The use of oral folk art in the development of children's speech. Phorum presentation oral folk art

Mastering the native language, speech development is one of the most important acquisitions of a child in preschool age, therefore this problem is considered in modern preschool education as a general basis for raising and educating children.

Vygotsky wrote: “There are all the factual and theoretical grounds for asserting that not only the intellectual development of the child, but also the formation of his character, emotions and personality as a whole is directly dependent on speech.”

In the theory and practice of preschool education, it is traditionally argued that oral folk art awakens the first figurative ideas of children about the Motherland, its culture; gives the right spiritual and moral guidelines, contributes to the maximum disclosure of the individuality and creative abilities of preschoolers, therefore, in my practice, I pay special attention to this problem.

One of the little-studied areas can be considered the use of oral folk art in order to develop the lexical and grammatical structure of children's speech. preschool age. Russian folk tales, nursery rhymes, jokes, as the most interesting and relevant folklore genres for preschoolers, can be considered the optimal content of artistic, speech and game activities.

It should be noted that in these types of activities favorable conditions are created for improving the lexical and grammatical structure of speech, as well as for the speech self-expression of the child.

Russian folk tales, introducing children into a circle of extraordinary events, transformations that occur with their heroes, express deep moral ideas. They teach a good attitude towards people, show high feelings and aspirations.

The lexical and grammatical structure of the speech of preschoolers through oral folk art in my activities I form: in the classroom; in games - dramatizations; in communication during regime moments and under normal conditions, as well as with the help of specialists (speech therapist, music director), parents.

For example, I consider vocabulary work as a system of systematically conducted classes in order to form and expand children's vocabulary. Mastering vocabulary, children are involved in various types of practical and intellectual activities, learn objects and phenomena of reality, analyze, compare them with each other, learn to abstract properties and qualities, accumulate a vocabulary and expand it through the practical mastery of word formation skills.

The first period of training was different in that the children quickly got tired, were distracted, did not know how to listen to the sound of words, so during the first month the classes were short. More than half of the children showed a decrease in working capacity, they worked productively for no more than 10-15 minutes.

The acquired knowledge, speech skills and abilities were fixed daily by almost all specialists: educator, speech therapist, music director.

In the course of classes with preschoolers, she clarified and enriched the vocabulary of children, made their speech grammatically correct, at the same time contributed to the development and increased interest in the works of oral folk art, revealed their diversity and richness.

As a rule, in the first lessons I give an idea to children about the genre features of proverbs and sayings, their difference from other small folklore forms. I also lead the children to determine the genre features of the riddle, its differences from the proverb, poem, fairy tale. Next, the task of clarifying ideas about genre features and the purpose of small folklore forms is solved: nursery rhymes, songs, riddles, tongue twisters, proverbs, then I continue to teach children and compose fairy tales, stories according to the proverb. On the one hand, this contributes to a deeper understanding of the meaning of the proverb, and on the other hand, it forms in children the ability to correlate the titles of the text with the content, and also contributes to the selection of language means in accordance with the genre. Thus, the lexico-grammatical structure of the language develops.

At one of the first lessons, I suggest that the children make up a story according to the proverbs “The cowardly bunny and the stump are the wolf” and “Emelya rides for a whole week” in order to find out if the children understand the meaning and content of the proverbs and know when they should be used. I note that specificity is necessary for stories and fairy tales compiled according to the proverb. Here is an example: “He is a bunny and is afraid of the wolf. The wolf is black and the stump is black. Therefore, he is afraid. The wolf hid. The hare does not see him, but is afraid. “A man is walking. The other one is waiting for a week. Thinks he's on a train. He walks for a long time. And he waits, waits. “A girl wakes up at night and is thirsty. He goes to the kitchen. There hangs a coat, it was dark. The girl thought it was Koschei the Deathless. She got scared and ran. And my mother said: “A cowardly bunny and a stump are a wolf.”

Proverbs were learned by heart. She taught and encouraged the use of proverbs, riddles, nursery rhymes, tongue twisters in communication.

In the process of classes, I noticed that in a story, a fairy tale, a poem, children perceive a metaphor much easier than in a riddle. This was explained by the fact that the literary text describes the real situation, and the riddle is an allegory.

On the initial stage taught children to perceive the figurative content of riddles, to explain them. Later she drew attention to the juicy, colorful language of the riddle, taught to understand the expediency of using expressive visual means. For example, she offered the riddle " Grandpa bridges the bridge without an ax». Target: activate the verb dictionary, develop speech memory, cultivate interest in riddles, folk art. She asked: “How did you guess that it was frost? What bridge is he building? Why does it say so? Then she made another riddle about Frost, drawing the attention of the children to what she was doing? What will Frost do?

After analyzing the second riddle, I ask the children: which riddle of the two proposed did they like more and why? I propose to choose definitions for the word "frost", to recall other riddles on this topic. Riddles were learned by heart.

Later, when the children have mastered the genre features of metaphorical riddles, I suggest that they themselves come up with riddles about objects, phenomena of reality. Here are some examples:

“It flies across the sky, flapping its wings” (bird).

"Prickly, prickly, like a thorn" (hedgehog).

"The sun that burns every evening" (lamp).

When preschoolers have already accumulated a certain stock of proverbs and sayings, I suggest that they choose the appropriate proverb according to the content and idea of ​​a certain fairy tale, for example, in a lesson on reading a fairy tale " Three pigs". After reading the text, she turned to the children: “Tell me briefly, what is the fairy tale “Three Little Pigs” about? Remember the proverbs that would fit this tale. The children named the following: “Every work of the master is afraid”, “A friend in trouble is known”, “What you sow, you will reap”.

I conduct the following classes in order to help children understand the figurative meaning of words and phrases (metaphors, phraseological units), to bring them to an understanding of the etymology of words, expressions. For example, I say to children: “In our language there are many words that denote objects (table, nose), actions performed (put, chop, chop). But if you combine such words in one expression ("Chop on the nose"), then they will have a completely different meaning. To hack on the nose means to remember. Or such an expression - hang your head". How do you understand it? How can you say otherwise?" For each lesson, I definitely use humorous pictures, drawings, both for frontal work and individual work (handout).

In my work, I strive to hear sayings and riddles to be included in the active vocabulary of children, to encourage them to use them in everyday life.

Ensuring the principle of changing activities, I include finger gymnastics and outdoor games in my classes. The children often organized the proposed games and exercises on their own during walks or during their free time. In these moments, I note the positive aspects, since the acceptance by children of the speech exercises proposed by us is another step towards mastering the lexical and grammatical structure of speech. Considering the connection between fine motor skills and the development of speech, various exercises of finger gymnastics allowed children to memorize the text accompanying movements, to pronounce it, thereby stimulating the initiative of verbal communication, developing cognitive abilities. mental processes. Outdoor games and finger gymnastics were based on the material of oral folk art. I'll give you an example.

Mobile game "Wolf and seven kids".

Target: development of positive emotions, strengthening the ability to pronounce all the necessary words accurately and clearly.

The wolf is selected according to the counting rhyme. The wolf sits in the center of the circle, and the goats around go in a round dance and say merrily (learned in advance as homework):

The wolf wakes up from song and noise and runs to catch kids. Frightened, they run away different sides and hide. The wolf tries to catch as many kids as possible. Caught goats are taken to their “forest”.

Finger gymnastics "Dog".

Finger gymnastics "Cockerel".

For the development of literate speech using prepositions, verbs, I use staging for this purpose. For example, staged a fairy tale "Kolobok".

She offered the children to remember what fairy tales, poems, riddles, nursery rhymes, sayings they know. Then, on this speech material, she worked on the formation of the skill of forming nouns with the help of diminutive suffixes. For example, from a fairy tale "Kolobok" invited the children to remember all the characters: grandmother, grandfather, hare, bear, wolf, fox, bun. After that, the children transformed the words into a diminutive form ( grandmother-grandmother, hare-bunny, fox-fox, wolf-top, bun - bun).

I believe that it is possible to form correct literate speech in preschoolers only in a practical way, therefore I pay great attention to retelling fairy tales. But first I read, and more often I tell fairy tales. Organize the reading so that the children are interested. The reader is, as a rule, in a folk Russian costume. If I read a fairy tale in the evening, we light candles. Quiet music plays. Sometimes children listen to recorded stories. With this emotional perception, it is easier for children to retell. They try to speak in complex sentences, choosing words - definitions: “gossip-fox”, “merry hares”, “brother Ivanushka”, “cunning wolf”. They use prefixed verbs: crossed, ran up, moved, flew away, searched, searched, etc.

The sentences were complete in meaning and intonation. Errors in coordination and management in proposals were not common.

I also widely use games in my work - dramatization, reading works of art and small folklore forms.

When using games - dramatizations, I encourage children to speak, imperceptibly interfering in their activities and thus directing and improving their speech. Skillfully posed questions encourage them to think, analyze the situation, draw conclusions and generalizations.

Improving speech is closely related to mental development. In the process of working on the expressiveness of the characters' replicas, their own statements, the child's vocabulary was activated, and the sound side of speech was improved. The dialogue of characters confronted preschoolers with the need to express their thoughts clearly, clearly, and understandably. They improved their dialogic and monologue speech, its grammatical structure, they began to actively use the vocabulary of different parts of speech from the learned fairy tales, proverbs, riddles, sayings.

Gradually, the children's speech became more complete, correct, their vocabulary was enriched, and interest in fairy tales increased. They became close to the children, penetrated into their lives, games. Having well perceived and felt the plot of the fairy tale, the children began to dramatize it. They dressed up, portrayed heroes, conducted a dialogue, conveyed the manner and behavior of the heroes of fairy tales, widely using fairy turns and expressions, consistently reproduced the plot. In these games, they actively used the correct speech. The children's creativity was manifested in the truthful play-out of the plot and roles.

During the work on fairy tales, the children enriched their vocabulary, work was underway on the automation of the set sounds and their introduction into independent speech. The texts of fairy tales expanded the vocabulary, helped to correctly build dialogues, sentences, influenced the development of coherent, logical speech. But it was no less important to educate children's emotional, figurative and beautiful speech. And this, like nothing else, was facilitated by the work on staging fairy tales. The dramatization of the fairy tale also contributed to the development of the prosodic side of speech: the timbre of the voice, its strength, tempo, intonation, and expressiveness.

The results obtained indicate that the use of fairy tales is effective tool enrichment of children's speech, their assimilation of the lexical and grammatical structure of the language. Vocabulary in children has expanded significantly, enriched both quantitatively and qualitatively. A significant role in this was played by their practical mastery of the skills of word formation (suffixal method, prefixal and suffixal-prefixal). In addition to the nominative (noun) vocabulary, the percentage of adjectives has sharply increased (bright, dim, sonorous, quiet, beautiful, charming, golden, magical); participles (washed, running, jumping, running, running away); children began to use prefixed verbs more often (ran, galloped, galloped, left, arrived, came, left, entered); antonyms “The wolf has a long tail, and the hare has a short one”; “A big mother bear has thick, warm fur, a little bear cub has sparse and cold fur”; synonyms " Christina is very cheerful, joyful, happy today.

Thus, in the process of work, the developing potential of oral folk art was chosen. The use of questions and riddles, didactic and outdoor games, finger gymnastics and various types of theatrical activities based on folklore material made it possible to optimally organize the process of developing the lexical and grammatical structure of speech in preschool children, i.e. A lot of work has been done, as a result of which positive dynamics have been noted.

​Golubeva Nina Vyacheslavovna dispenser
​MBDOU "Kindergarten "Fairy Tale" with. Nikolskoye
​ MO "Enotaevsky district"

03.03.2019

Elena Olesova
Presentation "Oral folk art in the education of spiritual and moral qualities in young children"

The purpose of my work is spiritually-moral development of the child's personality by means of introducing him to the values ​​of Russian folk culture and development spiritually-moral traditions of the Russian people.

Main tasks spiritual and moral education:

Educational:

expand knowledge about the environment

improve speech;

enrich vocabulary

Educational:

to form a respectful, merciful, attentive attitude towards others;

bring up love and respect for the motherland (taking into account the regional component, people, culture, shrines;

cultivate obedience, the desire to imitate good examples, to live according to conscience;

bring up humane treatment of animals and nature.

Educational:

develop Creative skills;

develop cognitive activity, the ability to communicate emotionally;

develop imagination, thinking;

develop interest in folklore.

5 slide:

The relevance of the topic is that at present Russia is going through one of the difficult historical periods. And the biggest danger that lies in wait for our society today is the destruction of the individual. Now material values ​​dominate spiritual, so children representations of kindness, mercy, generosity, justice, citizenship and patriotism are distorted. Children distinguishes emotional, volitional and spiritual immaturity. Forms of collective activity are gradually lost.

Spiritual and moral education forms a personality, salutary affecting all aspects and forms of human relationships with the world: on his ethical and aesthetic development, worldview and the formation of a civic position, patriotic and family orientation, intellectual potential, emotional state and general physical and mental development.

In my work with early childhood age i use the following types of small genre:

Lullabies;

invocations;

jokes;

Proverbs;

Sayings;

Folk holidays ;

Folk games;

7 slide:

Texts passed down from generation to generation for centuries. "maternal" folklore, lullabies. The rhythm of a lullaby is usually correlated with the rhythm of the breath and heartbeat of the mother and child. In them one can clearly see that reverent attitude of a loving mother to her son or daughter, which is fixed in figurative, rhyming texts. They sing about everything that surrounds the baby in the first months and years of life. They sing about animals and birds that help the mother to lull the baby. These short songs help the child to explore the world. They become for the child the first, and often unforgettable lessons of care, patience, kindness.

8 slide:

In ancient times, people often turned to natural phenomena, called the seasons, welcomed the sun, rain, and much more. People believed that nature hears and understands them, they asked her for help and thanked for the gifts. These appeals were conducted in verse, which later became known as invocations.

9 slide:

Verbal Russian folk art contains great poetic

values. Jokes, nursery rhymes have long been used for parenting, especially the smallest, in order to attract their attention, calm, cheer, talk.

Such processes in the life of a baby as dressing, bathing, require accompaniment by a word, and here Russian folk art is indispensable. From early childhood, the child responds to nursery rhymes, jokes.

10 slide:

Proverbs and sayings called a pearl folk art. They affect not only the mind, but also the feelings of a person. The teachings contained in them are easy perceived and remembered. Proverbs addressed to children can reveal to them the rules of behavior, moral norms.

Proverbs and sayings are the richest source of cognitive and moral development children.

11 slide:

The riddle is a particularly interesting form of folklore. The pedagogical value of riddles lies in the fact that they introduce joy "thinking", direct attention to the object and phenomena, encourage to delve deeper into the meaning of verbal designations and objects.

12 slide:

Acquaintance children with national holidays, which were part of the work and life of the Russian people children get the opportunity to learn about history people, with his way of life and folk wisdom. During the holidays, children not only sing songs, but also listen to works by Russian composers. This greatly enriches children's experience, expands the range of emotions. Children learn to understand shades emotions: gloomy and bright sadness, quiet and solemn joy.

For centuries folk games accompany everyday life children, produce vital quality: endurance, strength, dexterity, speed, instill honesty, justice and dignity.

Russians folk games are thousands of years old history:

they have been preserved to this day from ancient times, passed down from generation to generation, incorporating the best national traditions.

In addition to saving folk traditions of the game have a great influence on character education, willpower, interest in folk art and develop physical culture. AT folk games a lot of humor, jokes, competitive enthusiasm; the movements are precise and figurative, often accompanied by unexpected funny moments, tempting and favorite children's counting rhymes, nursery rhymes.

13 slide:

I pay special attention to fairy tales in my work.

A fairy tale is an effective means of influencing a personality

child. She teaches educates, warns, awakens high feelings, induces to action. Generosity, mutual assistance, generosity of spirit stand out among the leading features of the Russian national character, these features are clearly represented in the actions of the main fairy tale characters. Listening to fairy tales, gradually and naturally, children comprehend the contradictory interaction of good and evil, happiness and misfortune, responsiveness and indifference.

14 slide:

In my group, I organized an exhibition of joint creative works based on Russian folk tales -"Kolobok, kolobok! I will eat you!" Parents and children took an active part in exhibition: made beautiful crafts from plasticine, tied fairy-tale characters, showed imagination in manufacturing.

15 slide:

Folklore in different types of educational activities.

I use with children:

Modeling - we sculpt pancakes, beat with a nursery rhyme “Grandma, grandma baked pancakes. One Varenka, one Kolenka...

Drawing - draw rain, play with a nursery rhyme "Rain, more rain, the grass will be thicker."

16 slide:

Designing - we are building a house (teremok, using finger gymnastics “The house is standing in a clearing, but the path to it is closed. We open the gate, We invite you to this house”

Russian staging folk tales -"Kolobok, "Teremok" etc.

In the physical parenting- awakening gymnastics “Kwa-kva-kva-kva-kvakushki, Frogs in the reeds! We opened our eyes, We rubbed our ears - Po-ta-gush-ki. Go-goo-ki. Po-ta-gush-ki. ”

I use in regime moments folk games: "At the bear in the forest", "Cat and

mice", "Loaf", "Carousel", "Sun and Rain".

18 slide:

Created in the group an artistic and speech corner with elements oral folk

creativity: card file of nursery rhymes, tongue twisters, riddles, desktop-printed

19 slide:

In my work, I use a variety of forms of work with children:

Reading works of art;

Finger games;

Didactic games;

Board - printed games;

Dramatization games;

The use of multimedia technologies in the process of organized

activities;

Tours;

Target walks.

Work in kindergarten should be continued in the family, so I use the following forms of work with parents:

parent meetings;

Questioning of parents;

Consultations;

Visual types of work: card index of nursery rhymes, exhibitions creative work on

Joint preparations for the holidays;

Joint learning work oral folk art(numbers,

lullabies);

Help parents kindergarten in the manufacture of attributes.

21 slide:

Thank you for your attention!

To use the preview of presentations, create a Google account (account) and sign in: https://accounts.google.com

Slides captions:

"Oral folk art" "Small genres of oral folk art"

Folklore Folklore - this word means the creativity of any people, which is passed down from generation to generation. Folklore is proverbs, songs, fairy tales, ditties, riddles, nursery rhymes, fables, sayings, jokes, pestles.

Lullabies Bye-bye, my kitten Sleep, sleep, my child... Here you have a soft feather bed under your back On top of the feather bed - a clean sheet. Here you have white pillows under your ears, A downy blanket and a handkerchief upstairs... Bye-bye, my kitten, Sleep-sleep, my child!

Nursery rhymes There is a horned goat, There is a butted goat, Legs - top-top, Eyes - clap, clap. - Who does not eat porridge, does not drink milk - Gore, gore, gore. This finger is grandma, This finger is grandfather, This finger is mom This finger is dad This finger is me That's the whole family!

Jokes And frets, frets, frets, Let's go to the backside. Sold a carrot, Bought a cow. And a cow with a cat - They milk a little! Whether in the garden, in the garden, there is a dog running. The legs are thin, The sides are ringing, And the tail is a squiggle, Her name is Bug.

Cockerels Cockerel, cockerel, Golden scallop, Butter head, Silk beard, Why do you get up early, Don't let the kids sleep? - You legs, legs! Where are you running? - I'll run along the forest I'll pick berries for you: I'll blacken blueberries, Alu strawberries.

Calls Ladybug, Fly to the sky, There your children Eat sweets. One for everyone, and none for you. Ladybug, you fly to heaven, bring us black and white bread, but not burnt. The sun-bucket, Come out from behind the cloud. Sit on a stump, walk all day.

Fables A hare sits on a birch, He reads a book aloud. A bear flew to him, Listens, sighs. A goat has two frogs in its beard, A bear sits on its back, Holds on to its ears.

Sayings Moth-vitilek, Bring us a breeze: From the gate to the turn To drive the boat into the stream. The sun warmed, Summer commanded: To plunge three times, Dive to go, Get out from under the water.

Rhymes One, two, three, four, five, We will play hide and seek. Sky, stars, meadow, flowers - You go, lead! A squirrel rode on a cart, Handing out nuts to everyone: Who are two, who are three - Get out of the circle you!

Draw Rose or Mimosa Heads or Tails

Riddles Knock, knock - do not order to be bored. They go, they go, and everything is right there. (Clock) I come with gifts, I shine with bright lights. Elegant, funny, I'm the main one for the New Year. (Christmas tree)

Descriptive riddles Tail with a fluffy arc, do you know such an animal? Answer: A cat jumps across the field - hides its ears, Stands up like a pillar - ears upright. Answer: Hare.

Proverbs For friendship there is no distance. Alphabet - the wisdom of the step. You can't buy mind with money. The strong will conquer one, the one who knows a thousand.

Sayings The word is not a sparrow: it will fly out, you will not catch it. For a mother, a child up to a hundred years old is a baby. Happiness and work live side by side. Seven times measure cut once.

Russian folk tale A fairy tale is a genre of oral folk art with a fantastic content and based on a solid realistic foundation. Types of fairy tales: about animals, magical, household.

Animal Tales "The Fox and the Crane" "The Winter Cabin of the Animals" "The Cat, the Rooster and the Fox", etc.

Fairy tales "Flying ship" "Geese swans" "Sivka Burka"

Household fairy tales "Porridge from an ax" "Husband and wife" "How a man dined with a master"

Epics Bylinas - Russian folk epic songs about the exploits of heroes. The main plot of the epic is some heroic event, or a remarkable episode of Russian history. Russian folk epics: "Dobrynya and Alyosha", "Dobrynya and the Serpent", "Ilya Muromets and Kalin Tsar", "Ilya Muromets and Nightingale the Robber", etc.

On the topic: methodological developments, presentations and notes

The theoretical part of the pedagogical project "Development of children's creativity in the process of creating illustrations for the works of Russian folk art" hereinafter referred to as "Knizhkin the artist".

Acquaintance of children with book illustration develops aesthetic feelings, forms an artistic taste, gives scope to the imagination and children's own creativity. ...

"The role of oral folk art in the speech development of preschool children".

Relevance of the project One of the most effective means of educating a person and his full development is oral folk art. Possibility to use...

Introducing preschool children to Russian folk art through a folk toy. (Consultation for parents within the framework of the project "Country of Folk Craftsmen").

Consultation for parents of children of primary preschool age on the educational role of folk toys....

Acquaintance of children with Russian folk art, in the context of introducing preschoolers to the musical creativity of the Belgorod region.

Acquaintance of children with Russian folk art, in the context of introducing preschoolers to the musical creativity of the Belgorod region ....

Russian

folk

poetic

creation

St. Petersburg, 2010

Russian

folk

poetic

creation

• What is folklore?

• Proverbs Sayings Riddles Invocations Fiction Rhymes Rhymes
• Proverbs
• sayings
• Riddles
• invocations
• Fables
• Rhymes
• Pestushki

Folklore

A special kind of art folklore.

Oral - means the transmission by word of mouth, that is, without writing down the text. A feature of folklore is collective authorship, therefore it is called folk art.

Proverbs

A short saying containing folk wisdom. Proverbs usually consist of two parts. In proverbs there are signs of poetic speech: rhythm, rhyme.

B without proverbs and speech is not spoken. To drink from the stream, you have to bend over. The elbow is close, but you won’t bite. On a strange side, I am glad of my little funnel. Where someone is born, there they will come in handy. Ch uzhbina - viburnum, homeland - raspberry.

sayings

Figurative expression. Usually it is part of a proverb or a stable combination of words. Unlike a proverb, it is not a complete judgment.

P chasing two hares. R work slipshod. T pour water in a mortar. At beat two birds with one stone. P Ravda pricks the eyes.

A clever description of an object or phenomenon. The name comes from the word guess - to think, to reason. There is an artistic image in the riddle that helps to find the correct answer.

To the rushed yoke hung across the river.

He ate a lanky, In the cheese of the earth got bogged down.

invocations

Children's songs - appeals to the sun, rainbow, rain and other natural phenomena, to animals and birds.

R arc-arc, don't let it rain. Come on, sunshine, little bell.

Rain, more rain, To make it more fun, My geese are at home, They are not afraid of thunder.

Fables

Funny folk rhymes for children, in which there is nonsense, absurdity, nonsense.

There was a village passing by a peasant, Suddenly a gate barks from under a dog. A club runs out with a boy in his hands, And behind him is a sheepskin coat with a woman on his shoulders. The village shouted: "The men are on fire!" Sundresses in broads are in a hurry to the fire.

Rhymes

A rhyme is a small rhyme, with the help of which they determine who drives in the game.

Tara-bara It's time to go home. To milk the cows for you to drive.

To zealous, long-maned, Rides the field, rides the cornfield. Whoever catches that horse plays tag with us.

Pestushki

Funny folk songs for the entertainment and amusement of young children.

L darlings, darlings. Where were you? "At Grandma's" What did you eat? "Cash". What did they drink? "Brazhka", Grandmother is kind, Kashka is sweet.

E hali, we went To the city for nuts, Over bumps, over bumps. Yes, boom in the hole! They crushed forty flies!

• Russian folk tales
• Russian folk tales

• About Animals Fairy Fiction Household
• About animals
• magical fantasy
• household

An oral story about fictional, unprecedented events.

Folk tales were performed by special storytellers - storytellers.

The story consists of 3 main parts:

• beginnings (Once upon a time, in a certain kingdom ...)
• fairy tale content

(main events of the tale)

• ending (they live, they live, they make good, and I was there………..…)

magical

• The protagonist overcomes unusual trials.
• There are various miracles.
• Wonderful helpers (Grey wolf, Sivka-Burka,)
• Magic objects with unusual properties (“living” water, self-collected tablecloth, flying carpet, walking boots)
• Dark forces, terrible monsters (Koshchei the Immortal, Baba Yaga, famously one-eyed, Serpent Gorynych).
• Mysterious mood.

• Marya morevna.
• Morozko.
• Princess Frog.
• Ivan Tsarevich and the Grey Wolf.

about animals

• Heroes are animals
• Magic condition (animals talk, do human things)
• The strong protect the weak
• Fun mood

• Chanterelle - sister and gray wolf.
• Cat and fox.
• The man and the bear.
• Crane and heron.
• Zayushkin's hut.

• Heroes are ordinary people (soldier, man, worker, wife).
• The action takes place in an ordinary life situation (in everyday life): at home, on arable land, at a construction site, at work.
• There are various funny situations.
• Bad character traits are ridiculed.
• Admire the mind, resourcefulness of the main characters.
• Fun mood.

• Porridge from an ax.
• Lutonyushka.
• Barin and man.
• The arguing wife.
• Ivan the Fool.
• Lazy wife.

• check yourself

1. The words "Once upon a time there were ..." in a fairy tale are:

• ending main content of beginnings
• ending
• main content
• beginning

2. In what fairy tales are ordinary people the main characters?

• in magical household about animals
• in magical
• household
• about animals

3. Ivan Tsarevich and the gray wolf is a fairy tale

• about animals magical household
• about animals
• magical
• household

• Russian folk songs

• Calendar and ceremonial New Year's Shrovetide spring Semitsko-Trinity stubble
• Calendar - ceremonial
• New Year's
• Maslenitsa
• spring
• Semitsko-Trinity
• stubble

Calendar-ritual songs are associated with traditional rituals, peasant labor and seasons.

They accompanied the first plowing and harvesting of the last sheaf in the field, youth festivities and Christmas or Trinity rites, christenings and weddings.

• Kolyadovye
• spring
• Shrovetide
• Semitsko-Troitsky
• stubble

New Year's

Winter (New Year's) songs - carols. Caroling - festive rounds of houses on the eve of Christmas with the singing of carols, in which the owners of the house were famous and contained wishes for happiness, wealth, and harvest.

Came Kolyada

Christmas Eve

And God forbid that

Who is in this house.

God would give you

And life and being

And wealth!

Maslenitsa

The song is an invocation of a wide and generous Maslenitsa.

Shrovetide is praised in songs, called to return, called by comic human names: Avdotyushka, Izotievna, Akulina Savvishna.

Oh, yes, here's Maslenitsa,

Oh, he's moving into the yard. Yes, wide, it enters the yard.

Yes, Maslenitsa, go quickly. Yes, broad, go quickly.

Dear our carnival,

Avdotyushka Izotievna!

Dunya is white, Dunya is ruddy,

The braid is long, the ribbon is scarlet!

spring

In stoneflies they called for spring, warmth and parted with winter. They reminded that the time for field work was approaching, birds were flying and “bringing spring”.

They were not sung, but called, climbing the hillocks and roofs.

F avoronushki On a straw, Fly to us, Bring us a warm Summer, Plow, a harrow. Take the cold winter away from us, We are tired of winter: I ate all the bread.

Semitsko-Troitsk

Summer songs were performed during summer festivities, during the festive week (on Semik and Trinity).

In the Semitsko-Trinity songs, the central place is given to the birch - the main tree of the Slavs, a symbol of warmth and life.

Curly-haired birch, Curly, youthful, Beneath you, birch tree, Everything is not poppy blooming, Beneath you, birch tree, No fire burns ... Red girls Stand in a round dance, About you, birch tree, All songs are sung.

Autumn songs associated with the beginning, progress and completion of the harvest. In these songs, they glorified the harvest, thanked the women who went out into the field and harvested.

Zhivny songs were sung on vacation, when returning from the field, during work.

Oh, and thank God

They reaped the zhito, They reaped the zhito, And they put it in heaps, On the threshing floor in haystacks, In the crate with bins, And in the oven with pies.

• check yourself

1. Carols are songs:

• spring christmas stubble
• spring
• christmas
• stubble

2. What tree is sung in Semitsko-Trinity songs?

• linden aspen birch
• aspen
• Birch

3. Life songs refer to

• new year autumn spring
• new year
• autumn
• spring

3. What songs did they sing and click while climbing the hills?

• stonefly carols Semitsko-Troitsk
• carols
• stoneflies
• Semitsko-Troitsk

• epics
• epics

• What are epics? Heroes of epics Features of the language (stylistics) "Bogatyr" dictionary Obsolete words (archaisms) Art Gallery
• What are epics?
• Heroes of epics
• Features of the language (stylistics)
• "Bogatyrsky" dictionary
• Obsolete words (archaisms)
• Art Gallery

Songs - legends about heroes - defenders of their homeland, folk heroes, composed in the 9th-13th centuries in Ancient Russia. They were told by storytellers-guslars who went from city to city. Epics were performed solemnly, slowly, in a singsong voice.

The epic can be divided into three parts:

• chant
• beginning
• ending

The main characters of epics are Russian heroes. The main feature of epic heroes is love for their native land. Heroes of epics are distinguished by incredible strength, nobility, courage, military prowess, wisdom.

• Ancient epics

hero Svyatogor

• Kyiv epics -

heroes Dobrynya Nikitich

and Alyosha Popovich.

• Vladimir-Suzdal epics

hero Ilya Muromets.

• Novgorod epics

heroes Sadko and Vasily Buslaevich

style

• Repeats (far, far, long ago, fight, fight)
• Hyperbole - exaggerations (... "put them up to a thousand" ...)
• Epithets - colorful definitions (a glorious hero, a violent head, combustible tears, a filthy monster, a good horse).
• Diminutive - affectionate suffixes (little head, little thought, Aleshenka, Vasenka Buslaevich, Dobrynushka)
• Derogatory suffixes
• Metaphors, comparisons (... "old age flew to me from a blank field" ...)

• Quiver - a case for arrows.
• Chain mail is an ancient military armor in the form of a shirt made of steel rings.
• Mace - an ancient weapon, a heavy club with a thickened end.
• Scabbard - a case for a sword or dagger.
• Helmet - military armor that protects the head.
• Harness - accessory

for harness.

• Shield - a rounded metal board that protects against arrows in battle.

archaisms

• Capital city - metropolitan city
• straight road - straight road
• Road blocked - a road littered with dry trees (decks)
• Azure - blue, beautiful
• To glorify - to name or glorify
• In person - separately
• sing - glorify in song
• Saffiano - made from fine and soft sheepskin, specially dressed and dyed in a bright color

Vasnetsov

Victor Mikhailovich Vasnetsov (1848 - 1926)

"Heroes"

Vasily Dmitrievich Polenov (1844 - 1927)

Epic storyteller Nikita Bogdanov

Ilya Efimovich Repin (1844 - 1930)

Sadko in the underwater kingdom

• check yourself

1. Epics belong to the genre

• folklore author's work
• folklore
• author's work

2. How do epics begin

• the beginning of the song
• beginning
• chant

3. Type of heroic weapon - a stick with a thickening at the end

• club quiver
• quiver
• mace

3. Where is Sadko from?

• Novgorod Kyiv
• Novgorod

4. Obsolete words

• archaisms epithets
• archaisms
• epithets

4. Hero of the epics of the Kyiv cycle

• Ilya Muromets Svyatogor
• Ilya Muromets
• Svyatogor

The term "folklore" (translated as "folk wisdom") was first introduced by the English scientist W.J. Toms at first, this term covered the entire spiritual (beliefs, dances, music, woodcarving, etc.), and sometimes material (housing, clothing) culture of the people. In modern science there is no unity in the interpretation of the concept of "folklore". Sometimes it is used in its original meaning: an integral part of folk life, closely intertwined with its other elements. From the beginning of the 20th century the term is also used in a narrower, more specific sense: verbal folk art. M. Gorky said: ... The beginning of the art of the word is in folklore. MAKSIM GORKY

Lazareva Lidia Andreevna, primary school teacher, Riga Primary School “PARDAUGAVA”, Riga, Latvia, 2014 A fairy tale that we all know from childhood is one of the main genres of folklore. Any fairy tale from a scientific point of view is an epic, prosaic (most often) work with an everyday, adventurous or magical bias, built on the basis of a fictional plot. Obviously, the fairy tale grew out of a myth. But, if the heroes of myths are all kinds of gods, then the heroes of fairy tales can be ordinary people and animals. Another characteristic feature of any fairy tale is a happy ending.

Lazareva Lidia Andreevna, primary school teacher, Riga Primary School “PARDAUGAVA”, Riga, Latvia, 2014 A fairy tale is a fictional story with a happy ending and the obligatory victory of good over evil. Most often in fairy tales there is magic and various incredible adventures in ordinary life. The inaccessible becomes accessible, the unreal becomes real. That is why fairy tales are loved by both children and adults. Each nation has its own fairy tales with their peculiarities - national heroes, way of life. My favorite collection of fairy tales is The Thousand and One Nights. Fairy tales were and are being composed by writers of all countries. For example, Pushkin's fairy tales are already treasures of world literature.

Lazareva Lidia Andreevna, primary school teacher, Riga Primary School “PARDAUGAVA”, Riga, Latvia, 2014 FOLK SONG is a song whose author is unknown; the author of a folk song is the people themselves. A FOLK SONG is a song that everyone sings, but no one knows the author. Passing on such a song from generation to generation, representatives of the people can change words in it, insert new ones, compose a sequel, as a result, the song becomes truly the brainchild of the people in the literal sense.

Lazareva Lidiya Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, 2014 FUCKING ROYLE - a genre of oral folk art. The nursery rhyme is performed in the process of actions performed by a small child together with an adult. The nursery rhyme, first of all, teaches a small child to understand human speech and teaches him to perform various gestures, movements that are guided by the word. The word in the nursery rhyme, although inextricably linked with the gesture, is the main one, it leads the gesture (unlike the rhyme, where the gesture is more important than the word). Such tasks make the nursery rhyme an applied rather than an independent literary genre.

Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, 2014 RUSSIAN FOLK ROLLS Cockerel, cockerel, Golden comb, Butter head, Silk beard, Why do you get up early, Sing loudly, Don't let the kids sleep? Like our cat The fur coat is very good, Like a cat's mustache Of amazing beauty, Bold eyes, White teeth.

Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, 2014 A SAYING is a short figurative expression, a turn of phrase. A saying defines a phenomenon and without context is not a logically complete statement. An example of a saying: "a mosquito will not undermine your nose."

Lazareva Lidia Andreevna, primary school teacher, Riga Basic School "PARDAUGAVA", Riga, Latvia, 2014 Russian folk sayings Russian folk sayings (A-B) Russian folk sayings (G-Z) Russian folk sayings (I-M) Russian folk sayings (N-O) Russian folk sayings (P-S) Russian folk sayings (T-Y) Sayings of the peoples of the Caucasus Sayings of the peoples of Transcaucasia Sayings of the peoples of Central Asia Sayings of the peoples of the Volga and Southern Urals Sayings of the peoples of China and Mongolia Sayings of the peoples of the Middle East Sayings of the peoples of India and Nepal Sayings of the peoples of Southeast Asia and the Far East Sayings

Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, 2014 What are counting rhymes and what are they for? First of all, the READER is a short rhyming rhyme that determines the leader in the game. It is interesting that the roots of counting rhymes go back to distant pagan times, when hunters believed that counting the killed game would bring failure in future hunting. Therefore, the direct account was replaced by allegorical forms. Hence the basics, dvase, trise, chasuble... or ena-ben-slave... Of course, now the role of counting rhymes is completely different, but something magical still remains in them: whoever gets the choice will be lucky.

Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, 2014 PROVERB is a genre of folklore. It is a logically complete phrase or a figurative aphoristic saying. A proverb always carries an instructive meaning and in most cases has a rhythmic organization. An example of a proverb: "Chickens are counted in the fall." PROVERB - a genre of folklore. In a proverb there is a certain complete meaning, unlike a saying.

Lazareva Lidia Andreevna, primary school teacher, Riga Primary School “PARDAUGAVA”, Riga, Latvia, 2014 Where the tail rules everything, there is no goodness. The stupid one is looking for a big place, but the smart one is known even in the corner. Fools are only lucky in fairy tales. If there is no mind, then it will not give a godfather. Beauty will take a closer look, and the mind will come in handy. The people are rich smart people. Not the one who knows a lot who lives a lot, but the one who sees a lot. A wise man will not judge, and a fool will not judge.

Lazareva Lidia Andreevna, primary school teacher, Riga Primary School “PARDAUGAVA”, Riga, Latvia, 2014 CHALLENGES are small songs meant to be sung by a group of people. Many of them are accompanied by game actions that imitate the process of peasant labor.

Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, 2014 Ladybug, You fly to the sky, Bring us black and white bread, But not burnt. Rain, rain, pour, pour On me and on people! And on Babu Yaga At least a thousand buckets!

Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, 2014 Invocations and sentences Sunshine, look out! Red, light up! To cold water, To silk grass, To a scarlet flower, To a round meadow!

Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, 2014 MYSTERY is a genre of folk poetic creativity among all peoples of the world; a poetic, often allegorical description of an object or phenomenon. In ancient times, it had a cult significance, was associated with beliefs and rituals that forbade naming objects by their proper names. Later, the riddle acquires mostly aesthetic and cognitive significance. Serves to test ingenuity. Riddles are distinguished by a variety of topics and a wealth of artistic techniques; they are characterized by compositional clarity, rhyme, rhythm, and sound writing. In riddles, there are comic elements that have a social meaning: "The priest stands low, there are a hundred rizaks on him" (cabbage). The riddle has found its way into other genres of folklore as well as literature.

Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, 2014 MYSTERY is a metaphorical expression in which one object is depicted through another that has at least a remote resemblance to it. In ancient times, riddles were a means of testing wisdom, and now they are folk fun. RIDDLE is a tricky question. The main purpose of the riddle is that it develops a person's ingenuity, ingenuity.

Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, Riddles - descriptions of properties, attributes of an object. 2. Riddles - oppositions. 3. Riddles - comparisons. 4. Riddles - descriptions of the actions of the subject. 5. Riddles - questions.

Examples for each type of riddle found in various literature: 1. Painted rocker Hanging across the river. 2. Not a rider, but with spurs, Not a watchman, but everyone will be. 3. What is sweeter and what is bitterer? 4. The caftan on me is green, And the heart is like a kumach, It tastes like sugar, sweet, It looks like a ball. 5. Which of the animals has a tail that is fluffier and longer? WORD

Lazareva Lidia Andreevna, primary school teacher, Riga Primary School "PARDAUGAVA", Riga, Latvia, August - Assumption of the Blessed Virgin Mary Scenes - Village gatherings

"Developing Literature" - Conditions that reduce the developing potential of fiction. “Literature gives us a colossal, vast and profound experience of life. Developing functions of fiction. A regulated set of literary texts is the same for everyone; Classes organized in the educational form to familiarize with fiction; The isolation of program reading from other forms of the educational process.

"Styles and genres of the text" - Purpose: For several hours I could not find my way to school. For Easter, an elderly couple decided to bake not a cake, not a pie, but some kind of bun. Topic: Information processing of texts of various styles and genres (practical work). Dear kids! Lesson 18/17. Be carefull! Don't be like Kolobok!

"Genres of literature" - Theater in Russian culture and literature. It does not have a complex, tense and complete plot knot. Stories. Story. A.N. Ostrovsky "Thunderstorm". The story depicts a series of events. The genre of the play. The purpose of the fable: to name a vice, to educate on a negative example. Oh yeah. Genre. The search for truth.

"Epic" - Kyiv. Vladimir Monomakh. Novgorod. The Tale of Peter and Fevronia of Murom. Epic "Volga and Mikula Selyaninovich" Glorification of peaceful peasant labor. Alyosha Popovich is merciless towards the enemies of the Russian Land. Sadko visiting the sea king. Life is one of the main epic genres of church literature.

"Genres of folklore" - Jokes. Song. Turnover. Wedding song. Over the bumps, over the bumps In the hole buuuh. Forty forty for their own forty, Forty shirts without quarreling scribbling. A wedding song is a song associated with the traditions of wedding ceremonies. Pestushki. Calls are a genre of children's folklore, a naive poetic appeal to the forces of nature.

"Fantasy" - A kind helper-wizard. Why do we read fantasy? (Survey of students in grades 5-7.). Fantasy types. Magic item. Supernatural fantasy worlds. Gnomes guarding treasures. 12-14 years old - epic. Fantasy coryphaeus. "High". Istrian fantasy goes back to ancient myths and chivalric romances. The Dragon. Cinematography painting role playing fanfiction.

There are 18 presentations in total in the topic

Berezovskaya Tatyana Nikolaevna

Educator, MBDOU "DSOV "SEVERYANOCHKA", urban settlement Priobye, Oktyabrsky district, Tyumen region, Khanty-Mansi Autonomous Okrug - YUGRA

Berezovskaya T.N. Oral folk art as a means of developing the speech of children of middle preschool age in the context of the implementation of the Federal State Educational Standard for Education // Sovushka. 2017. N4(10)..12.2019).

Order No. 47525

Annotation. The approaches, principles, methods and conditions that contribute to the development of children's speech are considered.middle preschool age by means of oral folk art in the context of the implementation of the Federal State Educational Standard.

Keywords. GEF DO, children of middle preschool age, oral folk art, small forms of folklore,integrative, communicative and system-activity approaches, principles, methods of working with children.

Relevance of the research topic due to the fact that today there is a social order of society for the upbringing of a child with a well-developed speech. This is due to its social significance and role in the formation of personality. It is generally recognized that communication is one of the main conditions for the development of the child, the most important component of the formation of his personality, behavior, emotional and volitional processes.

Speech is included in all activities of the child. The change in the tasks facing the preschooler, the emergence of new activities, the complication of communication with adults and peers, the expansion of the circle of life connections and relationships in which the child is included, leads to the intensive development of all aspects of speech (vocabulary, grammatical structure, expressiveness), its forms (situational , contextual and explanatory) and functions (generalizing, communicative, planning, regulating and symbolic).

The provisions on the leading role of activity and communication in the development of personality, the theory of speech activity, formulated in the works of famous domestic psychologists and teachers L.S. Vygotsky,

S.L. Rubinstein, A.N. Leontiev, A.A. Leontiev, in the concept of speech development of preschoolers, developed by F.A. Sokhin and O.S. Ushakova and others.

In the Federal State Educational Standard for Preschool Education, the educational areas "Social and communicative development" and "Speech development" are highlighted. Socio-communicative development is aimed at "development of communication and interaction of the child with adults and peers", which cannot be achieved without a sufficient volume of the child's active vocabulary. With speech development, a set of tasks is solved for mastering children's speech as a means of communication and culture, enriching the dictionary, developing coherent speech (dialogical and monologue) and means of its expressiveness, acquaintance with children's literature (children's folklore).

One of the effective means of developing the speech of children of middle preschool age is folklore - oral folk art. This is due to the fact that in connection with the requirements of the Federal State Educational Standard educational activities preschool organization is focused on the development of the child's personality, his spiritual and moral individual characteristics and interests, therefore, the actual goals of the educator's activity are to activate, awaken interest in the works of oral folk art - fables, jokes, incantations, fables, fairy tales, folk songs and games, to traditional national customs, rituals, folk culture. The teacher is required to know well and be able to use the educational and developmental potential of oral folk art in order to develop the speech of pupils.

The problem is to create conditions for the development of speech of children of middle preschool age by means of oral folk art.

In the works of some scientists (V.I. Vasilenko, E.E. Zubareva,

O.L. Knyazeva, M.D. Makhaneva, M.N. Melnikov, E.V. Pomerantsev and others) there is a definition of " children's folklore". These are “such folk works that enter the life of a child very early. M.N. Melnikov notes that children's folklore includes the so-called small genres of folklore - these are "small folklore works: calendar and ritual songs, proverbs and sayings, nursery rhymes, jokes, counting rhymes, tongue twisters, fables, riddles, fairy tales".

Oral folk art is an effective means of developing the speech of preschoolers, since its works reveal to the child the beauty and accuracy of the Russian language and, according to K. D. Ushinsky, "bring to life the seeds of the native word, enrich children's speech".

When using oral folk art as a means of developing the speech of children of middle preschool age, three approaches are optimal: integrative, communicative and system-activity.

With an integrative approach, the solution of the problems of the educational areas "Social and communicative" and "Speech development" is carried out:

In all other areas of the educational program of the preschool organization;

In all forms of organizing children's activities - directly educational, joint activities of children and educators, independent activities of children;

In different types of children's activities (playing, cognitive, labor, productive, musical, etc.) and in sensitive moments.

The use of jokes, nursery rhymes, proverbs, sayings and other small genres of folklore in joint activities with children gives them great joy. Accompanying the actions of the child with words contributes to the involuntary learning of his ability to listen to the sounds of speech, to catch its rhythm, individual sound combinations and gradually penetrate into their meaning.

With the communicative approach, works of oral folk art are used to communicate between an adult and a child, for example, when reading and discussing works of art, conducting aesthetic conversations, and finger games. This expands the vocabulary, forms the grammatical structure of speech, its sound culture.

In the process of a system-activity approach, small forms of folklore are used purposefully and systematically (in all types and forms of children's activities, in regime moments) and it is taken into account that most of the works of oral folk art were created with the aim of developing children's motor activity, which positively affects speech activity . With this approach, educators organize outdoor folk games, round dances, folklore holidays, etc. for children.

For the development of speech of children of middle preschool age, educators can use different genres of small folklore.

Nursery rhymes - songs and rhymes - attract children, cause a desire to repeat, remember, which contributes to the development of colloquial speech. Children easily remember nursery rhymes. They start introducing nursery rhyme words into their games. To memorize nursery rhymes, a selection of various materials is used - these are colorful books with nursery rhymes, visual and didactic aids that lie in a place accessible to children.

Riddles are very close to the game form, they have humor and bold images, which is so close to the children's imagination. Especially useful for the development of visual-figurative, associative thinking. Riddles contribute to the formation of the imagery of children's speech, since they use epithets, personifications, ambiguous words, comparisons to create a metaphorical image).

Tongue twisters are a small form of folklore that is used to improve diction and eliminate violations in pronunciation. In my work, I followed the methodology of A.M. Borodich. At first, the teacher recited the new tongue twister by heart at a slow pace, clearly, highlighting sounds that are difficult for children. Then the children spoke it out on their own in an undertone. To repeat the tongue twister, she first asked children with good memory and diction to repeat it. Before their answer, she repeated the instruction: speak slowly, clearly. Then the tongue twister was pronounced in chorus, by all the children or in small groups. The total duration of such exercises is 3-5 minutes. Gradually, these exercises were diversified by the following techniques. They repeated tongue twisters "at the request" of the children, the role of the leader was entrusted to different children. They repeated the tongue twister in parts in rows: the first row: “Because of the forest, because of the mountains ...”; second row: "Grandfather Egor is coming!". If the tongue twister consists of several phrases, it is interesting to repeat it in roles - in groups. The first group: "Tell me about the purchases." The second group: "About what about purchases?". All together: “About purchases, about purchases, about my purchases!” All these techniques have activated children, develops their voluntary attention.

Staging, theatrical games based on the plots of Russian folk tales contribute to the development of the skills of dialogic and monologue speech of children of middle preschool age.

With the help of folk songs, phonemic hearing develops, as they use sound combinations - tunes that are repeated several times at different tempos, with different intonations.

To form the sound culture of speech of children of middle preschool age, we developed a set of exercises, the speech material for which were works of small forms of folklore. The complex includes 5 groups of exercises:

1. Exercises for practicing diction - memorizing tongue twisters; use of mnemonics.

2. Exercises that help improve the power of the voice - lullabies, nursery rhymes, jokes.

3. Exercises to improve the pace of speech - nursery rhymes, sayings, tongue twisters, counting rhymes, folk games, nursery rhymes.

4. Exercises to improve the timbre of the voice - jokes, proverbs, sayings, incantations, nursery rhymes.

5. Exercises to improve the melody of speech, its intonational expressiveness - proverbs, fables.

When pronouncing all folklore works, the teacher provides an understanding of the content of his children, thanks to the emotional coloring of speech, a change in the timbre of the voice. Thus, speech interaction with the child is established, aimed at developing the sound culture of speech.

Pedagogical work on the development of speech of children of middle preschool age by means of oral folk art formed the following didactic principles:

1) the integration of folklore with various forms of children's activities (directly educational activities, games, leisure, walks, certain regime moments);

2) active inclusion of children in a variety of activities: gaming, motor, speech, artistic and creative, musical, theatrical);

3) the principle of an individual approach to children, taking into account their preferences, inclinations, interests, level of speech development;

4) the principle of visibility (the use of bright, entertaining and understandable visual material for children - illustrations and pictures for works of oral folk art, mnemonic tables - for memorizing them, attributes of theatrical games).

In the work on the development of speech of children of middle preschool age by means of oral folk art, various methods are used:

Visual (looking at picture books, illustrations, photographs, etc.);

Verbal methods: expressive reading (telling), explanation, conversation, explanation;

Game methods;

Finger games;

Rhythmic movements to the music and text of a folklore work;

Imitation exercises (imitation of the behavior of animals, birds, heroes of folklore works);

The method of associations when using riddles;

All these methods make it possible to develop all aspects of speech, constructive ways and means of free communication of children with people around them.

Thus, the following conditions contribute to the successful development of the speech of children of middle preschool age:

Use in a complex of three approaches: integrative, communicative and system-activity;

Selection of works of oral folk art, their genres in accordance with the age interests of children;

Following didactic principles in pedagogical work on the development of speech of children of middle preschool age by means of oral folk art;

The use of a complex of various methods and special exercises, in which the speech material is the works of small forms of folklore.

As a result of this work, we were convinced that oral folk art is an effective means of developing the speech of children of middle preschool age. Folklore works arouse keen interest and attract the attention of children with their brief form, vivid poetic images and artistic means, evoke positive emotions in children. All this together increases the efficiency of work on the speech and socio-communicative development of children, makes the speech of children more correct, expressive, vivid, melodic.

Listliterature

1. Vasilenko, V.I. Children's folklore. Russian folk poetry [Text] / V.I. Vasilenko. M.: Detstvo-press, 2013. 345 p.
2. Zubareva, E.E. Children's literature [Text] / E.E. Zubareva, Z.P. Pakhomov. Moscow: Education, 2014. 312 p.
3. Knyazeva, O.L. Introducing children to the origins of Russian folk culture [Text] / O.L. Knyazeva, M.D. Makhanev. St. Petersburg: Speech, 2014. - 145 p.
4. Melnikov, M.N. Russian children's folklore [Text] / M.N. Melnikov. M.: Education, 2015. 272 ​​p.
5. Pomerantseva, E.V. Children's folklore. Russian folklore [Text] / E.V. Pomerantsev. Moscow: Education, 2013. 268 p.
6. Ushakova O.S. Theory and practice of the development of speech of a preschooler [Text] / O.S. Ushakov. M.: TC Sphere, 2015. 240 p.
7. Ushinsky, K.D. Sobr. op. in 2 volumes [Text] / K.D. Ushinsky. Moscow: Enlightenment, 1999. Vol. 1. 374 p.
8. Federal state educational standard for preschool education, approved. by order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 [Text]. M.: Education, 2017. 42 p.

Introduction.

1. The development of children's speech in the research of psychologists and teachers.

2. Speech. Types of speech.

3. Features of the use of elements of folk art in the development of speech of preschoolers.

4. The role of oral folk art in the upbringing of children.

4.1. The value of oral folk art.

4.2. Features of folklore works.

5. Types of oral folk art that contribute to the development of the child's speech.

5.1. Types of oral folk art.

5.2. Familiarization with the types of oral folk art in different age groups.

6. Methods of acquaintance with oral folk art.

6.1. Methods of acquaintance with folklore in the classroom.

6.2. Methods of working with folklore in the organization of various activities.

7. Analysis of the work on familiarization with the oral folk art of young children.

8. Pedagogical conclusions.

Bibliography.

Introduction.

Russian folk art never ceases to amaze and amaze with its deep content and perfect form. It is constantly being studied, and the eyes of historians, art historians, and teachers are turned to it. Another great Russian teacher K.D. Ushinsky characterized Russian folk art as a manifestation of the pedagogical genius of the people. He emphasized that literature, which the child encounters for the first time, should introduce him "to the world of folk thought, folk feeling, folk life, to the realm of the folk spirit." Such literature, introducing the child to the spiritual life of his people, first of all, are the works of oral folk art in all its genre diversity.

Folklore - folk art, most often it is oral; artistic collective creative activity of the people, reflecting their life, views, ideals, principles; poetry created by the people and existing among the masses of the people (tradition, songs, ditties, anecdotes, fairy tales, epic), folk music (songs, instrumental tunes and plays), theater (dramas, satirical plays, puppet theater), dance, architecture, visual and arts and crafts. Folklore works, by their content and form, best meet the tasks of the upbringing and development of the child, adapted to children's needs. Gradually, imperceptibly, they introduce the baby into the element of the folk word, reveal its wealth and beauty. They are a sample of speech. But also K.D. Ushinsky noted that fewer rituals are known in families, songs are forgotten, including lullabies (16, p. 26). “Folk tales contribute to the assimilation of all forms of language, which make it possible for children to develop their own speech skills when telling,” wrote K.D. Ushinsky. (17).

Today, this problem is becoming even more relevant.

The absence or lack of time for parents to develop communication with children, as well as not paying attention to the content of the baby’s speech, the lack of its activation on the part of parents, leads to problems in the development of children’s speech.

Unfortunately, the child spends more time at the computer than in a live environment. As a result, works of folk art are practically not used even at a younger age. Preschool age is a period of active assimilation of the spoken language by the child, the formation and development of all aspects of speech: phonetic, lexical, grammatical. Full knowledge of the native language in preschool childhood is a necessary condition for solving the problems of mental, aesthetic, moral education of children. The sooner training starts mother tongue, the more freely the child will use it in the future.

A kindergarten teacher has more opportunities to educate children in the spirit of their native culture than a school teacher, because he lives with children, and folklore can become not a subject of study, but a part of this natural everyday life, decorating and spiritualizing it. But life in line with folk culture cannot be imposed on a teacher. It can only be the result of the natural choice of a free person who sees this as a blessing for children and feels the pulse of his native culture in himself. (13, p.12)

So the purpose of our work: to reveal the influence of Russian oral folk art on the development of the speech of preschool children, to study the ways and methods of introducing children to folk art.

1. The development of children's speech in the studies of psychologists and educators

The direction of work on the development of preschoolers special means literary and speech activity involves familiarizing children with the means of artistic expression, mastering the grammatical culture, the development of dialogic and monologue coherent speech.

The problem of language proficiency has long attracted the attention of well-known researchers of various specialties.

A. M. Gorky wrote that in folklore, as in language, “the collective creativity of the whole people, and not the personal thinking of one person” is reflected, that “it is possible to explain the unsurpassed deep beauty of myth and epic to this day by the gigantic power of the collective based on the perfect harmony of idea with form.

Folklore expresses the tastes, inclinations, interests of the people. It reflects both those folk traits that were formed under the influence of a working way of life, and those that accompanied the conditions of forced labor in a class society.

The results of research by psychologists, teachers, linguists created the prerequisites for an integrated approach to solving the problems of children's speech development. (L. S. Vygodsky, A. N. Leontiev, S. L. Rubinshtein, D. B. Elkonin, A. V. Zaporozhets, A. A. Leontiev, L. V. Shcherba, A. A. Peshkovsky, V (V. Vinogradov, K. D. Ushinsky, E. I. Tikheeva, E. A. Flerina, F. A. Sokhin.)

The works of representatives of different areas of science clearly prove how great the role of properly organized communication is in speech development.

Therefore, an integrated approach is important when solving the issue of the development of speech and speech communication in kindergarten (adults with children and children with each other, both in the classroom and outside the classroom). Adults should provide for a significant increase and enrichment of the opportunities for participation in speech communication of each child, while the full mastery of the native language in the most sensitive period for this should be of paramount importance.

2. Speech. Types of speech.

The development of speech is most closely connected with the development of consciousness, knowledge of the world around us, and the development of the personality as a whole. At preschool age, a process of initiation and mastery of the language of their people, amazing in its significance for the development of the child, takes place. The child learns his native language, first of all, by imitating the lively colloquial speech of others. The treasury of the richest Russian language opens before him in the brilliant works of oral folk art. His perfect examples - proverbs, riddles, fairy tales - he not only hears, but also repeats and assimilates. They enter his language, of course, in a content accessible to him. Colloquial and works of oral folk art are closely intertwined in their influence on the child. It is necessary that these precious grains sound in the living word that children hear from adults every day. Only under these conditions the language of the child will be alive and bright.

A great place is given to the development of dialogic speech through the communication of the educator with children, children with each other in all areas of joint activities and in special classes. Dialogue is considered as a type of verbal communication in which interpersonal relationships are manifested and exist. It is through him that people enter into communication with other people. The core of the dialogue is dialogic relations, manifested in readiness to meet with a partner, in accepting him as a person, in setting for the interlocutor's answer, in anticipation of mutual understanding, consent, sympathy, empathy, assistance.

The content basis of dialogue in preschool childhood is verbal creativity, a joint composition of an adult and a child, a joint story of peers. Great importance in the speech development of the speech of preschoolers has a dialogue of peers. It is here that children feel truly equal, free, uninhibited; learn self-organization, self-activity and self-control. In dialogue, content is born that none of the partners has separately, it is born only in interaction.

In dialogue with peers, to a greater extent, one has to focus on one's own partner, taking into account his (often limited) capabilities, therefore, arbitrarily constructing his statement using contextual speech.

Dialogue with a peer is a new fascinating area of ​​pedagogy of cooperation, pedagogy of self-development. Dialogue must be taught, language games taught, verbal creativity taught (A. V. Zaporozhets, N. A. Vetlugina, F. A. Sokhin, E. A. Flerina, M. M. Konina).

Types of speech: dialogue and monologue -two main varieties of speech, differing in the number of participants in the act of communication.

For many centuries, folk pedagogy has created and collected wonderful "pearls" - ditties, nursery rhymes, jokes, songs and fairy tales, in which the real world of objects and actions is presented brightly, artistically and, which is very important, understandable even for the smallest. A gratifying phenomenon: in recent years, interest in folklore has been growing. Society seemed to feel the life-giving power of renewal, it can be gleaned from the inexhaustible sources of nationality. Nationality is the priority of the folklore genre. The main feature of folklore forms is familiarization with the eternally young categories of motherhood and childhood. It is no coincidence that the word "folklore", being of English origin, is translated literally as folk wisdom.

Folklore for children is a kind of folklore and a section of fiction for children. Its peculiarity is that it combines poems, songs, playing techniques, dance.

The value of folklore lies in the fact that with its help an adult easily establishes emotional contact with a child.

Thus: oral folk art is fraught with inexhaustible opportunities for the development of speech skills, allows you to encourage speech activity from early childhood.

3. Features of the use of elements of folk art in the development of speech of preschoolers.

How to build the pedagogical process of a preschool institution in order to maximize the diversity of the spiritual wealth of the Russian people and peoples of other nationalities. The pedagogical process should include the following areas of work:

1. Familiarization of children with life, traditions, rituals, cuisine, acquaintance with the poetic and musical folklore of the Russian people, including the folk culture of the region in which we live (Nizhny Novgorod region), as well as with the culture of other peoples.

2. The development of elements of folk crafts by children, primarily local ones (Khokhloma, Gorodets, Semenov painting).

It must be remembered that the selection of folklore and ethnographic material must be subject to the need to solve a dual task: firstly, to show the originality and unique originality of folk culture in its specific phenomena and teach to understand the artistic language through which the meaning of folk rituals, fairy tales, round dances is expressed, costumes, utensils, etc.; secondly, to prepare the child for further development different types culture as an integral part of the world cultural and historical process.

The folklore and ethnographic material used must meet a number of requirements:

1. Accessibility for children's perception, compliance with the interests of the child.

2. The social relevance of the material, its positive impact on the formation of children's social feelings.

3. The unity of the content and means of artistic expression, that is, the form of the work. It is necessary to acquaint preschoolers with the richness of the cultural heritage of the people in the forms closest to them, enlivening the pedagogical process.

4. The possibility of using the child's personality for humanization: perceiving humane relations on folklore material, he will try to transfer their character into his own relations with the outside world.

5. Great potential for the development of children's speech.

Efficiency implementation of these areas depends on a number of things:

1. Creation in a preschool institution of an environment ethnographically corresponding to folklore material.

2. Acquaintance with the history of Russia, the Nizhny Novgorod region, the city in which we live.

3. Organization of full-fledged meaningful practical activities for children, which creates a natural environment for introducing children to the national culture and culture of other peoples, developing a sense of love for their land, for the people inhabiting it, sympathy and friendly attitude towards people of other nationalities.

4. Organization of non-standard, relaxed, meaningful communication of children, parents, teachers.

5. Acquaintance with Nizhny Novgorod folklore by teachers and parents.

Updating the content of the educational process of a preschool institution requires the use of non-traditional forms of its organization, such as family hours, circle work, joint holidays, etc.

Active immersion of the child in the world of folk culture is facilitated by the widespread use of productive methods of working with children: setting creative tasks, creating problem-game situations, organizing children's experimentation with folklore works. (2, pp. 12-14)

Thus, the consistent direct acquaintance of the child with the spiritual heritage of the people provides for the organic interconnection of all components of the national culture, which have their own specific everyday meaning, their own form of influence on the child.

4. The role of oral folk art in the upbringing of children.

4.1. The value of oral folk art.

The role of oral folk art in the upbringing and development of the child early age hard to overestimate.

Small forms of folklore are the first works of art that the child hears: listening to the words of nursery rhymes, their rhythm, the baby plays patty, stamps, dances, moves to the beat of the spoken text. This not only amuses, pleases the child, but also organizes his behavior. Especially effective is the use of small folklore forms during the period of adaptation of the child to the new conditions of the kindergarten. During a “difficult” parting with a parent, you can switch his attention to a bright colorful toy (cat, rooster, dog), accompanying its movements with reading nursery rhymes. The correct selection of nursery rhymes helps to establish contact with the baby, arouse in him a sense of sympathy for the yet to a stranger- an educator. With the help of folk songs, nursery rhymes, you can educate children in a positive attitude towards routine moments: washing, combing, eating, dressing, going to bed. Acquaintance with folk amusement expands the horizons of children, enriches their speech, forms an attitude to the world around them. The task of the educator is to help the kids in this (11, p. 15). E.N. Vodovozova qualified the use of oral folk art as the most interesting way for all participants in the pedagogical process to organize speech lessons with children (6, p. 119)

For raising children preschool age folklore does not lose its educational impact. It is during the preschool age that the most intensive development of the personality takes place. During this period, those feelings and character traits begin to develop that invisibly connect the child with his people. The roots of this connection are in the language of the people, their songs, music, games, in the impressions received by a small person from the nature of his native land, in the details of everyday life, mores and customs of the people among whom he lives. Folk art is an inexhaustible source of pedagogical material, one of the foundations of speech, moral, aesthetic, patriotic education. The use of the cultural heritage of the Russian people in work with preschoolers and their development creates interest in it, enlivens the pedagogical process, has a special effect on the emotional and moral aspects of the personality(2, p. 4).

The poetic material of small folklore forms, created over the centuries, in combination with reality, being in an ordinary state, gradually transforms it, and as a result, the poeticization of ordinary objects and phenomena emphasizes their authenticity and at the same time elevates the ordinary, enriches the speech of the child.

The educational possibility of folk culture, as A.A. Danilov, lies in the fact that it helps to understand the general meaning of the most important categories and concepts of morality: good-evil, generosity-greed, honor, modesty, duty, etc. The primacy here is given to folklore material, its moral essence. An appeal to the vast and rich world of Russian culture is also especially necessary because it has a life-giving and purifying effect on a small person. Having drunk from this pure spring, he gets to know his native people with his heart, becomes the spiritual heir to its traditions, which means he grows up to be a real person (2, p. 7).

Fairy tales play a special role in the moral education of a child. They help to show children: how friendship helps to defeat evil ("Zimovie"); how kind and peaceful people win ("The Wolf and the Seven Kids"); that evil is punishable ("Cat, rooster and fox", "Zayushkina's hut"). Moral values ​​are more concrete in fairy tales than in animal tales. Positive heroes, as a rule, are endowed with courage, courage, perseverance in achieving goals, beauty, captivating directness, honesty and other physical and moral qualities that are of the highest value in the eyes of the people. For girls, this is a red girl (clever, needlewoman ...), and for boys - a good fellow (brave, strong, honest, kind, hardworking, loving Motherland). The ideal for the child is a distant prospect, to which he will strive, comparing his deeds and actions with the ideal. The ideal acquired in childhood will largely determine him as a person. The fairy tale does not give direct instructions to children (such as "Listen to your parents", "Respect your elders", "Do not leave home without permission"), but its content always contains a lesson that they gradually perceive, repeatedly returning to the text of the fairy tale. Moral education is possible through all kinds of folk tales, because morality is inherent in their stories (8, p. 31).

Practice shows that fairy tales can also be used as a means of teaching children the basics of life safety. Reflecting on a fairy tale, children learn to identify positive and negative characters, to correctly evaluate their actions. They know which of the heroes is bad, how to help the deceived and offended, how to protect him. Children have a fragile and vulnerable psyche, and fairy tales are the universal tool that allows them to tell them about the negative in life and draw parallels with modern reality without moral and emotional damage (14, p. 124).

One of the goals of moral education is education of love for the motherland. The works of folk art contain a special educational value that influences the formation of patriotic feelings. Folk art carries specific images, colors that are accessible and interesting to the child. Works of folk art can serve as an effective means of forming a positive, emotionally colored attitude to various aspects of public life, fostering love for one's native land following conditions: if familiarization with folk art is an integral part of the general system of familiarizing preschoolers with the phenomena of public life; if the selection of works of folk art is carried out, which are most conducive to the education of the principles of patriotic feelings; if children have developed the ability to distinguish between some specific and common features in the work of different peoples.

Of particular importance is the introduction of children to magical and heroic tales. The ideological content of these tales - the exploits of heroes in the name of liberating their native land, their people from evil, violence, from enemies and foreign invaders - contributes to the disclosure of the ideas of patriotism.

The emergence of children's interest in various examples of folk art can be considered as an indicator of the emerging feeling of love for the native land, its history, nature, people's work (21, p. 13, 16,17).

The circle of children's reading includes Russian folklore, as well as the folklore of the peoples of the world. They have great potential national, folk cultures, make the child the owner of universal human spiritual values. In his literary development, the child must go from the literature of his people to the children's world literature (16, p. 27). Comparison of folklore works of different peoples makes it possible not only to form certain ideas about the characteristic national features of oral art, but also fosters a deep interest in the analysis of these features, an understanding of the value of the folklore of each people, which is determined by the presence of common experiences, aspirations, common moral positions (21, p. .sixteen).

Volkov G.N. notes cognitive role of folklore:“Fairy tales, depending on the topic and content, make listeners think, suggest reflections. Often the child concludes: “It doesn’t happen like that in life.” The question involuntarily arises: “What happens in life?” Already the conversation of the narrator with the child, containing the answer to this question, has a cognitive value. But fairy tales contain cognitive material directly. It should be noted that the cognitive significance of fairy tales extends, in particular, to individual details of folk customs and traditions, and even to household trifles” (3, p. 122).

Listening to works of folk art give children the opportunity to understand the ethno-psychological characteristics of people, to learn the traditions and customs of peoples, to get acquainted with their way of life and way of life. So, using the example of the well-known and beloved fairy tale "Gingerbread Man" you can introduce children not only to the traditional food of the Russian people (kolobok) and the recipe for its preparation, but also to expand their understanding of the life of the Russian people, explain the concepts of "barn", "barn", "spin". The knowledge acquired by children through acquaintance with the etymology of words, the purpose of objects, helps them to make generalizations and conclusions, to expand their horizons. With the help of folklore works, children can be introduced to one of the leading features of a people that distinguishes it from all other peoples, namely the language (it can be demonstrated that languages, like their speakers, i.e. peoples, can be similar, related, and may differ from each other). (15, pp. 24,26)

Folklore clearly shows the idea of ​​a harmonious relationship between man and nature, which arose from the harmony of nature itself and the understanding of the need to adapt to it and transform it. Many Russian proverbs reflect subtle observations of nature, the understanding that nature is a force to be reckoned with. The round dance is one of the folk festive events, which is entirely connected with nature, since this action always took place in nature. Thus, environmental education, fostering love for nature can also rely on folk pedagogy (12, pp. 42-44).

Oral folk art is not only the most important source and means of development all aspects of children's speech, but also plays a huge role in the education of preschoolers interest in native speech. It helps to feel the beauty of the native language, develops the figurativeness of speech. K. I. Chukovsky in the book "From Two to Five" said that "all kinds of folk songs, fairy tales, proverbs, sayings, riddles, which are the favorite mental food of preschoolers, best of all introduce the child to the basics of folk speech." In addition, he noted that “the fairy tale improves, enriches and humanizes the child's psyche, since the child listening to the fairy tale feels like an active participant in it and always identifies himself with the pace of her characters who fight for justice, goodness and freedom. It is in this active sympathy of small children with the noble and courageous heroes of literary fiction that the main educational significance of the tale lies" (22).

Folklore texts reveal to the child the beauty and accuracy of the Russian language and, according to K.D. Ushinsky "awakens to life the seeds of the native word, which are always rooted, albeit unconsciously, in the soul of the child", thereby enriching the child's speech (20, p. 298).

4.2. Features of folklore works.

E.I. Tiheeva, E.A. Flerina also believed that folklore provides excellent examples of the Russian language, imitating which the child successfully learns his native language. Riddles, proverbs, sayings, they wrote, are figurative, poetic, endowed with comparisons, vivid epithets, metaphors, they have many definitions, personifications. The poetic language of small folklore forms is simple, precise, expressive, contains synonyms, antonyms, comparisons, hyperbole. Many proverbs are based on metaphor. It serves as a means of achieving the greatest expression and picturesqueness. No less rich is the language of riddles. A wide range of figurative and expressive means is used here to encode images of objects and phenomena (4, p. 16). These features attract children to small folklore genres.

There is a lot of humor, jokes, competitive enthusiasm in folk games; the movements are precise and figurative, often accompanied by unexpected funny moments, tempting and beloved by children, counting rhymes, draws, and nursery rhymes. They retain their artistic charm, aesthetic value and constitute the most valuable, unique game folklore. Folk games are figurative, so they mainly captivate children of preschool age. (5, pp. 5,8).

G.N. Volkov singles out the most characteristic features of fairy tales: nationality (tales reflect the life of the people, the features of their worldview, and also cultivate their formation in children); optimism (tales inspire confidence in the triumph of truth, in the victory of good over evil); the fascination of the plot (the complexity of the scheme of events, external clashes and struggle); imagery ( the protagonist usually reflects the main features of the national character: courage, diligence, wit, etc.); funnyness (subtle and cheerful humor); didacticism (tales of all peoples are instructive and instructive) (3, pp. 125,126) These features of fairy tales make it possible to use them in solving pedagogical problems, in the system of educating preschoolers.

Thus it is possible to do conclusion that different types of oral folk art are an important means of developing speech and all aspects of the child's personality. But the effectiveness of their use will depend not only on whether the educator understands the role of folklore, but also on how well he knows about the means of folk education, about the methods and techniques of their use.

5. Types of oral folk art that contribute to the development of the speech of preschool children.

5.1. Types of oral folk art.

In children's folklore, it is necessary to distinguish between the works of adults for children, the works of adults that have become children's over time, and children's creativity in the proper sense of the word.

The children's folklore of the Russian people is unusually rich and varied. It is represented by heroic epic, fairy tales, numerous works of small genres.

Acquaintance with the best examples of oral folk art should be carried out as early as possible. It begins with songs, nursery rhymes, pestles.

Lullabies soothe, set the child to rest; affectionate, gentle, quiet. People call them bikes. This name comes from the verb "buy, bay" - to speak. The ancient meaning of this word is “whisper, speak”. Lullabies got this name not by chance: the most ancient of them are directly related to the charm song. Over time, these songs lost their ritual character, and their plots were chosen as their “hero” by a cat, since it was believed that the peaceful purring of a cat brings sleep and peace to a child.

Pestushki- small songs for the first games of a child with fingers, arms, legs, accompanying the first children's conscious movements (“A horned goat is coming ...”, etc.) According to the rules of folk pedagogy, in order to educate a physically healthy, cheerful and inquisitive person, in the child it is necessary to maintain joyful emotions during waking hours. Thanks to the simplicity and melodiousness of the sound of pestles, children, when playing, easily memorize them, acquiring a taste for a figurative, well-aimed word, learning to use it in their speech. Some pestles, becoming more complicated, developing a game beginning, pass into the genre of nursery rhymes.

Nursery rhymes. Their main purpose is to prepare the child for the knowledge of the world around them in the process of playing. They begin to be used in the second year of a child's life, when he already has a primary dictionary. In most cases, nursery rhymes are associated with movements, dancing and are distinguished by a vigorous and cheerful rhythm. The role of nursery rhymes is that they teach to perceive a short plot embodied in the artistic word, and this is, as it were, a preparatory stage for the perception of a fairy tale in the future. In addition, nursery rhymes develop children's imagination, arouse interest in new word formations.

Change the jokes jokes. These are rhyming expressions, most often of comic content, used to decorate speech, in order to cheer, amuse, make yourself and your interlocutors laugh. Their content is reminiscent of little fairy tales in verse. As a rule, in a joke, a picture of some bright event, swift action is given. This corresponds to the active nature of the child, his active perception of reality.

Fables- a special kind of songs with humorous lyrics, in which real connections and relationships are deliberately displaced. They are based on improbability, fiction. However, in this way they help the child to establish in his thinking the true interconnections of living activity, strengthen in him a sense of reality. Humor becomes pedagogy.

teasers- a form of manifestation of children's satire and humor. Teasers are a form of creativity almost entirely developed by children. It cannot be said that he did not have his "ancestor" in the work of adults. Discord, clashes, enmity, fisticuffs, real fights, when one "end" of the village went to the other, were a constant phenomenon of the old way of life. Adults gave each other nicknames, nicknames that marked imaginary and real shortcomings.

Each teaser contains a charge of exceptional emotional power. Often teasers condemn snitching, gluttony, laziness and theft. However, in the children's environment itself, the custom of teasing caused a protest - they said about lovers of teasing: "Teased - a dog's snout."

Tongue Twisters learn to speak clearly, quickly and correctly, but at the same time remain a simple game. This is what attracts children. Tongue twisters combine single-root or consonant words: In the yard - grass, on the grass - firewood; The cap is not sewn in the style of a cap, it must be recapped and recapped. It is difficult to decide who is the creator of these tongue twisters - children or adults. Some of them are hardly created by children.

Amazingly poetic Russian riddles, simply and colorfully telling about specific natural phenomena, about animals and birds, economy and life. They contain a rich invention, wit, poetry, figurative structure of live colloquial speech. Riddles are a useful exercise for the mind. The riddle introduces the child to thinking about the connections between phenomena and objects and about the features of each of them, helps him discover the poetry of the world around him. The bolder the fiction, the more difficult the riddle to guess. Improbability gives the images of the riddle a clearly perceived contradiction of reality, and the answer brings order to the confusion: everything falls into place in accordance with the real qualities of the object being thought of.

Proverbs and sayings are concise, expressive folk interpretations, the result of long observations, the embodiment of worldly wisdom. A proverb is a short, poetically figurative, rhythmically organized work of folk art, summarizing the historical social and everyday experience, vividly and in depth characterizing different aspects of human life and activity, as well as the phenomena of the surrounding world. A proverb is a general judgment, expressed in the form of a grammatically complete sentence, which has a figurative meaning, contains morality developed by many generations. A proverb is a short, figurative saying (or comparison), which is characterized by the incompleteness of the statement. Unlike a proverb, a saying is devoid of a generalized instructive meaning and is limited to a figurative, often allegorical definition of a phenomenon. Proverbs and sayings addressed to children can reveal to them some rules of conduct, moral norms. A short saying, full of wisdom and humor, is remembered by children and affects them much more than any moralizing and persuasion.

Russian folk outdoor games have a long history, they have been preserved and have come down to our days from ancient times, passed down from generation to generation, incorporating the best national traditions. In all folk games, the love of fun, daring, honor, competitive enthusiasm, the desire to possess strength, dexterity, endurance, speed and beauty of movements, as well as ingenuity, endurance, resourcefulness, invention and willpower are manifested in all folk games.

Rhythm closely related to the folk game. The task of the rhyme is to help prepare and organize the game, to divide the roles, to establish a queue for the start of the game. A rhyme is a rhyming rhyme, consisting mostly of invented words and consonances with emphasized strict observance of rhythm.

round dances. It has long been a favorite pastime of young people in Russia. They began to dance in the spring, when it became warm and the ground was covered with the first grass. The round dance intertwined dance, game, singing. The dance songs clearly reveal the moral and aesthetic ideals of young people - our ancestors (well done looking for a "friendly bride", "and a spinner, and a weaver, and a housekeeper").

Russian folk song offers the child a wide range of poetic associations. White birch rustling in the wind, spilled spring water, white swan ... All these images become the basis of a poetic view of the world, imbued with love for native nature, native speech, and the Motherland.

Fairy tales. It is difficult to imagine a child's world without fairy tales: "childhood" and "fairy tale" are inseparable concepts ... A fairy tale is a special folklore form based on a paradoxical combination of the real and the fantastic. It has long been an element of folk pedagogy. In the fairy tale epic, the following genre varieties are distinguished: fairy tales about animals, fairy tales on everyday topics, fairy tales.

All fairy tales affirm the child in the right relationship to the world. Each fairy tale contains a moral that a child needs: he must determine his place in life, learn the moral and ethical norms of behavior in society. The plot of fairy tales unfolds rapidly, and the happy ending of the fairy tale corresponds to the cheerful attitude of the child. An important feature of fairy tales is that their characters always, under any circumstances, remain true to their characters. Thus, the fairy tale contains that necessary simplicity of human relations, which must be mastered by the child before he learns to understand the complexity of other deeds and actions.

Learning the language of one's people, mastering all the wealth of folklore is one of the most important, main ways of the spiritual revival of Russia (2, pp. 47-63).

But besides this, preschoolers need to be introduced to the work of other peoples (fairy tales, songs, proverbs, games, etc.). Folklore works should reflect both the specific features of national art and those common to the work of other peoples. To do this, it is necessary to select fairy tales, proverbs, sayings that most clearly reflect the features of the content (everyday life, customs, moral principles, traditions) and forms (composition, expressive means, etc.). Thus, children will become familiar with the culture of not only their people, but also to the culture of other peoples. (21, pp. 15,16)

Very early, children learn on the street from their peers in different ways. invocations(from the word to call out - “call, ask, invite, contact”). These are appeals to the sun, rainbow, rain, birds.

Oral sentences. These are short, usually poetic appeals to animals and birds, ladybugs, bees; to the mouse with a request to replace the old, fallen tooth with a new, strong one; to the hawk, so as not to circle over the house, not to look out for chickens. This is the question of the cuckoo: “How long shall I live?” The cuckoo calls and the children count.

No less ancient than the calendar children's folklore, game choruses and game sentences. They either start the game, or connect parts of the game action. They can also play the role of endings in the game. Game sentences may also contain the "conditions" of the game, determine the consequences if these conditions are violated.

5.2. Familiarization with the types of oral folk art in different age groups.

In work with kids the teacher widely uses small folklore forms. Appropriately read nursery rhymes, riddles, counting rhymes improve the mood of children, cause a smile, develop interest in cultural and hygienic skills. The teacher also conducts special classes that introduce the children to the works of folklore. Kids are very fond of folk games to the song accompaniment of Karavay, Geese-Swans, White-sided Magpie, etc.). Children are also introduced to the first fairy tales (“Ryaba Hen”, “Turnip”, “Gingerbread Man”, etc.).

In the middle group the educator continues to acquaint children with the works of Russian folk art, and above all with fairy tales (Russian folk: “The Chanterelle with a Rolling Pin”, “Zhikharka”, “Geese-Swans”, etc., the Ukrainian fairy tale “Mitten”, etc.). They introduce children to folk art in the classroom, where they explain why a fairy tale is called folk, at leisure evenings, at special holiday matinees, where the main participants are older preschoolers, but children of the fifth year of life can also read nursery rhymes, dance, sing songs.

In the senior group the educator plans classes specifically dedicated to Russian folk art. In addition, it is advisable to get acquainted with folklore outside of class: in the evening, on a walk in the forest or on the lawn, the children sit around the teacher, and he tells them a fairy tale, riddles, and sings folk songs with the children. Free dramatizations of folk songs are very interesting. In the older group, the guys first get acquainted with proverbs and sayings. The teacher says that the people have created well-aimed short expressions that ridicule laziness, praise courage, modesty, hard work; explains when it is appropriate to use saying and proverb. Familiarization of children with proverbs can be part of a class on familiarization with others or the development of speech. In the senior group, children begin to get acquainted with the oral folk art of not only Russian, but also other peoples. Children will learn that the well-known fairy tale “Mitten” is Ukrainian, “Light Bread” is Belarusian, and the cheerful song “Where does the sun sleep?” created in Armenia.

With works of folklore children of the preparatory group meet mostly outside of class. A special place is given to acquaintance with sayings and proverbs. The teacher not only explains their content, hidden meaning, possible use cases, but also teaches them to use this or that saying correctly and appropriately. In the preparatory group, children continue to be introduced to folk songs, to more serious, deep in content works of the national epic (legends, epics, tales) not only of the Russian people, but also of peoples of other nationalities. A special role is played by the teacher's conversation, which precedes reading or storytelling - it leads preschoolers to understand the ideological meaning of the work (17, pp. 115-124).

Thus, the use of various types of oral folk art in combination with other educational means contributes to the enrichment of the vocabulary, the development of speech activity of preschool children, as well as the formation of a harmoniously developed, active personality that combines spiritual wealth and moral purity. When working with children, the teacher must remember that the impressions of childhood are deep and indelible in the memory of an adult. They form the foundation for the development of his moral feelings, consciousness and their further manifestation in socially useful and creative activities.

6. Methods of acquaintance with oral folk art.

Traditionally, it is customary to single out two forms of organizing work with folklore in kindergarten:

1. Reading and storytelling in class:

One work;

Several works united by a single theme or unity of images (two fairy tales about a fox);

Combining works belonging to different types of art;

Reading and storytelling using visual material (with toys, different types of theater, filmstrips, movies);

Reading as part of a speech development or familiarization lesson.

2. Use outside of class, in various activities (storytelling outside class, book corner, fairy tale evenings, folklore holidays, mini-museums of fairy tales, etc.).

6.1. Methods of acquaintance with folklore in the classroom.

The main thing that the educator should take into account when introducing children to various folklore genres is the need to introduce elements of artistry and individuality in the performance of folk works. Then the classes will take place as a vivid communication with the child, in whose eyes a colorful action is played out.

Upon acquaintance with small folklore genres The teacher should pay attention to the following:

1. You can use objects of folk art and Russian folk musical instruments.

2. Use of nursery rhymes, sayings, etc. only then provides a systematic approach to familiarization with the outside world when their content is focused on a person, his activities and specific actions (washing, dressing, dancing, etc.). They should sound as often as possible in the speech of the teacher.

3. It is necessary to widely use visual material (the younger the child, the more often it is used: toys, pictures, manuals, etc.), with the help of which a detailed picture of actions and their results is created. The display can be fragmentary or complete. Dramatization of a work with the help of visual aids helps to achieve a better understanding of the content. While reading the work, they make a dynamic emphasis on fragments of the text (“oil head” - this particular part of the toy is set in motion, etc.).

4. In the course of staging and listening to the text, the effective participation of the child should be encouraged and stimulated: call the cockerel, etc.

5. The emotional presentation of the work should encourage children to cognitive activity: the surprise of the appearance, the intonational expressiveness of speech. It is necessary to draw the attention of the child to the fact that the same character can be different in different works.

6. It is important to ensure that the child does not lose the thread of understanding the work as a whole.

7. Mandatory rule - repeated full reading of the work. Each repetition should be no less exciting process than the first acquaintance.

8. Repetition of the work in a slightly modified form. The teacher should pay less attention to the introductory part and more to the opportunity to master, remember and reproduce the text (2, pp. 64-66).

The method of familiarization with proverbs and sayings. The teacher must monitor the skill and correct use of proverbs and sayings both in his speech and in the speech of children. In order to achieve a correct understanding by children of the generalized meaning of these types of small folklore forms, it is necessary to carry out all the work in two stages:

1. Initially, a proverb or saying is given out of context - in order to find out whether the child understands its content and meaning, whether he knows when to use it.

2. Then the proverb or saying is offered in the context of a short story. You can check the understanding of the generalized meaning of proverbs and sayings by offering the children a task: come up with a fairy tale, story, speech situation where one of the characters could appropriately use this proverb or saying. When children have accumulated a certain stock of proverbs and sayings, you can invite them to choose proverbs that correspond to the content and idea of ​​a certain fairy tale (2, pp. 66-67).

Fairy tales method:

1. A fairy tale should be told to a child, not read. And tell it over and over. It is necessary to artistically, artistically recreate the images of the characters, to convey both the moral orientation and the acuteness of the situation, and one's attitude to the events.

2. In order for children to listen to the tale carefully, they must be prepared for this. You can use the following tricks:

Show a fairy tale with the help of toys (table theater);

Use a saying, and it is better to start a new fairy tale with a familiar saying, and an already heard fairy tale with a new, interesting saying. (2, pp. 67-68).

3. Alekseeva M. M., Yashina V. I. suggest using verbal methodological techniques in combination with visual ones:

Conversations after acquaintance with the fairy tale, helping to determine the genre, main content, means of artistic expression;

Selective reading at the request of children;

Examination of illustrations, books;

Viewing filmstrips, movies after reading the text;

Listening to a recording of the performance of a fairy tale by masters of the artistic word (1, pp. 347-357);

4. When telling a fairy tale, it is recommended to use simulation. Heroes of fairy tales, as well as objects with which they act, become objects that are replaced. A set of substitutes (different circles) is made and offered to the child by an adult. The child is required to choose mugs so that it is immediately clear which circle, for example, a crocodile, and which one is the sun. When the process of choosing deputies is mastered, you can move on to playing simple plots. Depending on how much the child has mastered modeling, the completeness of the plot being played out changes (9, p. 28).

5. You can end the fairy tale with well-known endings: “Here the fairy tale ends, and whoever listened is well done,” the purpose of using them is to let the child understand that the fairy tale is over and distract him from the fantastic. Proverbs suitable for the content of the tale can also serve as endings, this will consolidate the impression of what they heard and teach the child to use figurative folk expressions to the place (2, p. 68).

6. R. Khalikova revealed the originality of the methods that affect the moral, patriotic, international education of preschoolers in the process of familiarization with folklore:

The figurative perception of proverbs and fairy tales deepens if, at the same time, children are introduced to decorative items of folk life, the national costume of the Russian people and people of other nationalities.

Inclusion in the conversation about fairy tales of questions, the answers to which require an emphasis on the moral qualities of the hero.

Using the method of comparing national folklore works, which makes it possible not only to form certain ideas about the characteristic national features of oral art, but also to cultivate a deep interest in the analysis of these features, understanding the value of the folklore of each people; children should be led to understand that different peoples in fairy tales evaluate the actions of characters in the same way.

Using the method of comparing modern life with that depicted in fairy tales.

7. After classes, it is necessary to create conditions for a variety of creative activities for children, reflecting the impressions received from the perception of folklore works: inventing fairy tales, riddles, drawing on the themes of favorite fairy tales, their dramatization (21, pp. 16-17).

Riddles method:

1. At the initial stage, to teach children to perceive the figurative content of riddles, to explain them.

2. Then pay attention to the juicy, colorful language of the riddle, to form the ability to understand the expediency of using expressive and visual means. To do this, you can offer children two riddles for comparison, ask which of the two they liked best and why. Offer to choose a definition for the word that means a guess.

3. Later, when the children learn the genre features of metaphorical riddles, the teacher invites them to invent riddles about objects, phenomena of reality (4, p. 18).

6.2. Methods of working with folklore in the organization of various activities.

In preschool childhood, as you know, the leading type of activity is a game in which all cognitive processes develop. Folklore is widely used in drama games. Dramatizing a song, a nursery rhyme, and later a fairy tale, the child uses their language. What he originally only heard becomes his own property. It is here that the child is imbued with the “harmony of the Russian word”, as Belinsky spoke about. The child associates the word with the action, with the image. That is why it is necessary to encourage the dramatization of works of oral folk art by children, make it a common occurrence in the life of a kindergarten, and encourage all children to do this. (18, p. 83.).

The technology of using fairy tales in dramatization games :

Stage 1 - acquaintance with a fairy tale (telling, conversations, viewing filmstrips, videos, looking at pictures and illustrations);

Stage 2 - knowledge must be emotionally perceived by the child, therefore, emotional feedback is required (retelling, table theater, outdoor and didactic games with characters from fairy tales, etc.);

stage 3 - reflection of the child's emotional attitude to the object under study in artistic activity;

Stage 4 - preparation for independent acting out of the plot, preparation of the necessary environment for a creative game, playing out the plot of a fairy tale (6, p. 21)

Oral folk art can be used in all forms of work in physical education :

motor-creative classes based on one of the types of oral folk art; plot physical education classes with "interspersing", "interweaving" elements of a fairy tale (conducted in the form of a "motor" story);

theatrical physical education classes using imitation, mimic and pantomimic exercises, dramatizations and dramatization games; musical and rhythmic classes based on folk dances and dances, games and round dances, using folk songs and melodies;

gaming physical education classes (folk games and games with fairy-tale characters are used);

integrated physical education classes combining folklore and physical exercises (7, p. 29).

When organizing the motor activity of children, it is necessary to use folk games that affect not only physical development children, but also according to E.A. Pokrovsky: "...children's outdoor games, taken from the treasury of folk games, meet national characteristics, fulfill the task of national education" (19, p. 210).

The main condition for the successful introduction of folk outdoor games into the life of preschoolers has always been and remains a deep knowledge and fluency in an extensive game repertoire, as well as the methodology of pedagogical guidance. Basically, it does not differ from the methodology of other outdoor games, but some features characteristic of the organization and conduct of a folk game can be distinguished:

When explaining a new folk game, in which there is a beginning (counting, singling, toss), an adult should not first learn the text with the children, it is advisable to introduce it into the course of the game unexpectedly. Such a technique will give children great pleasure and save them from boring stereotyped acquaintance with the game element. The guys, listening to the rhythmic combination of words, when repeated, easily remember the beginnings.

When explaining the plot folk game, the educator first talks about the life of the people whose game they are to play, shows illustrations, household items and art, interests them in national customs, folklore (5, pp. 8,9).

A special role in introducing the child to folk culture is played by folklore holidays as a means of expressing the national character, a vivid form of recreation for adults (teachers and parents) and children, united by joint actions, a common experience. Folk holidays are always associated with the game, therefore, various folk outdoor games are included in the content of holidays in kindergarten, and jokes, counting rhymes, tongue twisters learned with children make the game process more interesting and meaningful. Children of senior preschool age sing Russian folk lyrical songs and ditties, demonstrating how a person's life, his sorrows and joys are reflected in these types of verbal and musical art. Not a single folklore holiday is complete, of course, without playing Russian folk musical instruments, performances to their accompaniment of songs, dances. Skits, puppet theater based on folk songs, nursery rhymes, fairy tales are also widely used. The main difference between folk dramatic performances (games, round dances, skits) is the combination of words, melody, performance, which is accompanied by appropriate gestures and facial expressions. Great attention should be paid to costumes, the use of scenery (9, pp. 6-8).

Thus, the use of folklore in the process of organizing various types of children's activities, the use of various methods of familiarization with the oral folk art of the Russian and other peoples arouses a steady interest in folklore, and contributes to the development of speech activity in preschool children.

7. Analysis of the work on familiarization with the oral folk art of young children.

The work was carried out with children of the first junior group in MDOU for children kindergarten No. 5, Vorsma, Pavlovsky district.

The circle of reading at this age is mainly made up of works of Russian folklore: ditties, nursery rhymes, songs, games, riddles, fairy tales. These works best suit the needs of the younger preschooler, as they combine the word, rhythm, intonation, melody and movement. The works of oral folk art are the first works of art that a child hears. Therefore, during the period of adaptation of children to the new conditions of the kindergarten, we introduce children mainly to them.

We are building the educational process in the preschool educational institution in accordance with the program "Childhood". The main task that we set when introducing children to folklore is to open the world of verbal art to the child, to instill interest and love for oral folk art, the ability to listen and understand, emotionally respond to imaginary events, “contribute” and empathize with the characters, i.e. lay the foundation for the literary development of children. The implementation of this task is associated with the education of children's abilities and skills to aesthetically perceive works of oral folk art, with the development of their artistic and speech activity.

Acquaintance of children with folklore, and then consolidation occurs through various forms organized activities children, joint activities of children and adults outside of classes, work with parents.

In the first junior group 2 classes are planned daily in subgroups: the first - in the morning, the second - in the evening.

In the classroom "Children's Fiction" we introduce kids to the works of oral folk art. The main task is to form the ability to listen to an adult's storytelling or reading; memorize and recognize a familiar piece when listening again; recognize characters in illustrations, toys; memorize folklore texts.

In the classes on familiarization with the social and natural world, we also introduce the works of oral folk art or fix their content. The main task is to develop the speech of children with the help of folklore, to arouse interest, emotional responsiveness to objects and phenomena of the social and natural world; memorize and recall works of oral folk art.

In speech development classes, we reinforce familiar nursery rhymes, fairy tales, etc. The main task is to develop in children the ability to convey the content of works by word, action, gesture, picking up the words and lines of familiar works (1st quarter), and later (2nd and 3rd quarter) to read some of them by heart.

The consolidation of folklore material occurs in other classes, in cultural and leisure activities. Here the main task is to develop children's interest and desire to engage in visual, motor, musical activities with the help of folklore; to consolidate knowledge of familiar works of oral folk art.

When organizing physical education classes, we widely use the content of nursery rhymes, songs, and fairy tales familiar to children. Such plot lessons are very interesting for children, the motor activity of children increases. Kids are very fond of finger, mobile folk games with song accompaniment. We spend them during walks, in the evening and in the morning. Children not only move, but also try to pronounce familiar words that accompany games.

Already at this age, we try to use elements of staging fairy tales and nursery rhymes. Listening to the text spoken by the teacher, the children independently reproduce the corresponding game actions of a bunny, a cat, a bear, etc.

When planning, we try to harmonize the content of different sections of the program, to achieve their integration - interconnection and complementarity. Works of oral folk art help in this. In connection with the passion for countless repetition, “working out” of the same text, which is characteristic of kids, it becomes necessary to create daily conditions for children to meet familiar works in different everyday situations (washing, dressing, etc.), in the joint activities of adults and children outside of classes (observation; game, practical, problem situations; different types of games; looking at books, illustrations, albums, etc.). The coordination of this activity in kindergarten and family plays a special role.

With this approach, a single educational content, repeating, in different forms and activities are better understood and mastered by children.

Thematic planning of the content of the educational process also helps to integrate all forms and types of children's activities, the implementation of this approach. The topic is planned for 1 - 2 weeks, reflected in the content of classes, planned, educational and educational situations; in games; observations; music, communication of the educator with children, work with the family.

When introducing children to oral folk art, we used a variety of methods and techniques. At the initial acquaintance with the works: viewing toys, illustrations, pictures by content, reading based on visualization, game and problem situations, didactic games related to the content, repeated reading, questions.

When repeating, we use the same techniques and the same visual material as in the first reading; we read works without resorting to visualization; use additional visual material, imitations; insert the name of the child into the text. The repetition of two or three poetic texts in one lesson brings joy to children, creates a positive - emotional mood.

Conclusion - systematic and systematic familiarization with folklore in the first junior group is a prerequisite for the full mastery of the child's native language, creates the foundation for the formation at the next stage of the child's life - in preschool childhood - the aesthetic perception of fiction; the foundation of psychophysical well-being, which is determined by the success of the overall development and the foundation of cognitive activity. Folklore is one of the most effective and vivid means, fraught with huge didactic and educational opportunities. It is very important that the work begun be continued in the future.

8. Pedagogical conclusions.

In the process of doing the work, we examined the role of oral folk art in the development of the speech of preschoolers, in the upbringing of a person, his personality. The kindergarten has an exciting task - to plant in children the seeds of love and respect for folklore. When introducing a child to the wonderful world of folk art, we open for him the life of society and the nature around him. An important role is played by oral folk art in patriotic and international education, in the education of love for the Motherland, for its great people and interest in people of other nationalities. Folklore gives the child excellent examples of the Russian language: the expressive, well-aimed language of proverbs, sayings, folk tales about animals, the language of Russian folk fairy tales, saturated with fabulous “ritualism”. Oral folk art has an activating effect on:

Speech sound flow, the child distinguishes speech from all other signals, gives it preference, highlighting it from noise and musical sounds;

An activating sound effect with the help of repetitive phonemes and sound combinations, onomatopoeia, as if folklore forms programmed in the text itself.

The figurativeness of folklore makes it possible to convey to the minds of preschoolers in a concise form a great semantic content. This is the special value of the artistic word as a means of understanding the world around us, the speech development of children.

By means of oral folk art, children are brought up with an active attitude towards the world around them, a desire to apply different genres of folklore in everyday life.

The works of folk art have always been close to the nature of the child. The simplicity of these works, the repeated repetition of elements, the ease of memorization, the possibility of playing around and independent participation attract children, and they are happy to use them in their activities. Therefore, teachers should introduce children in each age group to the works of oral folk art in accordance with the "Program", ensure that the child assimilates their content and correctly understands it. Listening to a nursery rhyme, a fairy tale or a song, the child must not only learn the content, but also experience the feelings, moods of the characters, pay attention to the semantic side of the word, its pronunciation.

What needs to be done in order for oral folk art to become an effective factor in the personal development of a child?

1. The effectiveness of teaching preschoolers on the ideas of folk pedagogy depends on the attention of the educator, preschool specialists, parents to folklore, on the ability of teachers to competently build a pedagogical process aimed at the full development of oral folk art by children. Starting from early age groups and up to school, children need to be introduced to folklore works in the process of organizing various types of children's activities using various methods and techniques.

2. It is very important that every teacher knows folk customs and rituals, national traditions, be an expert in folk games, songs, dances, fairy tales.

3. When planning work to introduce preschoolers to the origins of folk art, it is necessary:

Evenly distribute folklore material during the school year;

To foresee and consider in advance the methods and techniques that ensure the maximum activity of children in the classroom and in their free time, their creative self-realization;

Consolidate the material being studied in a timely manner, avoid haste, overloading children;

It is clearer to see the intended goal, which is set in accordance with the age of the children.

4. It is important that the lessons on familiarization with folklore be unusual, interesting for children, so that the spirit of the nationality reigns there.

5. In the process of getting acquainted with folklore, it is very important to implement educational tasks and maintain an emotional mood.

All this will help the child not only master the best examples of oral folk art, but also ensure his personal development from an early age. Early and preschool childhood is only the beginning of life's journey. And let this path be illuminated by the sun of folk art from the very beginning.

I consider the prospects for further work to continue the use of the accumulated material for the comprehensive development of preschool children.

Bibliography.

1. Alekseeva M. M., Yashina V. I. Methods of development of speech and teaching the native language of preschoolers: Proc. allowance for students. higher and avg. ped. textbook establishments. - M.: Publishing Center "Academy", 2000. - 400c.

2. Vikulina A.M. Elements of Russian folk culture in the pedagogical process of a preschool institution. - Nizhny Novgorod: Nizhny Novgorod Humanitarian Center, 1995. - 138 p.

3. Volkov G.N. Ethnopedagogy: Proc. for stud. avg. and higher ped. textbook establishments. - M.: Publishing Center "Academy", 1999. - 168s.

4. Gavrish N. The use of small folklore forms // Preschool education. - 1991. - No. 9. - P.16-20.

5. Children's outdoor games of the peoples of the USSR / Comp. A.V. Keneman; Ed. T.I. Osokina. – M.: Enlightenment, 1988. – 239 p.

6. Doronova T.N. The development of young children in conditions of variable preschool education. Hoop. Moscow, 2010 - P.119-127.

7. Zimina I. Folk tale in the system of education of preschoolers // Preschool education. - 2005. - No. 1. - P.18-28.

8. Zimina I. Folk tale in the system of education of preschoolers // Preschool education. - 2005. - No. 5. - P.28-35.

9. Zimina I. Folk tale in the system of education of preschoolers // Preschool education. - 2005. - No. 8. - P.26-31.

10. Acquaintance of children with Russian folk art / Ed.-comp. L.S. Kuprina, T.A. Budarina and others - St. Petersburg: Childhood-press, 2001. - 400 p.

11. Krinitsina N. Children love nursery rhymes // Preschool education. - 1991. - No. 11.

12. Nikolaeva S. On the possibilities of folk pedagogy in the environmental education of children // Preschool education. - 2009. - No. 4. - P.42-46.

13. Novitskaya M., Solovieva E. Welcome to the folklore school // Preschool education. - 1993. - No. 9. - P.11 - 18.

14. Pidruchnaya S. Fairy tales - for the safety of children // Preschool education. - 2008. - No. 2. - P.124-127.

15. Poshtareva T. The use of folk tales in the educational process // Preschool education. - 2009. - No. 5. - P.24-28.

16. Child and book: A guide for a kindergarten teacher / L.M. Gurovich, L.B. Coastal, V.I. Loginova, V.I. Piradova. - St. Petersburg: Publishing house "CHILDHOOD PRESS", 2000. - 128p.

17. Native land: A guide for educators children. garden / R.I. Zhukovskaya, N.F. Vinogradova, S.A. Kozlov; Ed. S.A. Kozlova. - M.: Enlightenment, 1985. - 238

18. Russian folk art and ritual holidays in kindergarten: class notes and holiday scenarios / Vladimir Regional Institute for the Improvement of Teachers. - Vladimir, 1995. - 184 p.

19. Stepanenkova E.Ya. "Theory and methods of physical education and development of the child." – M.: Academy, 2007. – 368 p.

20. Ushinsky K.D. Collected works. T.6. - M., 1948., p.298

21. Ushinsky K.D. native word. Collected works, M.: 1974.

22. Khalikova R. Folk art as a means of educating love for the native land // Preschool education. - 1988. - No. 5, S. 13-17

23. Chukovsky K.I. From two to five. http://www.gumer.info.

inna filippova
Oral folk art in the formation of the personality of a preschooler

Oral folk art is the history of the people, his spiritual wealth. Folk songs, fairy tales, proverbs, riddles delight with the simplicity of the word, ignite with their fun, excite with the depth of thought. Folk art indispensable in the work of kindergarten. With its help, we teach children to master their native language, inculcate the rules of a culture of behavior, form hygiene skills.

Through folk art we teach children to play, to follow the rules of the game, to observe the norms of behavior accepted in society. Moral commandments are better absorbed by children not through direct instructions, but through wise folk tales, Proverbs and sayings.

In the practice of kindergarten folk art present in all modes. In games with a doll, a child learns the basics of a warm, caring attitude towards "his daughter or son", and it is this attitude that the child will carry into his adult life. Developing the plot in a role-playing game, preschooler learns the truth, which are embedded in proverbs and sayings: "Finished the job - walk boldly!", "Patience and work will grind everything", and the educator helps to comprehend the meaning folk wisdom.

Calls are very widely used on walks and excursions. Calls are small songs sung by a group of children. The call expresses the emotion of joy, trust, experience. For example, "Oh, you, a rainbow - an arc, you are tight and high! Give us the sun - a bell!", "Thunder is rattling, crack the clouds, give rain from the sky steep."

Folklore used in the course as well. With the help of fairy tales, children learn coherent speech. In games-dramatizations, dialogic and monologue speech develops. In the classes on artistic and aesthetic development, children get acquainted with handicrafts, attached to popular art and all this is accompanied by poems and sayings.

In entertainment, children act out skits, stage fairy tales, also using folklore material.

A riddle is a game of recognition, guessing. It is riddles that contribute to the mental development of the child. Riddles are used in all activities in kindergarten. The teacher not only gives the children ready-made riddles, but also teaches them to compose on their own.

Thus, folklore permeates all activities of the kindergarten. Acquaintance with popular art introduces children to the origins folk culture, introduces the heritage of the past, promotes intellectual development, shapes social behavior skills. All this has a positive effect on the development and formation of the personality of a preschooler.

Related publications:

Report from the experience of working at the Pedagogical Council "Oral Folk Art in the Development of Children's Speech"“A child…,” wrote Gorky, “wants to play, he plays with everyone and learns about the world around him, first of all and most easily in the game, with the game. He plays.

Good afternoon, dear colleagues, I really liked this form of work as an interactive folder. First, there is a large amount of information presented.

Open lesson "Oral folk art in the development of a preschool child" Dear colleagues! Today we have a lesson in oral folk art. Let's, guys, remember what refers to oral folk art.

Long-term planning for self-education "Oral folk art in the development of speech of children 4–5 years old" Date Topic Tasks Work with children Work with parents Work with teachers September "The Clay Man" To form interest in Russian applied arts.

Plan for self-education "Oral folk art in the education of preschool children" WORK PLAN FOR SELF-EDUCATION MDOU DSKV No. 14, Yeysk MO Yeysk district Educator: Novikova Yulia Alekseevna Preparatory group.

Message for the teachers' council "Oral folk art in the development of children's speech activity""Oral Folk Art in the Development of Children's Speech Activity". The culture of Russians cannot be imagined without folk art.

Oral folk art as a means of developing the speech of children of primary preschool age TOPIC: "Oral folk art as a means of developing the speech of children of primary preschool age" Beginning of work on the topic: September 2015