the emotional sphere and small muscles of the hands (the card file of these games is available in the group and is constantly updated).

We conduct valeological education of preschoolers: the development of ideas about healthy way life, the importance of hygienic and motor culture, health and means of strengthening it, the functioning of the body and taking care of it, knowledge of the rules of safe behavior and reasonable actions in unforeseen situations, ways to provide basic assistance.

For this work, a special visual material was selected. The group has a sports corner, which presents non-traditional sports equipment, made by us with the involvement of parents, we constantly replenish the card file of outdoor games, morning exercises, exercises: for the development of breathing, hand-eye coordination.

The deep vital content of small folklore works has a bright, truly artistic form of expression, which not only creates a positive emotional background, but delivers aesthetic pleasure, which is imprinted in the minds of children, and which they want to receive again and again, referring to the well-known works of verbal folk creativity.

THE SIGNIFICANCE OF FOLKLORE

IN THE LIFE OF A CHILD

Speech at the teachers' council

Russia is the motherland for many. But for this, in order to consider yourself her son or daughter, you need to feel the spiritual life of your people and creatively assert yourself in it, accept the Russian language, history and culture of the country as your own. Spiritual creative patriotism must be instilled from early childhood. It is to awaken, and not to impose, since spiritual self-determination lies at the heart of patriotism. In addition, Old Slavonic words and sayings have long been forgotten and are not used in colloquial speech, nursery rhymes, sayings, proverbs, which are so rich in the Russian language, are almost never used. In modern life, there are practically no household items mentioned in folklore works. And something does not contribute to the formation of personality development as much as an appeal to folk traditions, rituals, folk art, in particular oral, because, being in a natural speech environment, which is for a child his native language, he easily, without much difficulty, sometimes intuitively masters his. This is confirmed by the words of G.N. Volkova: “The multifaceted development of abilities based on the active development of a value culture is the only way to creative achievements.”

Through oral folk art, the child only masters his native language, but also, mastering its beauty, conciseness, joins the culture of his people, receives the first ideas about it. The traditions of the people concentrate the entire experience of mankind, carry all forms of social consciousness, include a huge amount of information, establish continuity between the past and the present. This makes folk art a "universal" means of assimilation social values. Therefore, we turned to the problem of using oral folk art in working with preschool children.

Oral folk art includes a large number of genres: fairy tales, nursery rhymes, riddles, lullabies, all this is an invaluable wealth of every nation, a huge layer of culture, both national and world, an indicator of the abilities of the people. Its meaning is determined, first of all, by what kind of memory is embedded in it.

Folk songs, nursery rhymes, poems contribute to the aesthetic development of the child. Special intonations, rhythm, which is created through the use of simple rhymes, sound combinations, melodies and combinations of words in these works, the melodiousness of individual couplets or quatrains, allow the child to first feel and then realize the beauty of the native language, its conciseness, attach precisely to this form expressing one's own thoughts. The value of folklore works, especially for an early age, is determined by their high intonational expressiveness. Since it is intonation that shows the meaning of the statement and is of paramount importance in the formation of thought.

An activating effect on a child, not only of an early age, but also of preschool age, is the presence of repetitive sound combinations and words in them, for example: “chiki-chiki-chikalochki” or “okay-okay” simple rhyme, exclamations and emotional appeals. They contribute to the formation of the figurativeness of the speech of preschoolers, the verbal creativity of children.

Thus, the influence of folk tales, nursery rhymes, ditties on the formation of a child's personality is undeniable.

This work showed the need to use oral folk art in educational - educational work with preschool children.

IN practical work, introducing children to oral folk art, I noted an interest in characters (tales that came to us for different classes: "Gingerbread Man", "Pockmarked Hen" (younger age), "Chipolino", "Princess Frog" (older age) and etc. This contributed to the emergence of my interest in this topic.

Worked with older children. Having gathered information from a variety of sources, we tried to recreate the main details and furnishings of the Russian hut (table, benches, stove, cradle, chest, etc.) together with parents. However, the task was not to create a museum atmosphere, but to introduce children into the original world through its actual knowledge. Thus, they placed on the shelves - a cast-iron iron, bast shoes, baskets, candlesticks; in the open-air shelf - household utensils (jugs, pots, cast iron, samovar); at the stove - a grip, a broom - a golik; on the shelves - objects of applied art. One of the deviations from the traditional decoration of the Russian hut was the placement on one of the hanging shelves of various works - objects of applied art (birch bark tueska, salt shakers, wooden Toys, painted wooden spoons, knitted and embroidered napkins, etc.). After the decoration of the "hut" was completed, we faced an equally difficult problem - the methodological organization of work. At first, we decided that we would hold a lesson once a week, read fairy tales, acquaint you with the decoration of the “hut”, antique items everyday life. However, it turned out that the children did not know their names and purpose well enough. In addition, a special methodological study of such knowledge was clearly required. At the beginning, to beat lullabies, they placed a cradle with a baby doll in the "hut". Then they tried to introduce game characters. Toys in the form of animals were used, which are most often found in folklore works (cat, dog, cockerel, mouse). We introduced folklore to children during classes, used it as part of an activity or in the form of leisure and entertainment. I developed scenarios for folklore entertainment, in which children with different backgrounds were active participants. creativity, and the rest of the children, who were not participants in the performances in the games, sang songs, guessed riddles. In our practice, for the successful assimilation of fairy tales, we arranged gatherings by candlelight, watched how the flickering fire fascinates children. By this they were encouraged to tell fairy tales themselves, to learn new fairy tale stories from their grandparents. They took part in the days of the theater, showed fairy tales: "Mitten" - dramatization, "Gingerbread Man" - spoon theater, "Snow Maiden and the Fox" - cone, etc.

We paid special attention to expanding the children's active vocabulary due to the fact that externally similar objects have different names (pot, jug, rack, bench, washstand, etc.). So, the need to “animate the hut”, that is, to introduce the image of the hostess, was gradually realized. It was decided that the hostess should conduct classes with children in the traditional clothes of Russian peasant women, i.e. sundress, shirt, apron, kokoshnik, bast shoes. And on holidays, an elegant scarf with tassels was worn over the kokoshnik. The hostess involved the children in everyday activities and concerns (embroidery, cooking, winding balls, making jewelry, etc.)

Practical experience has shown how difficult it is to convey even short folklore works to children, because sayings, riddles, nursery rhymes often use words that have not been found in modern speech for a long time, and then laconic explanations and comments from an adult can violate the integrity of perception. This requires special visual aids. That is why the organization of a special kind of environment is so necessary, with the help of which the familiarization of preschoolers with oral folk art could be accompanied by a demonstration of relevant household items.

Having recruited a group with children of primary preschool age, I chose the topic of my priority direction: "Development of the speech of children of primary preschool age through the use of small folklore forms." The main document on which they relied when drawing up a long-term plan of activity is the program for the development and education of children in the kindergarten "Childhood" by V.I. Loginova, T.N. Babaev.

Experience has shown that for the full development of speech younger age through the use of small folklore forms, it is necessary to create special conditions for the use of nursery rhymes, jokes, riddles, fairy tales in all sensitive moments in everyday life, both in kindergarten and at home.

The diagnostic results showed that the percentage of children with a high level of speech development has significantly increased.

The assessment of the level of speech development was carried out by me according to the developed diagnostic map in accordance with the requirements of the "Childhood" program.

In my observations, I was guided by the criteria for assessing the level of speech development of children:

High: The child willingly responds to the offer to listen to a book, to participate in the game. He asks adults to read poetry, a fairy tale. Easily included in the perception. Listens carefully, answers questions about the content of the work, performs game actions in accordance with the text. Knows the content of the listened works, recognizes the episodes and heroes of familiar books in the illustration. He vividly expresses his emotional attitude to what he read, laughs, rejoices, cries, actively participates in playing songs, nursery rhymes, in round dance games.

Medium: The child responds to the suggestion to listen to a reading or story, but is not yet focused enough on the perception of the work. He remembers individual lines and words of verses of songs, willingly repeats them when an adult pronounces the text. The response to what was heard is not pronounced.

Low: The child sometimes refuses to listen to a fairy tale, a book. Quickly distracted when listening, weakly remembers the content of the work. Does not show expressed pleasure from the perception of the book, participation in games with text accompaniment.

A fairy tale plays an important role in the development of the imagination - an ability without which neither the mental activity of a child, nor any creative activity of an adult is possible.

A fairy tale is a narrative, usually folk-poetic work about fictitious persons and events, mainly with the participation of magical fantastic forces. (S.I. Ozhegov. Explanatory dictionary of the Russian language). The child meets with her, starting from early childhood, listening to fairy tales told by mother and grandmother, experiencing certain feelings, experiences. A fairy tale is a means of influencing a child, and often has advantages over other educational methods. The Russian folk tale contains a rich content - and in relation to the saturation of artistic speech with language means of expression (comparisons, epithets, synonyms, antonyms, etc.). For example: “stand before me, like a leaf before grass”; "grass bag", etc. children use in their own speech, which contributes not only to the development of creativity of the preschoolers themselves, but also in relation to the moral and ethical topics and ideas disclosed. V.P. Anikin pointed out that a fairy tale is a kind of moral code of the people, their heroics are, although imaginary, but examples of true human behavior. The storyteller's invention came out of thoughts about the triumph of the forces of life, labor and honesty over idleness and baseness.

People tend to share stories. The exchange of stories, like the exchange of life experiences, is a natural form of interaction between people. Accordingly, fairy tale therapy is a natural form of communication and transfer of experience, a limited system for educating new generations.

Fairy tale therapy is treatment with fairy tales, in which we discover, together with the client, the knowledge that lives in the soul and is currently psychotherapeutic. This is the process of searching for meaning, deciphering knowledge about the world and the system of relationships in it. If we consider a fairy tale from different positions, at different levels, it turns out that fairy tales contain information about the dynamics of life processes. In fairy tales you can find a complete list of human problems and figurative ways to solve them. Listening to fairy tales in childhood, a person accumulates a certain “bank of life situations” in the unconscious. This bank can be activated if necessary and will allow you to find the right solution.

If a child from an early age begins to be aware of “fairytale lessons”, to answer the question: “What will a fairy tale teach us?”, to correlate answers with his behavior, then he will become an active user of his “bank of life situations”.

Fairy tale therapy is the process of forming a connection between fairy tale events and behavior in real life. This is the process of transferring fabulous meanings into reality. And if adults do not just read fairy tales to children, but also reflect on them together, then the principle of understanding the relationship between the meaning of a fairy-tale situation and real life begins to work.

Fairy tale therapy is also a process of activating resources, the potential of the individual, an opportunity to believe in oneself.

Fairy tale therapy is also therapy with an environment, a special fairy tale setting where a dream can materialize, and most importantly, a sense of security appears with it.

People have always been engaged in fairy tale therapy. Today, there are several stages in the development of fairy tale therapy.

The first stage of fairy tale therapy is the collection and study of fairy tales and myths.

The second stage is the study of myths and fairy tales in a deep psychological aspect. The process of understanding the hidden meaning of fairy tales continues to this day.

The third stage is psychotechnical. Modern psychotechnical approaches use a fairy tale as a technique, as an occasion for psychodiagnostics, correction and development of personality.

Each fairy tale is unique. However, the use of fairy tale therapy as an educational system suggests the general patterns of working with fairy tale material.

Principles of work on fairy tales:

1. The principle of awareness.

The main emphasis is on understanding the cause-and-effect relationships in the development of the plot, understanding the role of each character in developing events. The main task of an adult is to show pupils that one event flows smoothly from another, even if at first glance it is imperceptible. It is important to understand the place and purpose of each character in a fairy tale.

2. Multiplicity (understanding that one and the same event, situation can have several meanings and meanings).

The task of the educator is to show the same fairy-tale situation from different angles.

3. Connection with reality (the realization that each fairy-tale situation unfolds a certain life lesson for us).

The task of the educator is to painstakingly and patiently work out fairy-tale situations from the standpoint of how the fairy-tale lesson will be used by us in real life, in what specific situations. The scheme of reflection on fairy tales (stories) and their discussion:

>The main theme is understanding the ideas of a fairy tale. Through the main theme, general moral values, styles of behavior and interaction with other people are transmitted.

>Questions to children: What is this fairy tale about? What does she teach us? How can we use fabulous knowledge in our lives?

>Line of heroes of a fairy tale. Motives for actions. It is important to understand the visible and hidden motivation of the heroes of the fairy tale. You can reflect and have a discussion separately for each character or in the relationship of characters.

❖ Questions for children:

Why does the character do this or that? Why does he need it? What did he really want?

❖ Line of heroes of a fairy tale. Ways to overcome difficulties. It is important to “make a list” of ways for the heroes of the fairy tale to overcome difficulties. Having a set of ways to solve problems, we can choose the right way depending on the situation.

❖ Questions for children:

How does the hero solve the problem? What way of decision and behavior chooses? Active or passive? Independent or transferring responsibility?

❖ Lines of heroes of a fairy tale. Attitude towards the environment and oneself.

Here it is important to understand the general orientation of the hero: a constructive or destructive position in relation to other heroes and the world around him as a whole.

Discussion of the actions of the hero in relation to others - what do they bring them? Does it change in different situations?

Updated feelings.

It is important to know what feelings this or that event causes in the hero and why?

It is necessary to discuss the feelings of listeners in the process of listening to a fairy tale, its individual episodes.

Images and symbols in fairy tales.

Awareness of the image of the hero: what is the internal content of a particular fairy-tale image, what does it represent (a kind of rationalization of a metaphorical image).

For children different ages there are different types of questions. Starting from the fourth year of life, the child’s speech naturally includes questions: “why?” and why?". Desire to know the world With the help of these questions, the frequency of their use, the activity in an effort to get answers indicate that the child needs an analysis of a literary work as another source of knowledge of reality. Questions for text analysis should, first of all, be accessible to children, and all words should be accurate and understandable. It is advisable to use only "open" questions, i.e. suggesting a long answer. Such questions are leading, helping the child find the answer to the main thing. It is important that there are not too many questions, this tires the children and disrupts their perception of the work.

A riddle is an image or expression that needs to be solved, interpreted. (S.I. Ozhegov. Explanatory dictionary of the Russian language). Riddles at different peoples are called differently. Many puzzles contain fairy story and can be considered as a special kind of fairy tales. A riddle is called "a wise question, filed in the form of an intricate, brief, usually rhythmic, organized description of an object or phenomenon."

Signs of a riddle:

1. In terms of content, it is an intricate description that needs to be deciphered.

2. The description is often framed as a question.

3. As a rule, this description is concise.

4. The riddle often has a rhythm.

Many folklorists note that riddles are clever, highly poetic, and moral. This means that they have a corresponding effect on the mental, aesthetic and moral education children. In the depths of antiquity, they probably performed all these functions. But later, mental education became the dominant principle in them. Many peoples held "evenings of riddles." It was a kind of ritual, usually performed in the fall, at the end of agricultural work. The older ones made riddles to the younger ones, grouping them thematically: about a person, clothes, natural phenomena.

Thematic selection facilitated their guessing.

Features of the selection of riddles.

Children of primary preschool age are happy to guess riddles, in which they indicate the real signs of a guessed object, its appearance. These riddles are called descriptive.

Long, smooth, orange, sweet.

Bunnies eat, and we are told. (Carrot).

Middle-aged children already know how to distinguish various qualities and properties in objects, therefore, in working with them, more complex riddles can be used, in which there are comparisons and images, metaphors. But life experience at this age is not yet great. This means that comparisons and images should be familiar to children from their daily life or in connection with frequent repetitions in the classroom.

"The tablecloth is white and covered the whole earth." Such images are understandable to children due to their external resemblance to the subject - a guess. Older preschool children can solve riddles that involve several answers.

“It flies without wings, it runs without legs, it burns without fire, it hurts without wounds.”

(wind, cloud, sun, heart) Older preschoolers have a broader understanding of the animal world, people's work, and natural phenomena. Children begin to understand the meaning of figurative expressions, therefore, riddles may not reflect the real features of the object, but only create their image. "Deciphering" riddles are widely used, which are built on the gradual elimination of incorrect comparisons.

"Black, not a raven, horned, not a bull,

with wings, not a bird." (Bug)

Guessing and inventing riddles has a significant impact on the development of speech in children. The use of various means of expression to create a metaphorical image in a riddle (the method of personification, the use of polysemy of a word, definitions, epithets, comparisons) contributes to the formation of imagery of speech.

Riddles enrich the vocabulary of children due to the ambiguity of words, help to see the secondary meanings of words, form ideas about the figurative meaning of the word.

A lullaby is a song that lulls a child to sleep. (S.I. Ozhegov. Explanatory dictionary of the Russian language). Lullabies, along with other genres of verbal creativity of the people, contain a powerful force that allows children to develop their speech. They enrich the vocabulary of children due to the fact that they contain a wide range of information about the world around them, primarily about those objects that are close to the experience of people and attract with their appearance, for example, hare, sun, etc. Lullabies allow you to memorize words and forms of words, phrases, master the lexical side of speech. In lullabies, images are used that are well known to children, for example: the image of a cat, and they call it affectionately, the image of a bunny, a bear cub, a mouse.

The nursery rhyme is one of the most amazing forms of children's folklore. The famous Russian folklorist E.A. Pokrovsky said that a child hears nursery rhymes even in the cradle, as soon as he begins to distinguish between his mother. The nursery rhyme entertains the child, creates a cheerful, joyful mood in him, that is, they cause a feeling of psychological comfort.

The images of these folklore works are taken from life, concrete and meaningful, and therefore can serve as a powerful means of introducing children to the environment not only at an early age, but also at preschool age, a means of socialization, familiarizing children with the origins of their own culture. Since they contain elements of peasant life:

Early, early in the morning Shepherd boy "tu-ru-ru-ru".

And the cow in harmony with him Tightened "mu-mu-mu!" etc.

Bibliography

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BudarinaT. A. Acquaintance of children with Russian folk art.

TO THE ORIGINS OF RUSSIAN FOLK CULTURE...

Circle work

In order to educate a patriotic personality, it is necessary to provide the child with conditions in which he would feel the spiritual life of his people and creatively assert himself in it, accept and love his native language, history and culture of the nation.

To this end, our group is working to acquaint children with the life and way of life of Russian people, familiarizing them with the origins of Russian folk culture, encouraging a sense of love, respect, belonging to the past, present and future of their fatherland, its history.

And how to convey to the understanding of the children of the townspeople the features of peasant labor? In practice, such a task, by the way, provided for by the standard program "Childhood", was solved formally, it was not meaningfully associated with natural phenomena, rituals, proverbs and sayings.

Based on this, I developed my plan to familiarize children with oral folk art. The following were chosen as the main priorities: Widely use all kinds of folklore (fairy tales, songs, proverbs, sayings, round dances, games, etc.). In oral folk art, as nowhere else, the special features of the Russian character, its inherent moral values, ideas about goodness, beauty, truth, courage, diligence, and fidelity have been preserved. Introducing children to sayings, riddles, proverbs, fairy tales, spells, we thus introduce them to universal moral values. In Russian folklore, words, musical rhythm, and melodiousness are combined in a special way. For example: To your daughter or son in the floor of your voice:

Bye-bye-bayushok!

Lie down, Masha, on the side,

On a feather bed

Will, Masha sleep soundly.

Bye-bye-bayushok!

In the garden - a cockerel,

Peter sings loudly

Masha won't let her sleep.

In proverbs and sayings, various life positions are aptly assessed, shortcomings are ridiculed, and the positive qualities of people are praised. For example: “The day is long, until the evening, if there is nothing to do!” or “Skillful hands do not know boredom!”, “Do not praise yourself, wait for others to praise!”, “The spool is small, but expensive.”

A special place in the works of oral folk art is occupied by a respectful attitude to work, admiration for the skill of human hands. “Skillful hands do not know boredom!”, “The work of a person feeds, but laziness spoils”, “do not teach idleness, but teach needlework”, “The work of the master is afraid!” and etc.

1. Surrounding objects also stimulate the soul of the child, bring up in him a sense of beauty, curiosity. This helps them to easily navigate the forgotten things. To do this, we replenish our items in our Russian hut, the parents made a well, a rag doll in a Russian folk sundress in bast shoes "Varvarushka". A set made by craftsmen of wood embroidered napkins, all this helps children understand that they are part of the great Russian people.

A large place in introducing children to folk culture is occupied by folk holidays and traditions. They record the most subtle observations accumulated over the centuries over the characteristic features of the seasons, weather phenomena, the behavior of birds, insects, and plants. Moreover, these observations are directly related to labor, and various aspects of human social life in all their value and diversity.

Celebrating the Russian holidays “Christmas”, “Maslenitsa” in our group, we used gram-recording materials, which in an intelligible form, accompanied by musical accompaniment, helped us to get acquainted with carols, with kind, friendly hospitality in a comic form:

Owner with hostess

Get off the stove

Light the candles

Open the chest

Take out the patch.

With the advent of Maslenitsa, the children learned the call to the sun :

Sunshine, sunshine

red sun,

Come out soon

Warm up the baby

Your children are crying

Jumping across the meadow

They burn straws. They are waiting for you to visit!!!

We are also working on the correct and quick pronunciation of tongue twisters:

"Grass in the yard, firewood on the grass"

"Greek rode across the river

Sees the Greek in the river cancer

Threw the Greek hand into the river

Cancer for the hand of the Greek tsap "

"Kind beavers - go to the forests"

We do not try to learn a lot of material, but we try to consolidate what we have learned so that children can use it in their speech, in life, and play.

And for all ages, the favorite genre of children - a fairy tale - accompanies them throughout the entire period of childhood. Before the fairy tale, we use the traditional proverb.

Our stories begin

Our stories are woven

On the sea-ocean, on the island of Buyan

There is a birch tree

A cradle hangs on it.

Bunny is sleeping soundly in the cradle

Like my bunny

Blanket silk

Feather down

Pillow in the head

Grandma is sitting next to me

Bunny says fairy tales

old tales,

Not short, not long:

About the cat

about the spoon

About the fox and about the bull,

About the crooked rooster...

About swan geese

About smart animals...

From generation to generation, the elders organized special riddle evenings.

These riddles were not scattered, but in a certain order - first riddles about a person, then about the house and the things that are in it, then about the yard, garden, garden, apiary, fields, forests, and at the very end - about natural phenomena.

We do not try to confuse children, but on the contrary, by a strict order of questions, as it were, we help them.

Puzzles:

"Two stilts, two waves

Two looked, one nodded" (human)

"The pot is smart,

Seven holes in it" (head)

“Not a clock, but ticking” (heart)

And so that all children participate in guessing riddles, we play a game with a tambourine:

"You roll, merry tambourine, quickly, quickly hand over hand, whoever has a merry tambourine will tell us a riddle."

Traditional folk games give children a lot of skills and abilities, encourage productive cooperation between children and adults, temper not only the body, but also the soul, and have a beneficial effect on the psycho-emotional sphere of the child. She is like a lifesaver protecting the still fragile child's psyche from the pressure of daily experiences.

Children are happy to play folk games: "Blind Man's Bluff", "Baba Yaga", "Two Frosts", "Water", "Wattle", "Yes and no, don't say, don't wear black and white", etc. There are games in which the players are divided into teams or leaders are needed so that there are no disputes, we use counting rhymes:

"Like we have in the hayloft,

Two frogs spent the night

Got up in the morning, ate cabbage soup

And they told you to drive"

The children of our group also love Russian holidays, which help children learn to express themselves creatively, communicate freely with peers and adults. Humanity, life-affirming power, brightness of images distract children from sad thoughts, create an emotionally favorable environment.

Preschoolers are amused by the soft humor of nursery rhymes, the lyrical folk song soothes, the perky dance, ditty, and joke cause laughter.

There is self-confidence, a feeling of joy. Russian folk customs, traditions of folk holidays, which came from the depths of centuries, are being revived, starting to live anew.

THE ROLE OF FOLKLORE IN THE SPEECH DEVELOPMENT OF CHILDREN

creative living room

The topic on which I worked: "The development of speech abilities in children by means of folklore."

I believe that a kindergarten teacher, striving to develop cheerfulness in her pupils, builds every moment of communication with him, be it a morning reception, breakfast, a walk, so that the child is interested and joyful, so that in the world around him, people and himself, he saw - good and on this basis he built his attitudes and views. Such habitual everyday work is naturally enriched by Russian folklore.

In practical work, introducing children to oral folk art, I noted an interest in the characters of fairy tales who came to class (“Gingerbread Man”, “Turnip”, “Alyonushka”, “Princess Frog”, “Pinocchio” and others).

The introduction of fantastic elements, non-fictional material: a cockroach chops wood, ducks play pipes, contribute to the development of fantasy, the ability to look at things from a different perspective.

This contributed to the emergence of my interest in this topic.

I started my work with older children.

Having gathered information from various sources, we tried to recreate the main details and atmosphere of the Russian hut. Together with the parents, shelves were made - razinki, a fence, papier-mâché dishes, treats; various kitchen utensils were assembled (cast iron, tongs, a candlestick, an iron, birch bark tueski, wooden spoons, a rug, mugs and much more).

After the decoration of the "hut" was completed, we faced a difficult problem. At first, I decided that in this hut we would hold a lesson once a week: read fairy tales, get acquainted with the decoration. However, it turned out that children do not know the names of many objects, even what they are intended for (cradle, spindle, spinning wheel, etc.). A special study of such knowledge was required.

We used toys most often found in folklore (cat, dog, cockerel, etc.).

We spent folklore entertainments with children, evenings of riddles, singing gatherings by candlelight: it was interesting to observe how this flickering light fascinated the children. But then the children became liberated and gradually even invented fairy tales themselves. We introduce children to folklore during classes and as part of any class.

Practical experience has shown that it is difficult to convey even short folklore works to children, because they often use words that have not been found in modern speech for a long time. This requires a special visual demonstration of the tool.

Having recruited a group with children of primary preschool age, I chose the topic of my priority direction "Development of the speech of children of primary preschool age through the use of small folklore forms."

In my work, I mainly use visual and practical methods and ways of introducing children to folklore: we read fairy tales, make riddles, sing songs, learn nursery rhymes, counting rhymes.

For this purpose, the group has created a folklore corner, a book corner, a dressing-up corner, a theatrical-musical, and pictorial corner.

Selected didactic material:

1. Card files of nursery rhymes, round dances.

2. Folk songs, riddles.

3. Visual material to enhance the speech communication of children.

4. A cone theatre, a finger theatre, a table theater has been made (much has been done and purchased with the help of parents).

5. Together with their parents, they replenished the folklore corner, which has all the necessary items to familiarize children with folk life (cast iron, tongs, samovar, rug, mug, towel, wooden spoons, birch bark tueski, clay pot and many others).

6. Filled up the book corner with Russian folk tales, riddles.

7.Musical corner, it has all the necessary instruments (accordion, tambourines, bells, maracas, whistles, pipes ...). I can't find the goose!

8. We made costumes in the Russian-folk style.

We try to fill the daily life of children with interesting things, to involve each child.

But since our children are not yet able to speak well, we offer them to participate in such activities, for example: playing musical instruments or games without words.

This is the second year that our group has been conducting circle work. Circle "Rechetsvetik" - the purpose of my circle is to enrich the understanding of the world around us, to expand and activate the vocabulary of children. We learn to clearly pronounce words, choose the right pace of speech, intonation and expressiveness. Develop dexterity, speed, improve memory, attention (Part I - theoretical, i.e. articulatory gymnastics, Part II - a folk game is being played). Experience has shown that for the full development of the speech of young children through the use of small folklore forms, it is necessary to create special conditions, the use of nursery rhymes, jokes, riddles in everyday life, both in kindergarten and at home.

I conducted a survey among parents. Parents filled out questionnaires “Use of fiction in the family. Book in the family»

In the parental corner, the "People's Calendar" is of great interest, where seasonal material, signs, verses for memorization are placed.

Thus, joining the folk culture, the child gradually accepts the age norms of behavior, explores the boundaries of what is permitted, solves his emotional problems, learns the world and people. All this takes place in a society that is a traditional educational environment for the child and which carries the social experience accumulated by generations.

THEATER ACTIVITY AS A MEANS OF EDUCATION AND TRAINING OF PRESCHOOL CHILDREN

Pedagogical workshop

Mini-performance "The fairy tale affects, but the deed is done"

In a certain kingdom in a children's state, Tatyana Sveta Ivanovna lives and is doing well. They lived and lived, did not grieve, and lived up to certification. And the time has come in the kingdom to sum up the work. The topic was chosen not in vain: "The use of folklore for the purposes of the speech development of preschool children."

And what happened here, you must evaluate and decide what category to give Tatyana. Early in the morning I meet everyone about their health, ask around, find out if everyone is healthy?

Hello kids!

Who is good for us?

Who is handsome?

Vanechka is good

Sashenka is handsome.

(showing a picture of the children).

Harmony reigns in the state, the children all help me, because they love me, and we play and sing, in general, we live happily.

(we turn on the recording of Russian folk song"Kalinka") We play different games, we raise the mood.

We love to play with fingers to put on and call.

This finger is grandfather,

This finger is a grandmother,

This finger dad

This finger mom

This finger is me.

That's my whole family.

(I use finger theater).

Breakfast time has come

Katenka sat down at the table,

Eat sweet porridge

Delicious, fragrant

Soft, fluffy.

And for an afternoon snack, we invite all the guys like this.

We took a cup of milk

One sip, two sips, then some more

Drink a cup of milk, you'll grow to the ceiling.

A hedgehog came running from the forest, climbed over the threshold,

The hedgehog wants milk, even at the tip of the tongue.

A bull-calf looked in the window, I would also have at least a little bit, I would have at least a little bit of milk Storm of the night.

One sip, two sips, and then a little more, drink a cup of milk, grow to the ceiling,

(I accompany the poem with a demonstration of a didactic circle).

According to this principle, we conduct all regime moments.

We spend folklore entertainment with children, riddle evenings, singing gatherings by candlelight (we light a candle and install it on a screen). It was interesting to see how this flickering light fascinated the children. But gradually the children became liberated, and then they even invented fairy tales themselves. We introduced children to folklore both during the lesson or as part of any lesson. But not when I do not force you to repeat the nursery rhyme in chorus. And for successful memorization, I use toys that are most often found in folklore works.

I show toys: Kotik - Kotok, Petya - Cockerel, Hen - Corydalis, Magpie - Beloboka.

For example: I suggest that one of the children become Kitty - Murysonka put on a mask and help memorize the text during the game.

“Kisonka - Murysonka, where have you been?

At the mill Kisonka - Murysonka,

What did you do there?

Flour was ground by Kisonka - Murysonka,

What was baked from flour?

Gingerbread Kisonka - Murysonka,

Who did you eat gingerbread with? One!

Don't eat alone, don't eat alone

I believe that a kindergarten teacher who seeks to develop cheerfulness in his pupils, whether it is a morning reception, or breakfast, or another routine moment, should build his work in such a way that the child is interested.

In practical work, introducing children to oral folk art, I noted an interest in the characters of fairy tales who came to class.

The gingerbread man helped to fix the score in mathematics, the sequence of the fairy tale. A white-sided magpie in the speech development classes helped the children in the correct and clear pronunciation of sounds. This is what sparked my interest in this topic.

Together with their parents, they created the atmosphere of a Russian hut: a shelf - a razinka, a cast-iron pot, a samovar, a tong, an iron with coals, birch bark tueski, a spindle, wooden spoons, and much more. After the decoration of the hut was completed, of course, a hostess was needed. And here I am in front of you.

Having recruited a group of young children, we use in a non-intrusive way, basically in the game, all the words that are gradually leaving our vocabulary. Children know what a rug, spindle, washstand, cast iron and other household items are for. We play folk games that children love very much, sing songs, arrange gatherings. Together with my parents we have collected a photo album “my family”, which contains the closest people of our children, grandparents, moms and dads. And lullabies that put them to sleep. Collected file cabinets of folk games, finger games, and a lot of other stuff that you see on the tables. I asked my parents to purchase Russian folk costumes, and they all did their best, here in front of you are costumes for children sewn by parents. At the beginning of the work, I conducted a survey, where I found out whether my parents liked the fact that I use folklore in my work, as a result I received only positive answers. Harmony reigns in the state, everything talks about it, the children all help me, because they know for sure that Tatyana loves children, kindergarten is her home, and that Tanya goes to kindergarten for twenty years in a row.

Karpushina Olesya Alexandrovna
educator
Municipal preschool educational institution
Volokonovsky combined type kindergarten No. 1 "Birch"
Volokolnovka

In modern Russia, attention to national and cultural traditions, the preservation and development of folk culture, as the basis of the spiritual and moral revival of society, has significantly increased.

The term "folklore" was introduced in 1846 by the English researcher William Thoms, translated from English "Folk-lore" is "folk wisdom" or "folk knowledge".

The main distinguishing features of folk art are the oral way of transmitting information, verbality, collectivity, deep traditionalism, the absence of a stable form, the only correct option. Zhirov M.S. identifies the following types of folklore:

1) musical folklore (song, instrumental, choreographic);

2) oral poetry (tales, legends, were, riddles, proverbs, sayings, dramas, tongue twisters, signs, games, etc.).

Folklore works are based on the most ancient human ideas about the world around them, they reflect the experience of millennia, and are one of the most valuable sources of knowledge of its history.

Folklore is the basis for the formation in children of a sense of respect and worship of the moral foundations of our ancestors, nature, and the universe. The works of children's Russian folk art (lullabies, pestles, nursery rhymes, jokes, round dances, dances, fables) express the philosophical, ethical views of the people, their moral potential, and the universal ideas of humanism.

Lullabies have a monotonous soothing rhythm, they soothe and educate, lull and caress. Mishchenko E. A. notes that the texts of the lullabies of the Belgorod Territory cover a diverse range of images, characters, phenomena associated with different areas of human life - nature (“cat”, spinning top, “pigeons”, “ghouls”, “hares”); family; community; the sphere of work and simple life, giving the little man the first knowledge about the world around him.

The well-known lullaby "Bayushki, bayu, don't lie down on the edge" is sung in the Belgorod region in different ways, both in relation to the melody and in relation to the text. However, the main idea of ​​this lullaby is always a kind of teaching “about the edge”, which is felt by the baby as a border, the crossing of which threatens to fall. Also, the texts of the lullabies contain a kind of information about the existence of a warm house, inside which there is a cradle with a baby, and a dangerous outside world - a dark forest, where for the time being the child does not need to go. These two worlds are also separated by a border that a child must not cross.

Our distant ancestors had "pestushki" - ways of developing a child with the help of a kind of game, when the mother performed movements "for the baby", playing with his arms, legs, accompanying the movements with a simple song. The mother caressed the awakened baby, stroked it with massage movements and gently sang: “I pull canvases, sip, put them in a box.” This evoked positive emotions in the child, the desire to repeat movements that he still cannot perform on his own. Therefore, with the help of pestles, a child has long been developed in the game, amused, calmed, distracted, using gentle words, epithets, comparisons.

When the baby grew up, adults began to use nursery rhymes - sentence songs, accompanied by playing with fingers, pens, head, legs, therefore, suggesting the child's independent play actions, correlated with the content of the nursery rhyme song. For example, the nursery rhyme about the Magpie-Crow taught the child the concept of quantity (little, much), expanded their ideas about cooking, condemning laziness (who did not work is punished).

Middle preschool children have a number of psychological characteristics(features of communication with peers, adults, features of the emotional and cognitive sphere), which make this age sensitive for the perception of folklore and its use in activities. Since the leading activity of a preschooler is a game, folklore classes with preschoolers should have a playful character.

In the fifth year of life, children begin to actively manifest a desire to communicate with peers (the reason for which is most often joint games and toys). This feature makes it possible to widely use collective games and round dance, and mobile, and fun that contribute to the development of social intelligence. Since at this age there is an increased need for recognition and respect from peers, competition between children begins to arise, the teacher can offer children competitive games, the basis of which is the desire for competition and rivalry.

In the course of communication with adults, children of middle preschool age perceive adults as an authoritative source of information, and show interest in cognitive communication with adults. Therefore, children are happy to listen to fairy tales, epics, guess riddles. Moral lessons regarding the norms and values ​​accepted in society, the importance of a respectful attitude to the traditions of society, self-regulation of one's own actions, a benevolent attitude towards others, safe behavior in everyday life, society, nature, taken from folklore works, will leave a trace in the child's soul. Since children of middle preschool age are in great need of encouragement from an adult, the teacher can actively use proverbs, nursery rhymes when communicating with children when a child needs to be praised, noticed his zeal, or simply emotionally supported.

The feelings of children of middle preschool age become deeper, which means that it is possible to offer children activities aimed at developing emotional intelligence (folklore holidays, fun games, folklore songs). Children begin to form such moral feelings as sensitivity, kindness, a sense of friendship, empathy, it is these feelings that allow children to emotionally engage in games with singing and dancing (round dance), imbue the content of calendar folklore, understand the importance and significance of the activity that it says .

An important feature of the cognitive sphere of children of middle preschool age is the development of the ability to express their opinions and draw conclusions. This feature should be based on the analysis of the content of folklore works from the point of view of morality, social acceptability of events. Children of this age easily memorize poems, fairy tales. Therefore, the teacher can offer children to learn counting rhymes, songs, proverbs, rules of folklore games, actively use intellectual folklore games.

Thus, folklore introduces us to the highest moral guidelines in life, laid down in lullabies, nursery rhymes, pestushki, jokes, fairy tales, incantations, counting rhymes, teasers, games, etc. Folklore has an educational value, providing the simplest circuit pictures of the world, teaching the rules of behavior in society on the example of images of people, animals. Features of communication, emotional and cognitive sphere of children of middle preschool age make it possible to use folklore for this.