Folk art in the education of preschool children. Work experience "Oral folk art in the education of children of early preschool age Folk art in education
From the experience of the work of kindergarten teachers on moral, patriotic and musical education
Folk art in the upbringing of children preschool age.
Every child is a drop, a ray,
Gathered together - a bright spring.
What will they carry to the river of life running?
Just think for a moment.
Everything that is pledged, everything will return to us.
Good sowing, we will reap good.
Let your heart smile again with joy.
Meeting with a drop of my stream!
"Dedication to children" N. B. Fedorov.
Living in a national republic, each person should be familiar with the traditions, customs and culture of the indigenous population. From the moment of birth, people instinctively, naturally and imperceptibly get used to their environment, to the life and culture of their nation. All this is the basis for preserving the cultural identity of each people that is part of Russia.
In the preschool period, the formation of the spiritual and moral basis of the child, his emotions, feelings, thinking, mechanisms of social adaptation in society takes place, that is, the process of self-awareness in the world around begins. This period of life is the most favorable for the emotional and psychological impact on the child, since children's images of perception are very bright, strong, therefore, remain in memory for a long time, and sometimes for life. These first childhood emotions later become the basis for the emergence of more complex social feelings.
At this age, those character traits begin to develop that invisibly connect a small person with his people, his country. Opportunities for such education lie in the songs, music, games, and toys inherent in the indigenous population. How much the kid gets by learning about the nature of his native land, about work, life, mores and customs of the people among whom he lives. Developing a child in an ethno-cultural environment, emphasis is placed on introducing him to beauty and goodness, on the desire to see the uniqueness of his native culture, nature, to participate in their preservation and enhancement.
We set ourselves the task of forming a personality capable of assimilating the elementary rules of moral behavior and basic ethical concepts. This problem can be solved by referring to the ideas of folk pedagogy, which is a system of ideas, views, judgments, ideas, methods of education, accumulated over the centuries and reflected in folk art. It is no coincidence that many outstanding teachers believed that the system of education is generated by the history of the people, their material and spiritual culture. Folk art includes various types labor activity, crafts, customs, traditions, holidays, rituals, folklore, games, dances, fine and decorative arts. Creativity is the main means by which a child learns cultural and historical experience, and the driving force behind the development of society. Folk culture and art with their capabilities create in modern conditions the most favorable environment for the identification and development of national characteristics in the child.
The Russian philosopher and educator V.V. Zenkovsky wrote that no one can be considered the son of his people, if he is not imbued with the basic feelings that the people’s soul lives in, cannot mature outside the national culture, which needs to be imbued in order for the forces inherent in the soul could develop.
In our kindergarten, acquaintance with the world of traditional culture of the small Motherland begins with the child's immediate environment. Studying the history of our native land, we use materials on ethnography and folklore. On foot walks through the streets of the village, excursions, children will learn the history of its origin, the traditions of folk and applied arts. When visiting the regional museum of local lore, they look deep into the past centuries, learn from the guide about the architecture of the village, the arrangement of a wooden house, get acquainted with the life, way of life, customs, and occupations of its inhabitants.
A mini-museum of the kindergarten plays an important role in acquainting children with the history and life of their people. The museum presents exhibits of decorative and applied art, household items, tools, folk costumes. Here, children can not only see everything, but also touch and play around. For example, walk around in bast shoes, “spin a tow”, drink tea from an old samovar. Children visit the museum with great pleasure, ask many questions, learn new things.
Knowledge of folk customs strengthens family and tribal ties, helps to regulate relationships between different generations. Beginning with younger age, educators read fiction, hold various conversations, activities aimed at fostering love and respect between generations. IN senior group children make up their family tree. At the same time, a lot of work is done with parents. Each child, together with their loved ones, collects material about their ancestors: where they lived, who they worked for, etc., and then compiles a genealogical tree of their kind.
Much attention is paid to classes in the artistic and creative development of children. Folk art products are diverse. Each product is filled with beauty, goodness, joy; it carries a fantasy that captivates children and adults into the world of a beautiful fairy tale. Ornaments used by folk craftsmen to paint their products include geometric elements, flowers, leaves, berries, grass, which a child often meets in the forest, in the park, in the kindergarten area. All this children transfer to their work. Under the guidance of teachers, they decorate napkins, towels, plates, clothes for dolls, doing drawing or appliqué. At modeling lessons, kids get acquainted with folk toys and try to make the same ones themselves. How much joy an object made by one's own hands gives a child.
Children are very fond of listening to fairy tales and fables, guessing riddles, memorizing nursery rhymes, counting rhymes, tongue twisters. Fairy tales reflect the life of the people, the main character traits: courage, diligence, wit. The children willingly not only listen to fairy tales, but compose them themselves, beat them, and participate in theatrical performances. Not a single holiday, not a single entertainment, and often even an occupation, can not do in our garden without the participation of fairy-tale characters. How interesting it is to turn into a fairy-tale hero yourself and visit a magical land or find out your favorite teacher in the cheerful Baba Yaga.
Games play an important role in the development of children.. Folk games contain the centuries-old experience of the people, their culture, traditions and are of great importance for the comprehensive and harmonious education of preschool children. Games are used in various activities of children. Starting from a younger age, we use folk games in the classroom and during a walk, in the morning and in the evening. They are an excellent element of the content of leisure activities held in kindergarten.
Of great interest in children is acquaintance with musical folklore. On the music lessons children perform folk songs and dancing, playing on musical instruments. Get acquainted with the works of composers of the republic. Holidays in Kindergarten! How eagerly the children are waiting for him! For them, this is a window to the world of beauty, to the world of exciting music, poetry, to the world of vivid visual perceptions, exciting games and ploy. Therefore, folklore holidays are interesting and fun. They are a special form of acquaintance with folk musical art. Joy and fun, knowledge and skills are combined here. The guys show their theatrical, dance, musical skills. Joint experiences unite the children in a friendly team, evoke a sense of individual and collective responsibility. The complex impact of various types of art contributes to the formation of artistic taste in preschoolers.
Holidays are a joyful, exciting event for every kid, which lasts for a long time. Holiday scenarios include various activities, here children sing, dance, read poetry, play musical instruments, participate in rituals, folk games, and fairy tales.
The folklore holiday helps to reveal the significance of ancient traditions, bring children closer to the understanding of antiquity and, through active participation, introduce them to the history of their people.
Tatiana Sidorova
Work experience "Oral folk art in the education of children of early preschool age"
Experience on the topic« Oral folk art in the education of children of early preschool age»
Folklore contains inexhaustible opportunities for awakening cognitive activity, independence, bright individuality of the baby, for the development of speech skills. Therefore, it is necessary to use it as widely as possible. parenting.
The transience and significance of the first years of a child's life make special demands on the teacher, working with children early age , but exactly: he should know well age features children, see the individuality of each baby, predicting the "zone of proximal development" (L. S. Vygodsky). All this will give a lot to kids in terms of their mental development. The teacher must know that children early age have unique features in the overall development and take this into account when organizing and methods of familiarization with folk poetry.
Undoubtedly, today the topic is relevant. While science is developing, computerization is being introduced into life, folk language begins to lose emotion. It was filled foreign words, and the language of the computer is devoid of coloring, figurativeness. Across folklore the child not only masters his native language, but also masters its beauty, conciseness, joins the culture of his people gets first impressions of her. Moreover, verbal creativity of the people is a special kind of art, that is, a kind of spiritual exploration of reality by a person with the aim of creative transformations of the surrounding world "according to the laws of beauty".
involved in the project (other than yourself)children and their parents. The goal of the project is to identify and study the features of . I really wanted for the time project work to educate children have a sensitive attitude towards folk art. Enrich speech, imagination, feelings children. Attach children to Russian folklore, to captivate folk stories.
But first, I developed criteria for diagnosing children.
No. Last name, first name
child Recognizes nursery rhymes, riddles by the first phrase Knows the content of fairy tales Knows the heroes of sakzok Knows how to distinguish between good and bad deeds of the heroes of fairy tales Knows and plays Russian round dance games Uses polite words in his speech
October May Sep
October May Sep
October May Sep
October May Sep
October May Sep
October May
Diagnostics (at the beginning of the year) showed the following results:
high level children(they know nursery rhymes and sometimes use them in speech; they know the content of a fairy tale and what it is called; they know fairy-tale characters, they know how to recognize them in works of fine art; they distinguish between good and bad deeds of heroes of fairy tales, they are able to reason on this topic; they know some round dance games know polite words and use them in speech) - 4 children (15%)
(good and bad); know 1 - 2 round dance games; know polite words) - 14 children(54%)
low level (they know one nursery rhyme or do not know at all; they know one or two fairy tales or are confused with the content of other fairy tales; they know 1 - 2 fairy tale characters; they have an incomplete idea of good and bad deeds; they take a passive part in round dance games; they know 1 - 2 polite words) - 8 children(31%)
Based on the results of the diagnostics, I made an annual plan work on the subject of self-education.
Picked up in September necessary material for work with children and parents on the topic "". Put goal: identify and study features the educational role of forms of oral folk art. Put tasks: cultivate a sensitive attitude towards folk art; enrich speech, imagination, feelings children; to attach to Russian folklore, to captivate folk stories; and reveal the meaning oral folk art in the system of education of children. And became work objectives, to achieve the set goals.
On my own, with the help of magazines « preschool education » , "Child in Kindergarten", Internet resources, Software development educational areas "Reading Fiction", "Communication" in the second junior group and Comprehensive and thematic planning for the program "Childhood" under the editorship of T. I. Babaeva, A. G. Gogoberidze, studied several topics for the implementation of the plan of self-education. Topics were these are: "The role of nursery rhymes in the development of the child", The use of folklore in working with children» , « Folklore as a means of spiritual and moral development of the personality of the child, "The role of fairy tales in parenting» , "The influence of fairy tales on the psyche of the child", "Theatrical games as a means of developing speech children».
IN work with children, she paid great attention to nursery rhymes. Rhymes bring joy to kids. You can hear in them vernacular, poetic rhythm, richness of shades of words. When I read nursery rhymes, the children calmed down, smiled, that is, a favorable environment was created for emotional contact with the children. With nursery rhymes, the child develops interest and love for the artistic word. Rhymes are very small, but they are carried out in different forms. In his work with children, I used a flannelograph, showed a picture (subject, plot, so children remember the nursery rhyme more easily. Before reading the nursery rhyme, I spent didactic games or accompanied the reading by showing the actions described in the nursery rhyme. The children learned the rhymes with great interest. I created a card index of nursery rhymes for work with children. All nursery rhymes were played out by children in all sensitive moments. With the help of parents, a library of colorful books with nursery rhymes was created for children. In December, a video was shown to parents "Amusement in the life of our group". Parents looked with pleasure at all regime moments accompanied by children with nursery rhymes.
Riddles are a useful exercise for the mind. Children love riddles and are happy to guess them. And with great interest they try to guess riddles themselves.
Fairy tales are a special folklore form (reality and fiction).
With the help of parents, a library of colorful books with Russian folk tales. A small dressing area was equipped with Russian national costumes for dolls. Russians folk tales and read and listened to audio recordings. Children with great pleasure played board-printed games in Russian folk tales, collected split pictures and folded the loto. Didactic games: "Guess the tale", "From what fairy tale is the hero". By the end of the year, my children and I were already able to beat familiar Russians folk fairy tales and even some of them were shown to kids. And the parents helped us in the group to arrange a theater corner. Russian coloring books were purchased folk tales. Also, parents and their children did their homework (they drew a plot from their favorite fairy tale - an exhibition of drawings was arranged).
Parallel to mine work and work children were consulted with parents on themes: "The role of folklore in the development children» Nursery rhymes will help to cope with childish disobedience”, “Read me a fairy tale, mom; Or what books are better to be friends with preschoolers», « Education industriousness, obedience and responsibility through fairy tales", "How to choose a useful fairy tale for a baby".
At the end of the year, at the end of the project, a presentation (for parents) on the subject of the project Oral folk art in the education of preschool children».
All Job with children to get to know oral folk art was carried out mainly in joint activities, as well as in the organization of regime moments and independent activity. In doing so, I used a variety of (visual, verbal, game) methods and techniques. They contributed to the creation of an atmosphere of interest, the creation of children positive emotional attitude to genres oral folk art. My work was that I told the text (using illustrations, showed videos; showed illustrations and pictures; showed methods of action; conducted a collective reading (retelling of a short story); games - dramatizations, games - dramatizations; didactic and board games; exercises and pronunciation, onomatopoeia, imitation of actions. She gave a big role to the expressiveness of her speech. Raised goodness in children care and love for the living (toy). With the help of nursery rhymes I taught see children, What is good and what is bad. At the end of the project, children can independently use nursery rhymes while playing, washing, walking. Children have become less aggressive. Children of steel more collected, more independent. There was a positive atmosphere in the group. I gave children an idea of good and evil, beauty, truth, courage, hard work and loyalty.
Riddles used directly educational activities, on walks (observation). The riddle requires great observation from the child. In children, with the help of riddles, I developed thinking, observation.
Much attention was paid to Russian folk tales. Fairy tales help to distinguish good from evil, good from bad; develop speech, fantasy, imagination; expand horizons. I tried to tell stories (children are small) children should see the face of the narrator, his emotions, facial expressions. This helps to understand the content, attitude to the characters. Fairy tales teach children to be friendly, hardworking, obey parents, be brave.
She spent a lot of time with the children, playing round dance games. Games well develop speech, memory, imagination, attention, concentration, confidence of the child in their abilities. From children who tried to be in the shadow of others children turned out to be good leaders. They instilled confidence and a desire to be not only followers, but also leaders. Children began to respect themselves and their groupmates. Not a single child in the group is left without the attention of both an adult and children.
Attendance children became more stable, children go to Kindergarten with great desire. Their potential has grown. Knowledge has given a big step forward. This can be seen from the results of the diagnostics that I conducted at the end of the school year, (at the end of the annual project on the topic of self-education).
The results of diagnostics for the implementation of the annual project for self-education:
high level children(they know nursery rhymes and sometimes use them in speech; they know the content of a fairy tale and what it is called; they know fairy-tale characters, they know how to recognize them in works of fine art; they distinguish between good and bad deeds of heroes of fairy tales, they are able to reason on this topic; they know some round dance games know polite words and use them in speech) - 8 children(31%)
average level (they know several nursery rhymes; they know several fairy tales; they know several heroes and recognize them in works of fine art; they distinguish between the actions of heroes of fairy tales (good and bad); know 1 - 2 round dance games; know polite words) - 17 children(65%)
low level (they know one nursery rhyme or do not know at all; they know one or two fairy tales or are confused with the content of other fairy tales; they know 1 - 2 fairy tale characters; they have an incomplete idea of good and bad deeds; they take a passive part in round dance games; they know 1 - 2 polite words) - 1 child (4%) .
Majority children began to show interest in verbal communication. They argue judgments and use the form of speech - evidence with the help of an adult
Children began to show a desire for constant communication with the book, they experience obvious pleasure when listening to literary works. They truly understand the motives of the actions of the characters, see their experiences and feelings.
In progress work with children I considered the role oral folk art in the development of speech of preschoolers, in business human education, his personality. The kindergarten has an exciting task - to plant in children the seeds of love and respect for folklore. When introducing a child to beautiful world folk art, we open for him the life of society and the nature surrounding it. Plays a big role folklore in patriotic and international education, in fostering love for the motherland to her great people and interest in people of other nationalities. Folklore gives the child wonderful examples of Russian language: expressive, apt language of proverbs, sayings, folk tales about animals full of fabulous "ritualism" Russian language folk fairy tales. Folklore has an energizing effect on the:
Speech sound flow, the child distinguishes speech from all other signals, gives it preference, highlighting it from noise and musical sounds;
An activating sound effect with the help of repetitive phonemes and sound combinations, onomatopoeia, as if folklore forms programmed in the text itself.
Imagery popular folklore allows you to convey to consciousness preschoolers in a concise form, great semantic content. This is the special value of the artistic word as a means of understanding the surrounding world, speech development children.
means oral folk art in children is brought up active attitude to the world around, the desire to apply different genres of folklore in everyday life.
Artworks folk art have always been close to the nature of the child. The simplicity of these works, the repeated repetition of elements, the ease of memorization, the possibility of playing around and independent participation attract children and they are happy to use them in their activities.
Prospects for further work consider continuing to use accumulated material for comprehensive development preschool children.
Bibliography.
1. Alekseeva M. M., Yashina V. I. Methods of development of speech and learning mother tongue preschoolers: Proc. allowance for students. higher and avg. ped. textbook establishments. - M.: Publishing Center "Academy", 2000. - 400c.
2. Vikulina A. M. Elements of Russian folk culture in the pedagogical process preschool. – N. Novgorod: Nizhny Novgorod Humanitarian Center, 1995. - 138 p.
3. Volkov G. N. Ethnopedagogics: Proc. for stud. avg. and higher ped. textbook establishments. - M.: Publishing Center "Academy", 1999. - 168s.
4. Gavrish N. Use of small folklore forms // preschool education. - 1991. - No. 9. - S. 16-20.
5. Children's outdoor games peoples of the USSR / Composition. A. V. Keneman; Ed. T. I. Osokina. – M.: Enlightenment, 1988. – 239 p.
6. Doronova T. N. Development young children in a variable preschool education. Hoop. Moscow, 2010 - S. 119-127.
7. Zimina I. . - 2005. - No. 1. - S. 18-28.
8. Zimina I. Folk tale in the system of education of preschoolers // Preschool education. - 2005. - No. 5. - S. 28-35.
9. Zimina I. Folk tale in the system of education of preschoolers // Preschool education. - 2005. - No. 8. - S. 26-31.
10. Acquaintance children with Russian folk art / Avt. - comp. L. S. Kuprina, T. A. Budarina and others - St. Petersburg: Detstvo-press, 2001. - 400s.
11. Krinitsina N. Children love nursery rhymes // preschool education. – 1991. - №11.
12. Nikolaeva S. About the possibilities folk pedagogy in environmental parenting // Preschool education. - 2009. - No. 4. - S. 42-46.
13. Novitskaya M., Solovieva E. Welcome to the folklore school // preschool education. - 1993. - No. 9. - P. 11 - 18.
14. Pidruchnaya S. Tales - for safety children // Preschool education. - 2008. - No. 2. - S. 124-127.
15. Poshtareva T. Use folk fairy tales in the educational process // preschool education. - 2009. - No. 5. - S. 24-28.
16. Child and book: Benefit for kindergarten teacher / L. M. Gurovich, L. B. Beregovaya, V. I. Loginova, V. I. Piradova. - St. Petersburg: Publishing House "CHILDHOOD PRESS", 2000. - 128s.
17. Native land: Benefit for children's educators. garden / R. I. Zhukovskaya, N. F. Vinogradova, S. A. Kozlova; Ed. S. A. Kozlova. - M.: Enlightenment, 1985. - 238
18. Russian folk art and ritual holidays in children's garden: class notes and holiday scenarios / Vladimir Regional Institute for the Improvement of Teachers. - Vladimir, 1995. - 184 p.
19. Stepanenkova E. Ya. “Theory and methods of physical upbringing and development of the child". – M.: Academy, 2007. – 368 p.
20. Ushinsky K. D. Collected works. T. 6. - M., 1948., p. 298
21. Ushinsky K. D. Native word. Collected works, M.: 1974.
22. Khalikova R. Folk art as a means of education love for the native land // preschool education. - 1988. - No. 5, S. 13-17
23. Chukovsky K. I. From two to five. http://www.gumer.info.
Municipal budgetary preschool educational institution
"Lower Suetuk kindergarten of a general developmental type with a priority
Implementation of activities in the cognitive and speech direction
development of children"
Self Education Plan
(as a project)
"Oral folk art in the education of preschool children."
Educator:
2015 – 2016 academic year year
Project participants: children of middle and 2 junior group, educator, parents of children.
Objective of the project:
- Cultivate a sensitive attitude to folk art; Enrich the speech, imagination, feelings of children; To attach to Russian folklore, to captivate with folk stories; To involve parents in the process of child development by means of oral folk art using various methods and techniques of working with parents. The development of the child's speech.
Relevance:
Undoubtedly, today the topic is very relevant.
While science is developing, computerization is being introduced into life, the folk language begins to lose its emotionality. It was filled with foreign words, and the language of the computer is devoid of color, imagery. Through oral folk art, the child not only masters his native language, but also, mastering its beauty, conciseness, joins the culture of his people, gets the first impressions about it. In addition, the verbal creativity of the people is a special kind of art, that is, a kind of spiritual assimilation of reality by a person with the aim of creatively transforming the surrounding world "according to the laws of beauty."
The works of oral folk art are of great cognitive and educational value, contribute to the development of figurative thinking, enrich the speech of children.
Oral folk art is the history of the people, its spiritual wealth. Funny songs, intricate riddles, proverbs, incantations, sentences, nursery rhymes, jokes, shifters, counting rhymes, tongue twisters, teasers, funny tales were composed by the great and immortal poet - the Russian people.
The work of the educator | Work with children | Working with parents |
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September | Selection of material necessary for working with children and parents on the topic: "The influence of oral folk art on the development of speech of children 3-4 years old" Setting goals and objectives for this topic. |
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Studying the topic: "The role of nursery rhymes in the development of a child's speech" | Learning and speaking rhymes. | Consultation: "The role of folklore in the development of children" Consultation: “Nursery rhymes will help to cope with childish disobedience” |
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Creation of a card file of nursery rhymes for work with children. | Apply nursery rhymes in regime moments. The use of jokes in | Create colorful books with nursery rhymes for children. |
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Creating a card file of riddles for working with children. Studying the topic: "The use of riddles in the mental education of preschool children" | The use of riddles in educational activities | Creation of colorful books with riddles for children. |
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Studying the topic: "The use of folklore in working with children" | Didactic game "Know the nursery rhyme", "Guess which nursery rhyme the passage was read from?". | Showing parents the video "Nursery rhymes in the life of our group" |
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Exploring the topic: "Oral Folk Art as a Means of Spiritual and Moral Development of a Child's Personality". | Reading Russian folk tales to children. Listening to audio recordings of fairy tales. Creation of a theatrical corner in the group. | Consultation: "Read me a fairy tale, mom, or what books are better friends with preschoolers" Creation of colorful books with Russian folk tales |
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Studying the topic: "The role of fairy tales in the upbringing of children" | Board - printed games based on Russian folk tales | Consultation "Education of diligence, obedience and responsibility through fairy tales" Creation of a sliding folder “The role of a fairy tale in the development and upbringing of a child” |
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March, April | Studying the topic: "Theatrical games as a means of developing children's speech" | Teaching children to play with familiar fairy tales (dramatization games) | Competition of joint creative works of parents and children on the theme "My favorite fairy tale" |
Self-analysis of the plan of self-education. | Presentation of the project "Oral Folk Art in the Education of Preschool Children". at the final parent meeting |
for 2015-2016 academic year
Stages of work on | Activity |
1. Formation of the need for self-education, self-assessment of readiness, awareness of the need for knowledge, setting goals and objectives. |
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2. Planning work on self-education. | Planning work for the following sections: The study of methodological literature; Work with children; Working with family; Self-realization. |
3. Theoretical study of the problem. | The study of literature on the topic: Kuzina pedagogy in the upbringing of a preschooler. M., 1995., Makhaneva children to the origins of Russian culture: Textbook - method. allowance 2nd ed., revised. and additional St. Petersburg,. 2008. Kozyreva is beautiful and correct. Speech development in children from birth to 5 years. M., 2005. Distance and sayings of the Russian people. M., 2009. Larks: Songs, sentences, nursery rhymes, jokes, counting rhymes / Comp. G. Naumenko. M., 1998. Russian folklore / Comp. V. Anikin. M., 1985. |
4. Practical activities |
Report on the topic of self-education. |
5. Summing up the results of self-education. | As a result of work on the topic of self-education Most children have increased interest in oral folk art; Enriched oral speech; Fantasy and imagination developed; Parents have formed ideas about creating a favorable emotional and socio-psychological climate for a full-fledged; Expanded ideas about the influence of oral folk |
Self-analysis on the topic of self-education
At the beginning of the school year, I thought about the topic of self-education. Personally, it is interesting for me to study topics that are in contact with oral folk art. So I chose a topic for my self-education - "Oral folk art in the upbringing of preschool children." Undoubtedly, today the topic is relevant. While science is developing, computerization is being introduced into life, the folk language begins to lose its emotionality. It was filled with foreign words, and the language of the computer is devoid of coloring, figurativeness. Through oral folk art, the child not only masters his native language, but also masters its beauty, conciseness, joins the culture of his people, gets the first impressions about it. In addition, the verbal creativity of the people is a special kind of art, that is, a kind of spiritual assimilation of reality by a person with the aim of creatively transforming the surrounding world "according to the laws of beauty."
The topic for self-education is chosen, the relevance is clear. In the project (except yourself) children and their parents.
The age of the children is the middle and the second younger group. I really wanted to instill in children a sensitive attitude to folk art during the work of the project. Enrich the speech, imagination, feelings of children. To introduce children to Russian folklore, to captivate with folk stories.
But, first, I developed criteria for diagnosing preschool children in my group: knowledge of nursery rhymes, riddles; knowledge of the content of fairy tales; knowledge of the heroes of fairy tales; the ability to distinguish between good and bad deeds of the heroes of fairy tales; knowledge of round dance games; enrichment of the dictionary with words in order to reveal the knowledge of children for further work on my topic of self-education (what children are already familiar with and what they need to pay attention to).
Diagnostics (at the beginning of the year) showed the following results:
a high level of children (they know nursery rhymes and sometimes use them in speech; they know the content of a fairy tale and what it is called; they know fairy-tale characters, they can recognize them in works of fine art; they distinguish between good and bad deeds of fairy tale characters, they are able to reason on this topic; they know some round dance games; they know polite words and use them in speech) - 3 children (15%)
average level (they know several nursery rhymes; they know several fairy tales; they know several heroes and recognize them in works of fine art; they distinguish between the actions of heroes of fairy tales (good and bad); they know 1 - 2 round dance games; they know polite words) - 10 children (54%)
low level (they know one nursery rhyme or do not know at all; know one or two fairy tales or confuse with the content of other fairy tales; know 1 - 2 fairy tale characters; have an incomplete idea of good and bad deeds; take a passive part in round dance games; know 1 - 2 polite words) - 6 children (31%)
Based on the results of the diagnostics, I compiled an annual work plan on the topic of self-education. In September, I picked up the necessary material for working with children and parents on the topic “Oral Folk Art in the Education of Preschool Children”.
Set goals:
- The development of cognitive, communicative abilities of children on the basis of oral folk art. Arouse interest in oral folk art and help children successfully enter the world of fairy tales, nursery rhymes, riddles, using various methods and techniques.
Set tasks:
- to cultivate a sensitive attitude to folk art; enrich the speech, imagination, feelings of children; to attach to Russian folklore, to captivate with folk stories; to reveal the importance of oral folk art in the system of raising children.
And she began to work on the planned tasks, to achieve the goal.
Independently, with the help of the magazines "Preschool Education", "Child in Kindergarten", Internet resources, reading a variety of literature, Program development of educational areas "Reading", "Communication" in their group group and Comprehensive thematic planning under the program "From Birth to Schools, ed. studied several topics for the implementation of the plan of self-education. The topics were: "The influence of oral folk art on the development of speech of children 3-4 years old", "The role of nursery rhymes in the development of a child's speech", "The use of riddles in the mental education of preschool children", "The use of folklore in working with children", "Russian folk art as a means of moral emotional development preschooler", "The role of fairy tales in the upbringing of children", "Theatrical games as a means of developing children's speech"
In working with children, she paid much attention to nursery rhymes. Rhymes bring joy to kids. People's speech, poetic rhythm, richness of shades of words are heard in them. When I read nursery rhymes, the children calmed down, smiled, that is, a favorable environment was created for emotional contact with the children. With nursery rhymes, the child develops interest and love for the artistic word. Rhymes are very small, but they are carried out in different forms. In my work with children, I used a flannelgraph, showed a picture (subject, plot, so the nursery rhyme is easier for children to remember. Before reading the nursery rhyme, I conducted didactic games or accompanied the reading by showing the actions described in the nursery rhyme. The children learned the nursery rhymes with great interest. I created a card file of nursery rhymes for work with children.All nursery rhymes were played by children in all regime moments.With the help of parents, a library of colorful books with nursery rhymes for children was created.
Riddles are a useful exercise for the mind. Children love riddles and are happy to guess them. And with great interest they try to guess riddles themselves.
Fairy tales are a special folklore form (reality and fantasy).
With the help of parents, a library of colorful books with Russian folk tales was created. Russian folk tales were both read and audio recordings were listened to. Children with great pleasure played board games based on Russian folk tales, collected split pictures and folded the loto. Didactic games enjoyed great success: “Guess the fairy tale”, “What fairy tale is the hero from”. By the end of the year, the children and I were already able to play with familiar Russian folk tales. I designed a theater corner in the group.
Also, parents together with their children did their homework (they made books - little ones - “Russian folk tales”, drew a plot from their favorite fairy tale - an exhibition of drawings was arranged).
In parallel with my work and work with children, consultations were held with parents on the following topics: “The role of folklore in the development of children”, “Nursery rhymes will help to cope with children's disobedience”, “Read me a fairy tale, mom; or what books are better for preschoolers to be friends with”, “Education of industriousness, obedience and responsibility through fairy tales”, “How to choose a useful fairy tale for a baby”.
At the end of the year, at the end of the project, there was a presentation (for parents) on the topic of the project “Oral Folk Art in the Education of Preschool Children”.
All work with children to familiarize oral folk art was carried out mainly in joint activities, as well as in the organization of sensitive moments and independent activities. At the same time, I used a wide variety of (visual, verbal, game) methods and techniques. They contributed to the emergence of an atmosphere of interest, the creation in children of a positive emotional attitude towards the genres of oral folk art. My work was that I told a text (using illustrations, showed illustrations and pictures; showed methods of action; conducted a collective reading (retelling a little fairy tale); games - dramatizations, games - dramatizations; didactic and board - printed games; exercises and pronunciation, onomatopoeia, imitation of actions.I paid a big role to the expressiveness of my speech.I brought up kindness, care and love for the living (toy) in children.With the help of nursery rhymes, I taught the children to see what is good and what is bad.At the end of the project, the children themselves can use nursery rhymes while playing, washing, walking.Children have become less aggressive.Children have become more collected, more independent.A positive atmosphere has been created in the group.I gave the children an idea of good and evil, beauty, truth, courage, hard work and loyalty.
I used riddles in educational activities, on walks (observation). The riddle requires great observation from the child. In children, with the help of riddles, I developed thinking, observation.
She paid much attention to Russian folk tales. Fairy tales help to distinguish good from evil, good from bad; develop speech, fantasy, imagination; expand horizons. I tried to tell fairy tales (small children), children should see the face of the narrator, his emotions, facial expressions. This helps to understand the content, attitude to the characters. Fairy tales teach children to be friendly, hardworking, to obey their parents, to be brave.
She spent a lot of time with the children, playing round dance games. Games well develop speech, memory, imagination, attention, concentration, confidence of the child in their abilities. Children who tried to be in the shadow of other children turned out to be good leaders. They instilled confidence and a desire to be not only followers, but also leaders. Children began to respect themselves and their groupmates. Not a single child in the group is left without the attention of both adults and children.
Attendance of children has become more stable, children go to kindergarten with great desire. Their potential has grown. Knowledge has given a big step forward. This can be seen from the results of the diagnostics that I conducted at the end of the school year (at the end of the annual project on the topic of self-education).
Diagnostic results for the implementation of the annual self-education project:
a high level of children (they know nursery rhymes and sometimes use them in speech; they know the content of a fairy tale and what it is called; they know fairy-tale characters, they can recognize them in works of fine art; they distinguish between good and bad deeds of fairy tale characters, they are able to reason on this topic; they know some round dance games; they know polite words and use them in speech) - 8 children (31%)
average level (they know several nursery rhymes; they know several fairy tales; they know several heroes and recognize them in works of fine art; they distinguish between the actions of heroes of fairy tales (good and bad); they know 1 - 2 round dance games; they know polite words) - 10 children (65%)
low level (they know one nursery rhyme or do not know at all; know one or two fairy tales or confuse with the content of other fairy tales; know 1 - 2 fairy tale characters; have an incomplete idea of good and bad deeds; take a passive part in round dance games; know 1 - 2 polite words) - 1 child (4%)
Irina Sevastyanova
Upbringing citizen and patriot who knows and loves his homeland cannot be successfully solved without a deep knowledge of the spiritual wealth of his people, development folk culture. The process of cognition and assimilation should begin as early as possible, figuratively speaking, with mother's milk, the child should absorb the culture of his people through lullabies, ditties, nursery rhymes, fun games, riddles, proverbs, sayings, fairy tales, works popular decorative arts. Only in this case folk art will leave a deep imprint in the soul of the child, will arouse a steady interest. The beauty of native nature, features of Russian life people, his all-round talent, diligence, optimism appear before children vividly and directly in the works folk craftsmen.
The culture of Russia cannot be imagined without folk art. Oral folk art, musical folklore, folk-applied arts should find great reflections in the content of education and education the younger generation now, when samples of mass culture of other countries are being introduced into the life, life and worldview of children. folk art, being the fundamental basis of professional art, contributes to the formation of the artistic taste of the main aesthetic criteria, the development of the aesthetic attitude of children to professional art, nature, the surrounding reality, has great educational opportunities. It carries a huge spiritual charge, an aesthetic and moral ideal, faith in the triumph of beauty in the victory of goodness and justice. Folk art allows you to introduce children to the spiritual culture of their people of which it is a part.
In this regard, a corner was created in our health-improving group MBDOU No. 14 folk art. Great help in collecting exhibits for our corner was provided by the parents of the health group. For which many thanks to them.
Here, look what we got.
Related publications:
Russian folk art is the basis for the formation of patriotic feelings and universal values of preschoolers“Education, created by the people themselves and based on the principles of the people, has that educational power that is not found in the best systems.
Oral folk art as a means of spiritual and moral education of older preschoolers In our time, it is necessary to raise a child as a citizen, a patriot, who knows and loves his homeland. But this task today can not be successful.
Oral folk art as a means of introducing preschoolers to Russian folk culture 1slide Theme of my self-education: “Oral folk art as a means of familiarizing preschoolers with Russian folk culture” deadline.
Self-education plan "Oral folk art in the upbringing and education of children of primary preschool age" Goal: Improve your theoretical level, professional skills and competence. Tasks: Development of innovative.
Oral folk art has a beneficial effect on the upbringing of children, develops creative, cognitive, and communicative abilities. Children.
Pedagogical project "Folk art in the life of preschoolers" Justification of the problem. “Childhood is the most important period of human life, not a preparation for a future life, but a real, bright, original, unique.
The preschool period of a child's life largely depends on us adults. And we must fill the child's life with the light of goodness, enrich it spiritually.
Acquaintance with the customs and traditions of Russian folk holidays.
If a child was born and grew
On the native side, among Russian birches,
Heard Russian songs, sang carols,
Congratulations on the bright holiday of Easter,
He was brought up in work, mercy, kindness,
In respect for elders, relatives and the Earth,
This commandment of the ancestors will save in the soul,
It will bring only joy and happiness.
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ARTICLE
"The role of folk art in the upbringing of a preschool child"
Solomina Tatyana Igorevna, MBDOU Krasnozorensky kindergarten, educator in the village of Krasnaya Zarya.
If a child was born and grew
On the native side, among Russian birches,
Heard Russian songs, sang carols,
Congratulations on the bright holiday of Easter,
He was brought up in work, mercy, kindness,
In respect for elders, relatives and the Earth,
This commandment of the ancestors will save in the soul,
It will bring only joy and happiness.
An important means of moral and aesthetic education and the formation of an active creative personality is folk art, which combines oral folklore, musical and visual arts. Folk art summarizes ideas of beauty, aesthetic ideals, the wisdom of the people, which are passed down from generation to generation. Through folk art, the child learns the traditions, customs, features of the life of his people. Get involved in its culture. The value of folk art is determined by the fact that it affects the feelings of the child through the means of expression. And this impact is natural, not violent. Because of this, it is accessible to children with different levels of development. And each child receives satisfaction and emotional charge from communication with him. It is gratifying that in recent years there has been a significant increase in interest in this type of art. Its educational possibilities are inexhaustible. In the process of getting to know folk art. In addition to solving aesthetic problems, such as developing the ability to see beauty, create and preserve it, and show creative activity. It is also important to develop the psychological processes necessary for successful creative activity and for the overall development of children (memory, thinking, imagination, cognitive and emotional-volitional spheres), as well as solve the problems of moral and patriotic education: respect for one's people. To the work of folk craftsmen. Love for your land, Motherland, Fatherland. Our task is to ignite a spark of love and interest in the life of the people in different historical times, in their history and culture, in the nature of Russia, to help us, adults, to educate patriots. But right now. When everything popular, pure, good is subjected to mockery and perversion. Familiarization with folk art, folk crafts is a matter of honor for any sane citizen of the country. After all, people right now. And especially to children. Need information about her history. Her rich spiritual life. About folk traditions and life, crafts. Everyone strives to know the world. And acquaintance with him begins with the closest - from his house, street. For us, first of all, the door to the big and bright world, which is called the Motherland, opens. But to for real deeply love your country. It is necessary to know not only the present, but also the past. How did Russian people live? How did you work and rest? What made them happy and what worried them? What customs and traditions did they observe? How did you decorate your home? What did you dream about? How did they dress? To answer these questions means to restore the connection of times, to return the lost values. We need to strive to instill love and respect for the objects of folk art. Our kindergarten introduces children to the calendar and agricultural holidays associated with the farewell to winter, the flight of birds and the melting of snow, the flowering of the earth, the beginning of summer, the sowing and harvesting of bread. In our matinees, holidays and entertainment, we use ritual songs, dances, round dances, incantations, etc.,. They created a mini-museum "Izba" with exhibits of folk life: a chest, a samovar, utensils, benches, a Russian stove, wicker baskets, embroidered towels, etc. For the holidays, we select folk costumes, in which the regional house of culture actively helps. Children with joy and excitement are waiting for the holidays, which unite both adults and children with common experiences, expectations, fun games . The joyful atmosphere of children's holidays and entertainment creates a favorable climate. It contributes to the development of the emotional-volitional sphere of children, causes them a sense of satisfaction and encourages them to communicate with the beautiful, forming cultural interests and needs. Such holidays are an unobtrusive form of introducing children to folk art. Man at all times tried to decorate his life. Any craft. Having reached the top, it becomes art. This is how folk crafts arose. Our Russian land was famous for its craftsmen and craftsmen. “It’s not that expensive that red gold, but that of folk craftsmanship,” says a folk proverb. With the help of parents, exhibitions of towels, rugs, and capes are organized. Children, not seeing this in everyday life, genuinely rejoice, examine, then reflect what they see in drawings and games. Before leaving for school, our pupils have an idea about the crafts of folk craftsmen of the Russian land, respect for folk crafts, folklore, use elements of manual labor. Parents donated spinning wheels, a tow, bedding, household items, and embroidered clothing samples to our museum. Bright impressions on children are always made by a folk toy, Dymkovo, Filimonovskaya, Livenskaya, or bright illustrations, photographs with large images of genuine toys. Everyone likes lively, festive dolls, magnificent in molding and painting, goats, horses, roosters with painted tails. Children sculpt in the likeness, rejoice at the result. The skills acquired by children in the course of classes are used by them when creating other types of stucco work, which makes the products more expressive both in design and design. Under the influence of folk art objects, children perceive illustrations for Russian folk tales by such artists as I. Bilibin and Yu. Vasnesnetsov, whose work is based on national traditions, more deeply and with great interest. Raising in children the need to create beautiful things is an important matter. If they are taught to do this from an early age, then later, as adults, they will always strive for beauty. Helping children to master some of the skills and techniques used by folk craftsmen, the educator must master them himself, know the sequence of making this or that product. And also be able to draw patterns based on paintings. We hold master classes, round tables, we invite teachers of drawing and drafting of the Krasnozorenskaya secondary school. In the process of teaching children decorative drawing, modeling, and appliqué, we use the following techniques: - creating a game situation at the beginning of educational activities and during the analysis of children's work; - comparison of pattern elements and various composition options; - use of outlining gesture (to select elements. Determination of their location and sequence of execution of the pattern); - showing the sequence of drawing and exercise in the image of new or complex elements of the pattern; - combination of different types visual activity(modeling followed by painting). The ability to see on objects of each type of folk art the variability of elements, color and composition, to notice. Like a master. Without going beyond the traditions of fishing. Each time he creates a new, unique work. It will help children to independently choose combinations of elements and composition, depending on the purpose and shape of the object they decorate. With children of senior preschool age, we conduct creative classes, in which they come up with patterns in the style of any painting. For example, according to the finished sketch, we suggest drawing a fabric sketch for the Snow Queen's dress using Gzhel motifs; decorate kokoshniks in the style of Dymkovo painting; depict a bouquet made up of Gorodets flowers; draw a fairytale forest using the elements and colors of the Khokhloma painting. To make classes on acquaintance with arts and crafts more interesting, the use of music helps to diversify. Elements of theatrical activity. After all, we will be so emotional. How we organize this work largely depends on whether we can instill in children a love for folk art, form the ability to perceive and appreciate the craftsmanship of folk craftsmen. The child learns that wonderful colorful objects are created by folk craftsmen, people gifted with imagination, talent and kindness. Children gradually begin to respect and love this art, to understand its plasticity, ornamentation, color combinations, a variety of shapes and images. In the senior and preparatory group children, under the influence of learning, have a desire to make toys themselves according to the model of those with which they were introduced. The knowledge acquired by children expands the possibilities of independent activity. The more impressions children have, the more interesting and diverse their ideas become, and the presence of skills leads to that. That the guys quite easily take on their embodiment.
Children get acquainted with our national wealth, oral folk art, compose fairy tales themselves, dramatize them. Rich folklore material helps - these are fairy tales, riddles, proverbs, sayings, folk games, counting rhymes. 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. In folk games there is a lot of humor, jokes, competitive enthusiasm. Movements are often accompanied by funny moments, tempting and loved by children, counting rhymes, draws, and nursery rhymes. They retain their artistic charm, aesthetic value and constitute the most valuable game folklore. Folk games are figurative, therefore they attract preschool children. Folklore works bring joy to the child, activate thinking, speech, memory, imagination. Different types oral folk art are an important means of developing speech and all aspects of the child's personality. Influence of folklore on creative development is undoubtedly great. And our experience shows that such activities using elements of manual labor and folklore open up great opportunities for children to develop initiative. They awaken positive emotions, inspire, activate children's thoughts. The use of handicrafts, folklore enrich our leisure time, contribute to the creation of a friendly atmosphere in the group. Folk poetic word, an example of spiritual service to people. It is like a spring gushing from the bowels of the earth, to which generations fall. And mother's lullabies, fairy tales, fairy tales, sayings, fables sound from generation to generation. A folk poetic word intended for children is necessary not only for them, but also for adults in order to express their love, tenderness and care to children.
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. Native speech, sounding in fairy tales, expressive intonations of Russian songs, bright folk toys are an indispensable means of educating love for the Motherland, for the environment, which a child meets from an early age. The role of folk art in the development of children's activities, and above all in the game, in actions with toys, is perfectly revealed. It is difficult to find more valuable material for the development of artistic perception than fascinating Russian fairy tales, expressive songs, colorful objects of arts and crafts. Impressions received from their perception. They are reflected in the independent verbal, song, visual art of the child. Oral folk art has an amazing ability to awaken a good beginning in people. The use of oral folk art in working with children creates unique conditions for the development of speech, thinking of children, motivation of behavior, accumulation of positive moral experience in interpersonal relationships.
